Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-08

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 diegram illustrait how the rain-shadow desert is formed over the a long structured periode of time.

Overall their are 7 main steps in the process, beginning with winds approach coast and ending with dry winds reach inland areas and form rain-shadow desert.

First winds go through the see and approach coast and then their is a change in direction of the winds to upside caused by the mountains. As the air trying to move upwards it gets cooled because of moisture and when cross the windward side, the moisture converted into clouds and then into ran.

After rain falls, the dry air continue its journey towards the land over the mountains. Once it cross the leeward side and fill down, the dry air reachs the ground and we callit the inland area. once the whole process finished the area where the air come down call rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the process as a sequence and give its broad direction, from winds approaching the coast to dry air reaching inland, which addresses the central subject. However, the overview is not fully accurate: the diagram shows dry winds reaching inland areas where the rain-shadow desert is located, rather than explicitly saying the winds form it. Some stages are also unclear or misrepresented, such as saying moisture “converted into clouds” and describing the air as filling down. The account would be stronger if it clearly explained that moist air rises over the windward side, cools, forms clouds and produces rain, while dry air descends on the leeward side. The response is also two words below the required minimum, so it does not meet the task’s length instruction.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, a brief overview, and a chronological account of the stages. Sequencing expressions such as “First,” “After rain falls,” and “Once” help the reader follow the process. However, the progression is not always clear because several stages are compressed into long sentences, and references such as “it” and “the area” can be difficult to interpret. The final sentence repeats the idea of the desert’s location without clearly linking it to the preceding explanation. Use separate sentences for the rising and cooling air, rainfall, and descent on the leeward side, and make each reference explicit to improve cohesion.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “windward side,” “leeward side,” “moisture,” “clouds,” and “dry air,” so the topic is generally identifiable. However, the range is limited and several word-choice, collocation, and spelling problems make parts of the description difficult to understand. For example, “winds go through the see” and “fill down” do not express the intended movement clearly, while “ran” and “callit” contain spelling or spacing errors. “A long structured periode of time” is also an awkward and unsupported description of the process. Aim for precise process language such as “rise,” “cool,” “condense,” “precipitation,” and “descend,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentences, including a sequence with “As the air trying to move upwards” and a time clause beginning “Once it cross the leeward side.” However, complex structures are often faulty, and errors in verb forms, agreement, articles, and sentence boundaries occur throughout. For instance, “the dry air continue” needs a singular verb, while “the air trying to move upwards” is missing a finite verb. The final paragraph also shifts between sentence openings without consistent capitalisation, and some sentences run together. Practise forming complete clauses with accurate subject–verb agreement, such as “As the air rises, it cools,” and use full stops to separate stages.

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