Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-13

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)

this picture describes the creation of Rain-shadow desert from the seawater , rain and winds .

firstly , the breezes approach the seaside which provide the route for the gusts and drive it toward the peak of mountains . morever, humid air moves up and lowers the temperature and reachs the windward side . in the consequences , the black clouds form which produce drizzling and heavy rain .

secondly , after the formation of rain , the arid air moves down the mountain and reaches the leeward side . after sometime , the low-humidifier air approach toward the inland areas where it assist to create rain-shadow desert .

in conclusion , the rising of the humid air produce rain which drys and reaches to the inland areas .

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main sequence: moist air rises on the windward side, rain falls, and drier air continues inland to form a rain-shadow desert. This is relevant and gives the reader a basic account of the process. However, some details are unclear or not supported by the diagram: it does not say that the winds are driven “toward the peak,” nor does it specify “black clouds,” “drizzling,” or “heavy rain.” The overview is also limited, and the final sentence repeats the process rather than highlighting its overall cause and outcome. The response is 129 words, below the required 150, so the process is not developed in enough detail. Include the full sequence and clarify the contrast between the wet windward side and dry leeward side.

Coherence and Cohesion: Band 6.0

The response has a recognisable order, using “firstly” and “secondly” to separate the movement of moist air from the later movement of dry air. The ideas are generally presented in the same sequence as the diagram, and the paragraph breaks help distinguish stages. However, the linking is somewhat mechanical, and phrases such as “in the consequences” and “after sometime” do not connect the ideas naturally. The conclusion largely repeats earlier information instead of bringing the process together. Some references, including “it” in the opening stage, are not fully clear. Use a more direct progression through the stages, with clear links such as “as a result” and “once the air has crossed the mountains,” and avoid repeating the same point.

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “humid air,” “windward side,” “arid air,” “leeward side,” and “inland areas.” These terms show an attempt to describe the diagram precisely. However, several choices are inaccurate or unnatural and sometimes make the meaning difficult to follow: “low-humidifier air” is not an appropriate description, “breezes” understates the winds, and “drizzling and heavy rain” adds unsupported detail. There are also spelling and word-form errors, such as “morever,” “reachs,” and “drys.” Aim for accurate, natural collocations rather than substituting unusual words. Reusing key terms such as “moist air,” “dry winds,” and “precipitation” would make the account clearer and more precise.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, including a sequence linked with “which” and a concluding sentence beginning “in conclusion.” However, complex structures are often faulty, and errors in agreement, verb forms, articles, and sentence construction occur throughout. For example, “the breezes … provide” has a subject–verb agreement problem, while “the humid air produce rain” should use a singular verb. In “air moves up and lowers the temperature and reachs,” the coordinated verbs do not form a clear, accurate structure. Capitalisation and punctuation are also inconsistent, with sentence openings often left lowercase and commas separated from the preceding word. Build shorter, accurate sentences first, then add subordinate clauses once the basic grammar is secure.

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