Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-16

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)

The diagram illustrates the process of rain-shadow deserts. It clearly shows the formation which is a seven step process. Also, there are two sides of the mountains that is windward and leeward side. In addition to this inland areas are also present. These inland areas are thousand of kilometres away from the coast and are where the rain-shadow desert is formed.

Overall the winds approach the coast and are pushed upward over the mountains. Then, moist air rises and cools hence clouds are formed and rain starts to fall. Dry air continues over the mountains and dry winds reach the inland areas.

The process starts with, the winds travelling to the coast. After that, the wind flows in the upward direction on the side of the mountains known as windward side. Following this, the mixture of dry air and water vapor rises and then cools subsequently, it proceed to the stage which is formation of clouds. In next stage, rain started falling from the clouds over the mountains.

However, dry air coming from the windward side reaching in downward direction on the opposite side of the mountain known as leeward side. Finally, this dry air converted into dry winds and arrive at the inland areas from the mountains.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The student successfully covers all key features of the diagram detailing the formation of a rain-shadow desert. The response outlines the stages sequentially, mentioning the winds approaching the coast, being pushed upward, moisture cooling, cloud formation, and precipitation on the windward side, followed by dry air moving over the mountains to the leeward side and inland areas. An overview is provided in the opening paragraph, noting the seven-step process and the geographical features such as the windward and leeward sides. However, the explanation occasionally lacks precise integration of the visual scale (e.g., 'thousand of kilometres away'), and some descriptions of the stages are slightly repetitive between the overview and body paragraphs. Overall, the task is well addressed, satisfying the main requirements of reporting the core process accurately.

Coherence and Cohesion — Band 5.5

The text demonstrates a clear overall progression, moving logically from the initial stages of coastal winds to the final rain-shadow desert formation inland. Paragraphing is utilised to separate the general introduction, a summary of the whole process, and more detailed descriptions of individual stages. Cohesive devices are employed to guide the reader, such as 'Overall', 'Then', 'After that', 'Following this', and 'Finally'. However, some transitions feel mechanical or slightly awkward, such as 'The process starts with, the winds travelling...' (where the comma is intrusive) and 'However, dry air coming from the windward side reaching in downward direction', which lacks a main verb and disrupts the flow. Referencing is generally clear, though paragraph structures could be tighter.

Lexical Resource — Band 5.5

The student uses an adequate range of vocabulary suitable for describing a geographical process, incorporating terms such as 'moisture', 'precipitation', 'windward', 'leeward', and 'inland areas'. There are, however, noticeable word choice and collocation inaccuracies throughout the text, such as 'rain started falling' instead of continuous or natural descriptions, and 'dry air converted into dry winds' which is an unnatural collocation. Spelling and word formation errors also appear, such as 'thousand' instead of 'thousands'. While the vocabulary is sufficient to communicate the main ideas, these limitations prevent the response from achieving a higher band in lexical resource.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures, attempting various subordinate clauses and participial phrases (e.g., 'Winds approach coast and are pushed upward', 'After that, the wind flows in the upward direction'). However, grammatical accuracy is inconsistent. There are several structural errors and fragments, such as 'Also, there are two sides of the mountains that is windward and leeward side' (missing articles and subject-verb agreement issues) and 'However, dry air coming from the windward side reaching in downward direction on the opposite side of the mountain known as leeward side', which is a sentence fragment lacking a finite verb. Punctuation errors, such as unnecessary commas ('starts with, the winds'), also detract from control.

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