Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-07

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 diagram illustrates about the formation of rain shadow deserts due the different mountains barriers

overall; the winds approach coast then moist air rises to form clouds then dry air countinues downward and in end dry winds reach inland areas

in first step winds from sea approaches towards coast then they pushed in upward direction where moist air rises and it cools after this next process of cloud formation started in windward side and in 5 step rain falls on the top of mountains and then dry air countinues over the mountains and moves in leeward side of mountains in final step dry winds reaches in inland areas where rain shadow desserts are present these winds travels thousands of kilometres from sea and coastal areas towards the mounatians too

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main sequence: winds arrive from the sea, rise and cool, clouds form, rain falls, and dry winds continue inland to the desert. This is relevant and gives the reader a basic account of the process. However, the overview is unclear and does not explain the key contrast between the wet windward side and the dry leeward side. Some details are imprecise: rain is shown above the windward slope and mountain peak, not simply “on the top,” and the diagram does not say that the air moves “downward.” The response also contains 129 words, below the required 150, so the process is only partially developed. Add a clearer overview and explain how the mountain creates the rain-shadow effect.

Coherence and Cohesion: Band 5.5

The stages are presented in roughly the correct order, and phrases such as “in first step” and “in final step” help signal sequence. This gives the response some organisation. However, the writing is largely one continuous block, with no clear paragraphing, and the overview repeats much of the same sequence later. Linking is also mechanical: “then,” “after this,” and “and then” carry most of the progression, while the semicolon after “overall” is not used effectively. The final sentence about thousands of kilometres is attached to the process without a clear transition. Separate the overview from the detailed stages, use full stops to control the sequence, and connect cause and result more explicitly.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “moist air,” “cloud formation,” “windward side,” “leeward side,” and “inland areas,” which shows an attempt to describe the diagram specifically. However, the range is limited and several word choices or forms are inaccurate, sometimes making the meaning less clear. For example, “mountains barriers” is an awkward description, “dry air continues downward” does not match the diagram’s wording, and “desserts” is a spelling error for “deserts.” “Countinues” and “mounatians” are also misspelled. Aim for accurate collocations and check spelling; terms such as “is forced upwards,” “precipitation,” and “rain-shadow effect” would make the description more precise.

Grammatical Range and Accuracy: Band 5.0

The response attempts to describe a sequence using both simple clauses and longer sentences, but the range is limited and complex sentences are often faulty. Errors include “winds … approaches,” where the plural subject needs a plural verb, and “then they pushed,” which lacks the appropriate passive form. Articles and sentence construction are also problematic in “in first step” and “in 5 step.” The long final description joins many stages with “and” and has little punctuation, making relationships between clauses difficult to follow. Use the present simple consistently for a process, such as “the winds are forced upwards,” and divide the account into shorter, complete sentences. More accurate control of agreement, articles, and punctuation is needed.

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

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