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 schematic diagram details the formation of the rain-shadow desert by movement of moist and dry wind across sea,land and mountains.

Initially the winds approaching the coastal areas and the seas are uplifted due to low temperature.The moist air rises up and cool down after gaining an altitude.The cooled moist air undergo condesation and is transformed into clouds.Consequently, the vapours in the clouds evaporate resulting in rainfall.On contrary dry air continue to flow across mountains along with leeward side.These dry winds travel through thousands of kilometres gathering the dust particles with them.Finally these dry winds reach the inland areas.Here these dry winds along with the accumulated dust particles is transformed into rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main sequence from moist air rising over the mountains to rain and then dry winds reaching inland, so the response is relevant to the diagram. However, the account is only partial: it does not clearly explain that the mountains force the approaching winds upwards, nor does it distinguish the windward and leeward sides as key stages in the process. Some details are unsupported or inaccurate: the diagram does not say that low temperature causes the initial uplift, that cloud vapour evaporates to produce rain, or that dust accumulation creates the desert. The final explanation should state that dry air continues over the leeward side and that the rain-shadow desert forms inland. The response is also 37 words below the required minimum, limiting the development of the stages.

Coherence and Cohesion: Band 6.0

The stages are presented in a generally logical order, signalled by “Initially,” “Consequently,” and “Finally,” and the reader can follow the movement from the coast towards inland areas. This coherent overall arrangement supports the explanation. However, the response is a single dense paragraph, and some links between stages are unclear or mechanically expressed. For example, “On contrary” introduces the dry-air stage abruptly, while “Here” does not clearly identify the inland location or explain how the desert forms. Use clearer transitions to show cause and effect, and group the process into a brief overview followed by the sequence. More precise referencing would also help distinguish the windward slope, mountain crossing, and leeward side.

Lexical Resource: Band 6.0

You use an adequate range of process vocabulary, including “uplifted,” “condensation,” “leeward side,” and “inland areas,” which helps communicate the diagram’s subject. There are also attempts at more formal wording, such as “schematic diagram” and “accumulated.” However, several choices are inaccurate or awkward for this process: “vapours in the clouds evaporate” does not describe rainfall, and “transformed into rain-shadow desert” suggests the winds themselves become a desert. Spelling and word-form errors such as “condesation” and “cool down” also reduce precision. Choose terms that describe the stages directly, such as “condense,” “precipitation,” and “forms in the rain shadow,” and avoid adding dust accumulation when it is not shown.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex forms, including cause-and-effect clauses such as “The moist air rises up and cool down after gaining an altitude.” The sequence is usually understandable, but some grammatical errors remain. Subject–verb agreement is inconsistent in “air … cool down,” “air undergo,” and “these dry winds … is transformed.” Articles and number are also problematic in “across sea,land and mountains” and “the coastal areas and the seas.” The sentence beginning “On contrary” lacks the article needed in that expression, and punctuation spacing is uneven. These errors do not generally prevent the reader from following the process, but they make the account less controlled. Check agreement with singular and plural subjects, and proofread articles and sentence boundaries.

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