Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-11-12

IELTS Writing Task 1 question

The diagram below shows how one type of desert, known as a rain-shadow desert, is formed.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The formation of rain-shadow deserts

Student answer (Band 5.5)

This data presentend in the diagram represent a picture of moutains and explain how the desert next to the moutains was formed. This type of desert is a rain-shadow desert.

This data shows 7 stages of the formation of the desert. The first stage is the winds approch coast, on the left of the picture, on top of the sea. The winds pushed upwards the moutain at stage 2 and continue to go up at stage 3 with the moist air and cools. The next stage is the clouds form, on the windward side of the moutain right before the rain falls. At the stage of the rain falls, the diagram reached the highest peak of the moutain.

After this peak, the diagram line fall down to the leeward side of the moutain with the dry air in steage 6 and continue to the rain-shadow desert in inland at the last stage, which is dry winds.

We notifice that the winds are calculate in thousands of kilometres in this data.

The significant difference of this diargam is the number of stage between the left and the right side of the moutain, with 5 stage before the highest point and 2 after.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as showing a rain-shadow desert and report the main sequence from coastal winds through rainfall to dry air reaching inland. The distinction between the windward and leeward sides is also included, and the final comparison notes five stages before the peak and two after it. However, some details are unclear or inaccurate: the winds are not “calculated in thousands of kilometres”; that label indicates the horizontal scale. The account also describes the process as a “diagram line” falling, rather than explaining that air loses moisture as it crosses the mountain and then reaches inland as dry winds. A clearer overview of this cause-and-effect pattern, with more precise stage descriptions, would make the key features more fully addressed.

Coherence and Cohesion: Band 6.0

The response has a generally understandable sequence, supported by paragraphing and transitions such as “The first stage,” “The next stage,” and “After this peak.” This helps the reader follow the process from the coast to the inland desert. However, the progression is sometimes mechanical, and several references are not fully clear. For example, “the diagram line fall down” shifts attention from the process to an apparent line, while “this data” is repeated without adding useful links between ideas. The final observation about the number of stages is relevant but feels detached from the explanation. Use clearer links that express cause and result, and keep each paragraph focused on a connected part of the process.

Lexical Resource: Band 5.5

You use relevant topic vocabulary, including “windward side,” “leeward side,” “moist air,” and “rain-shadow desert,” which helps communicate the diagram’s subject. However, word choice and spelling errors are noticeable and sometimes make the description less precise: “moutains,” “approch,” “steage,” and “diargam” recur, while “winds are calculate” does not express the scale label accurately. Phrases such as “the diagram line fall down” are also unsuitable for describing air movement. Build accuracy with process verbs and collocations such as “air rises,” “moisture condenses,” and “dry air descends.” Proofreading spelling and choosing words that describe the natural process, rather than the diagram’s appearance, would improve clarity.

Grammatical Range and Accuracy: Band 5.0

The response includes both simple sentences and some attempts to combine stages, for example, “The winds pushed upwards the moutain at stage 2 and continue to go up at stage 3.” However, control is uneven: tense and verb forms shift (“pushed” and “continue”), and some sentence patterns are incomplete or awkward, as in “with the moist air and cools.” There are also errors in agreement and articles, including “the diagram reached the highest peak” and “the number of stage.” These problems sometimes make the intended relationships difficult to follow. Practise forming complete clauses with a consistent present tense for process descriptions, and check subject–verb agreement, articles, and plural forms. More accurate complex sentences would help explain how each stage leads to the next.

See this exact question answered at other band scores. The same prompt compared across bands.

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