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 diagram demonstrates the various steps involved in the formation of one type of desert,known as rain-shadow desert.

Overall, 7 major steps are involved in the formation of rain-shadow desert. the moist air travels thousand of kilometers from coast to inland to form the desert.

Firstly, the wind blows and it approches to the coast of the sea. The wind is used to create waves in the sea. After that winds pushed in upward direction with water particles in it. Then this mosit air rises and cools at windward side of the mountain. The moist air used to make clouds. The clouds become heavy with air droplets and it causes the rain fall on the mountains. After the rain fall on mountains, the dry air countinues to travel over the mountains and reached at leeward side. This dry and warm air winds reaches to the inland areas and form a rain-shadow desert after travelling thousands of kilometers from sea to inland.

so this the whole procedure how the desert formed.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main sequence from winds approaching the coast to dry air reaching inland, and you identify the windward and leeward sides and the rain-shadow desert. The overview also recognises that the process has several stages. However, some details are inaccurate or unclear: the diagram does not say that the wind creates waves, and it shows moist air rising and cooling before clouds form and rain falls. The overview’s claim that moist air travels thousands of kilometres is also misleading; the scale refers to the horizontal distance across the diagram, while the dry winds reach the inland desert. Clarifying the causal sequence and focusing the overview on moisture loss over the mountains would make the account more complete and precise.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, a sequence of stages, and a brief closing sentence. Sequencing words such as “Firstly,” “After that,” and “Then” help the reader follow the process. However, cohesion is sometimes mechanical, with repeated “After” and “Then,” and the final sentence (“so this the whole procedure…”) adds little. Some links between stages are not fully clear, particularly the transition from rain falling to dry air continuing over the mountain. Grouping the stages into two well-developed body paragraphs and using more precise cause-and-effect links would improve progression and make the organisation feel less list-like.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “clouds,” and “rain-shadow desert,” which allows the reader to understand the topic. There is also some attempt to describe change through phrases such as “rises and cools” and “continues to travel.” However, several word choices and collocations are inaccurate or awkward, including “water particles in it,” “heavy with air droplets,” and “the wind is used to create waves.” Spelling errors such as “approches,” “mosit,” and “countinues” also reduce accuracy. Aim for precise process language—for example, “moisture-laden air” and “precipitation”—and check spelling and natural word combinations.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including a sequence of clauses linked with “After” and “Then,” and the main stages are generally understandable. However, some grammatical errors recur. The overview begins “the moist air” after a full stop, and “so this the whole procedure” is missing a verb. There are also problems with verb forms and agreement in “winds pushed,” “air winds reaches,” and “reached at leeward side.” Articles and sentence boundaries need attention as well. These errors do not prevent the reader from following the overall process, but they make the description less controlled. Practise consistent present-simple forms for process diagrams and check each sentence for a complete subject and verb.

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