Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-12

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 atmospheric steps contribute to the formation of a rain shadow desert.

Overall, the process starts when the winds above the sea reach the coast, and are forced upward on the windward side of mountain. Later, the air becomes dry, so it starts moving on the leeward side of the mountain. After moving thousands of kilometers, the dry air reaches an inland area where rain shadow desert are formed.

Initially, winds from the sea reach the coast, and are forced up in the atmosphere. As the ais goes t high altitude along with the windward side of the mountain, it becomes cool and moist. This air result in the formation of dense clouds, which cause heavy rainfall.

subsequently, after a heavy cloudburst, the air becomes dry and begins to move downward on the leeward side of the mountain. This dry air moves thousands of kilometers and reaches inland, thus resulting in the formation of rain shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response identifies the main sequence and gives an overview: moist air rises over the windward side, rain falls, and drier air reaches inland to create a desert. These points match the diagram and address the process as a whole. However, some details are less fully or accurately explained. For example, the diagram shows air rising and cooling before clouds form, whereas the response says it becomes “cool and moist,” and it adds “dense clouds,” “heavy rainfall” and a “cloudburst,” which are not specified. The movement of dry air over the mountain is also described as downward, although the diagram only indicates that it continues across. A more precise account of each labelled stage would make the summary more complete.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, an overall summary and two paragraphs describing the stages. Sequencing expressions such as “Initially” and “subsequently” help the reader follow the process. However, progression is not consistently smooth: the overview repeats several details that are then given again, and the final paragraph largely restates the earlier account rather than adding a distinct stage. Some links are also awkward, particularly “Later, the air becomes dry, so it starts moving,” which makes the relationship between drying and movement unclear. Organise the stages in a more direct sequence and use references such as “this air” only when their antecedent is unmistakable.

Lexical Resource: Band 5.5

The response uses relevant process vocabulary, including “windward side,” “leeward side,” “high altitude,” “rainfall” and “inland,” showing an adequate range for describing the diagram. Some choices are less precise or do not fit the information: “cloudburst” suggests an unusually intense event not shown, while “dense clouds” and “heavy rainfall” overstate the labels. There are also noticeable spelling and word-form slips, including “ais” and “kilometers” (the latter is acceptable in some varieties, but consistency matters). Repeated use of “air,” “dry” and “reaches” limits flexibility. Choose neutral, diagram-based terms and vary them carefully, for example by using “moist air” and “precipitation” where appropriate.

Grammatical Range and Accuracy: Band 5.5

There is a mix of simple and complex forms, including clauses with “as,” “which” and “after,” and most of the process remains understandable. Some grammatical errors occur, however. In “the windward side of mountain,” the article is missing; “rain shadow desert are formed” has a singular–plural agreement problem; and “This air result in the formation” uses the wrong verb form. The sentence “As the ais goes t high altitude” also contains errors that interrupt reading. Work on articles, subject–verb agreement and proofreading, while retaining the useful range of subordinate clauses. More accurate sentence construction would make the sequence easier to follow.

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

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.