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)

The diagram illustrates solo type of desert, known as a rain-shadow desert, is formed.One side has a sea while other side has a rain-shadow desert.

Overall, it is clear that how wind approach coast over the sea and moist air rises and cools converted into clouds form and cause a rain fall.On the other side, dry air continues slide down over the mountain to leeward side.Finally, dry winds reach inland areas on rain-shadow desert.

Turning to the first half, over the sea winds approach coast and push the that wind upwards to the windward side.Moreover, moist air rises and cools in the same time.Although, that moist air has been change into cloude form and cause a rain falls on the top of the mountain.

Turning to the remainning, after rain falls dry air countinues move downward to leeward side over the mountain.Additionally, at the end of all this process dry winds reach to the inland areas on the rain-shadow desert.However, mountain expanded in the thousands of kilometres.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main sequence from winds approaching the coast to dry winds reaching the inland desert, and your overview identifies the contrast between the rainy windward side and the dry leeward side. These are relevant features and broadly match the diagram. Some details are less fully or clearly reported: for example, “moist air rises and cools” and clouds form, but the explanation of how this leads to rain is compressed. The final claim that the mountain “expanded in the thousands of kilometres” misreads the scale marker, which indicates the horizontal distance shown, not mountain size. To strengthen the response, explain the stages more precisely and describe the scale without adding an unsupported feature.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and paragraphs describing the two halves of the process. The sequence is generally easy to follow, especially from coastal winds to rainfall and then to dry air inland. However, progression is sometimes interrupted by awkward or unclear links, such as “Although” before a statement that does not contrast with the previous idea, and “However” introducing the scale comment. Connectors including “Moreover,” “Additionally,” and “Finally” are used mechanically rather than showing precise relationships. Some references, such as “that wind” and “all this process,” are also vague. Use fewer, more purposeful linking expressions and make each stage follow clearly from the one before it.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “dry winds,” and “inland areas,” which helps communicate the diagram’s subject. There is some variety in how you describe the stages, but several word-choice and form errors make parts less natural or precise: “solo type” for “one type,” “cloude form” for “clouds form,” and “mountain expanded” for the scale information. Phrases such as “cause a rain fall” and “reach to the inland areas” also show inaccurate collocation. Aim to use standard process language consistently, and check spelling and word forms. More precise verbs such as “ascend,” “condense,” and “descend” would help describe the movement of air.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including clauses linked with “after” and “although,” and the overall process can usually be understood. However, some sentence structures are faulty or incomplete, as in “The diagram illustrates solo type of desert … is formed,” where the clauses are not joined correctly. There are also errors in verb forms and agreement, for example “winds approach coast and push the that wind upwards” and “dry air countinues move downward.” Articles and sentence boundaries are inconsistent, and missing spaces after full stops make the opening difficult to read. Practise forming a clear subject–verb structure for each stage, then add subordinate clauses only when their grammatical relationship is clear.

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