Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-14

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 shows information about the process by which a rain shadow desert is formed.

Overall, it can be seen that it's a long process. There are three main stages of this process. Thousands of kilometers distance among sea and inland. Another important information is that two sides of mountain windward side and leeward side.

We can see in the diagram, the process starts from sea where wind approaches coast this is first crucial step. Wind gathered some water from sea and start rising upwards. After traveling some distace when wind reaches at considerable hight the water particles become cool and turned into white clouds. The second main step is rainfall at this point water turns into snow.

When wind moves forward wind become cold, dry and heavy. Furthermore wind traveling and dry air reaches at inland area. That is complete process of fomation of rain shadow desert

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the topic and describe the broad movement from the sea, over the mountains, and towards inland areas. However, the account only partially covers the diagram: it does not clearly explain that moist air is forced up the windward slope, cools, forms clouds, and produces rain before the remaining dry air crosses the mountain and reaches the leeward side. The claim that the rain turns into snow is not shown, and the overview’s “three main stages” is not explained. The distance label is also mentioned without clarifying that it indicates thousands of kilometres across the diagram. The response is two words below the required minimum. To improve, give a concise, accurate overview and report each key stage without adding unsupported details.

Coherence and Cohesion: Band 5.5

The response has an introduction, an overview, and two body paragraphs, and the sequence is broadly understandable. Time and sequence markers such as “starts,” “the second main step,” and “when wind moves forward” help the reader follow the process. However, progression is weakened by abrupt or unclear links, particularly “Thousands of kilometers distance among sea and inland,” which is detached from the overview, and “Furthermore wind traveling,” which does not connect smoothly to the preceding sentence. The stages are also grouped imprecisely, so the reader cannot easily distinguish the full sequence. Use one paragraph for the overview and a clearly ordered account of the stages, with accurate links such as “as a result” and “after crossing the mountain.”

Lexical Resource: Band 5.5

You use some relevant process vocabulary, including “approaches,” “rising upwards,” “rainfall,” “dry,” and “inland,” which makes the general topic clear. There are also attempts at more specific wording, such as “considerable height.” However, the range is limited and several choices are inaccurate or awkward: “gathered some water” does not precisely describe moist air, “water particles become cool” is imprecise, and “water turns into snow” adds an unsupported detail. Spelling errors such as “distace,” “hight,” and “fomation” are noticeable, while “another important information” is an unnatural phrase. Build a more precise process vocabulary and check spelling and collocations before finishing.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the opening sentence is clear. However, control is inconsistent, especially in the longer descriptions. For example, “Wind gathered some water from sea and start rising upwards” shifts tense and has an unclear subject, while “when wind reaches at considerable hight the water particles become cool and turned into white clouds” mixes verb forms and lacks clear punctuation. There are also article and agreement problems in “Another important information” and “wind become cold.” These errors sometimes make the process difficult to follow. Practise describing stages with consistent present simple forms and clear subjects, for example: “Moist air rises, cools, and forms clouds.” Use full stops or commas to separate clauses.

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