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 illustrates how the fromation of rain shadow deserts. This process done around mountains. It start from sea and end when winds reach inland areas. The coast had thousands of kilometres to rain shadow desert.

Overall, It can clearly seen that this is a natural process of rain shadow desert, which has seven steps which starts with winds approach coast near to the sea and ends with dry winds reach inland areas. It is a linear process.

The winds approach coast increase in to the sea this winds pushed upwards to the mountains there is a cold so moist air rises and cools. The mountains windward side the air rises and cools it converted in to the clouds form.

When the clouds become a heavy subsequently rain started falls on mountains afterwards top of the mountains dry air continues came over mountain. The mountains leeward side dry air convert in to the dry winds and reach in inland areas. This process coast has thousands of kilometres to rain shadow desert in to the inland.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main sequence and give an overview that identifies a seven-stage, linear process, from winds approaching the coast to dry winds reaching inland areas. You also correctly describe air rising and cooling, cloud formation, rainfall on the mountain’s windward side, and dry air continuing over the mountain. Some details are less fully or clearly reported: the opening claim that the coast “had thousands of kilometres to rain shadow desert” misuses the scale label, which indicates the horizontal distance rather than a process or coastal feature. The explanation of how the dry air becomes dry winds is also brief. To strengthen the report, describe the sea-to-inland layout accurately and explain the contrast between the rainy windward side and the dry leeward side more explicitly.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and two paragraphs describing the stages. The sequence is generally easy to follow, and words such as “Overall,” “When,” and “afterwards” help signal progression. However, connections are sometimes awkward or unclear, as in “The winds approach coast increase in to the sea,” and the final sentence repeats the confusing reference to thousands of kilometres. Some transitions are also used mechanically, while punctuation and sentence boundaries make the description of the middle stages difficult to track. Organise the stages in clear chronological sentences, using precise links such as “as a result” for cause and effect, and avoid repeating information that does not clarify the process.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “clouds,” and “dry winds,” which helps identify the diagram’s key features. There is also some attempt to vary wording with “illustrates,” “process,” and “linear.” However, inaccurate word forms, spelling, and collocations reduce precision: “fromation” is misspelled, “clouds form” is used as though it were a noun phrase, and “rain started falls” does not express the event naturally. Phrases such as “increase in to the sea” and “convert in to the dry winds” are also difficult to interpret. Build accuracy by learning common process collocations and checking spelling and word forms, rather than relying on repeated “reach” and “convert.”

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentences, and the overview uses a relative clause to describe the stages. However, grammatical control is limited: several sentences omit or misuse verbs and articles, as in “This process done around mountains” and “It start from sea.” Subject–verb agreement is inconsistent (“winds … increase”), and verb forms are often incorrect (“rain started falls,” “dry air continues came”). Some clauses are joined without clear grammatical relationships, which makes the sequence harder to understand. Practise forming complete sentences with a clear subject and verb, then check tense and agreement. For example, “Moist air rises, cools and forms clouds” gives the stages in a controlled structure; use accurate articles and prepositions around it.

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