Band 5.5 IELTS Writing Task 1 Model Answer

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

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 tell us about, how one type of desert, which is known as rain-shadow desert, is brought in to existence.

Overall, this plan shows, how the rain-shadows deserts are formed. This is seven step process in which they start from how the wind approaches coast and then how to dry winds reachs to the inland areas. This tooks thousands of kilometers to arrived to its detination.

On the one hand, this diagram has five steps, first winds approach to coast then pushed upwards to the windward side, then air mixed with the moist and moist air rises and cools. Then clouds are established. Then the rain begins on the height of the mountains.

On the other hand, in sixth step dry air moved over the moved to the leeward side. In the final step, when the air moves downward it become dry, and these dry winds now moves to the inland areas.

the total formation of rain-shadow deserts formation is dicussed.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main sequence and identify the overall process: winds approach the coast, rise over the mountains, produce clouds and rain, and continue inland as dry winds. This gives the reader a relevant account of how the desert forms. However, some stages are less fully or accurately explained. For example, “air mixed with the moist” is unclear, and the description does not clearly state that rising moist air cools before clouds form and rain falls on the windward side. The overview also mentions the thousands-of-kilometres scale, but “to arrived” does not make its significance clear. A more precise overview and clearer explanation of the transition from the windward to leeward side would strengthen the response.

Coherence and Cohesion: Band 5.0

The response has an identifiable overall structure, with an opening, an overview, and paragraphs describing stages of the process. The sequence is generally understandable, and phrases such as “In the final step” help signal progression. However, the organisation is weakened by the contrastive linkers “On the one hand” and “On the other hand,” which suggest opposing arguments rather than consecutive stages. Repeated use of “Then” also makes the account sound list-like, while the final sentence repeats the topic without adding information. Some references are difficult to follow, particularly “the moved to the leeward side.” Group the stages into a clear chronological explanation and use precise links such as “as a result,” “after crossing the peak,” and “finally.”

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “clouds,” and “dry winds,” so the topic is recognisable. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the meaning unclear. “Brought in to existence” is an awkward way to describe formation, “clouds are established” is not natural in this context, and “the rain begins on the height” does not clearly describe precipitation over the mountains. There are also spelling and word-form errors, including “reaches,” “tooks,” “detination,” and “dicussed.” Use standard process terms consistently and check spelling and collocations to make each stage precise.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, including a sequence joined with “then,” and the reader can usually identify the process being described. However, control is inconsistent, especially in verb forms, agreement, articles, and sentence construction. Examples include “The diagram tell us,” “This tooks,” and “these dry winds now moves,” where the subject and verb do not agree. The phrase “when the air moves downward it become dry” also needs agreement, and “dry air moved over the moved to the leeward side” is structurally incomplete and difficult to interpret. Commas after introductory phrases and around clauses are also inconsistent. Practise accurate present-simple descriptions of processes and build shorter, complete sentences before combining stages.

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