Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-11

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 presented diagram explicates that how one type of desert which was known as rain-shadow desert was formed.

Overall, it can be witnessed that the process of rain shadow desert was too lengthy.initially on sea level winds approach the coast subsequently after completing the whole process dry winds reached inland areas and rain shadow desert was formed.

To commence with it can be witnessed that the process was too lengthy initially on sea level winds approach the coast after some time winds pushed upward at the top of the mountain hence moist air rises and becom cools.

Further analyzing the diagram, on windward side various clouds forms and it falls rain subsequently on leeward side and dry air continuous over the mountains so the last step was after compleeting the whole process the dry winds reached the inland areas.Therefore,at that point the process was completed and rain shadow desert was is formed.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a process and include its main sequence: winds approach the coast, rise over the mountains, produce rain, and continue inland as dry winds. This gives the reader a basic account of how the desert forms. However, the overview is unclear and repetitive: “the process … was too lengthy” does not summarise the key cause-and-effect pattern, and the final sentence repeats that the desert is formed. Some stages are also imprecise, such as saying clouds “falls rain” without clearly explaining that rain falls on the windward side before the air crosses the mountain. To strengthen the response, give a concise overview of the moisture loss over the mountains and describe each stage accurately and distinctly.

Coherence and Cohesion: Band 5.5

The response follows the diagram’s general order, and phrases such as “To commence with” and “Further analyzing the diagram” signal movement through the process. This provides some organisation. However, the progression is weakened by repeated information: the opening overview and conclusion both say that dry winds reach inland and a desert forms, while “the process was too lengthy” is repeated without adding detail. Several stages are crowded into long sentences, making the links between them unclear, particularly the sentence beginning “Further analyzing the diagram.” Use separate, logically grouped sentences for the windward and leeward stages, and make the overview distinct from the stage-by-stage account. More precise referencing would also help readers follow what “it” refers to.

Lexical Resource: Band 5.5

You use some relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “dry air,” and “inland areas,” which helps convey the diagram’s subject. There are also attempts at more formal wording, such as “To commence with.” However, several choices are inaccurate or awkward, including “the process … was too lengthy,” “on sea level,” and “becom cools.” Repetition of “process,” “witnessed,” and “formed” also limits the range and precision of the description. Choose vocabulary that describes the physical changes directly, and check spelling and collocations so that technical terms are used naturally. This would make the account clearer without requiring unnecessarily elaborate phrasing.

Grammatical Range and Accuracy: Band 5.0

You attempt to combine stages using clauses and connectors, for example, “winds pushed upward … hence moist air rises,” so the response is not limited entirely to short simple sentences. However, complex sentences are often faulty, and errors occur frequently enough to make some relationships difficult to follow. Examples include “explicates that how,” “moist air rises and becom cools,” and “the dry air continuous over the mountains.” There are also inconsistent verb forms and agreement, as in “clouds forms,” alongside unclear sentence boundaries and punctuation. Practise building accurate sentences with one main process step at a time, keeping tense and subject–verb agreement consistent; then combine stages only when the grammatical link is secure.

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