Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-09

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 depicts the formation of rain-shadow deserts in 7 numerous steps starting from wind approach coast and concluding on dry winds reach inland areas.

In the initial step the winds from the sea approaches the coast and then in the second step the winds pushed upwards from coast towards the sky.

After the moist air has risen and cools down in the third step and simultaneously the formation of clouds are shown in the fourth step.

At the highest point the rain fall starts from the clouds to the earth surface and the dry air continues over mountain in the leeward side and this is depicted in the fifth and sixth step.

Seventh step shows the result of the entire journey of air from windward side to leeward side and in the last dry winds reach inland areas forming the Rain shadow desert.

To pen down, I would say that the formation of rain shadow deserts are not a complex procedure to understand in simple words the wind travel from see to across the highest to the lowest of the mountains which are thousand of kilometer streched to form the rain shadow desert

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the process as a sequence and include its main stages, from winds approaching the coast to dry winds reaching inland and creating a rain-shadow desert. However, the account is only partly effective as a summary: it follows the numbered steps closely but gives little explanation of the key cause-and-effect pattern, especially how moisture is lost on the windward side and dry air descends on the leeward side. The overview is also unclear: “not a complex procedure” is an opinion rather than a summary of the process’s main features. Some details are imprecise, such as saying rain falls “to the earth surface.” To strengthen the response, state the overall mechanism clearly, then describe the windward and leeward stages accurately and concisely.

Coherence and Cohesion: Band 6.0

The response has a generally understandable sequence, and paragraphing separates the opening from the stages and concluding comment. Sequencing expressions such as “In the initial step,” “in the second step,” and “After” help the reader follow the diagram. However, the repeated step-by-step framing makes the progression somewhat mechanical, and the final paragraph repeats the idea that winds travel across the mountains rather than adding a useful summary. Some references are also unclear: “this is depicted in the fifth and sixth step” combines two different events, while “the last” is used after “Seventh step.” Grouping related stages into a windward-side paragraph and a leeward-side paragraph, with a concise overview, would make the organisation more purposeful.

Lexical Resource: Band 6.0

You use an adequate range of process vocabulary, including “formation,” “moist air,” “clouds,” “leeward side,” and “inland areas,” so the topic is generally clear. There are also attempts at more formal phrasing, such as “To pen down,” although this expression is not natural in this context. Several word choices and collocations are inaccurate or imprecise: “7 numerous steps” is awkward, “wind approach coast” is not idiomatic, and “the highest to the lowest of the mountains” does not clearly describe the air’s movement. Spelling and form errors such as “see” for “sea” and “streched” also reduce accuracy. Aim for precise process language, for example “moist air rises,” “precipitation falls,” and “dry air descends on the leeward side.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including a time clause beginning “After the moist air has risen,” and the sequence is usually understandable. However, errors in agreement, verb forms, articles, and sentence construction are frequent enough to make some sentences awkward. For example, “the winds from the sea approaches” has a subject–verb agreement error, while “the winds pushed upwards” needs a passive auxiliary (“are pushed”). “The formation of clouds are shown” also has incorrect agreement, and “the rain fall starts” uses an incorrect form. The final sentence is a run-on, with several ideas joined without clear punctuation. Practise accurate passive constructions and agreement, and divide longer sentences so each stage has a clear subject and verb.

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

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