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 illustrates the process of the formation of rain-shadow desert.

Overall,it can be seen that there are 7 stages in total, starting from the winds approaching the coast and ending up with the fully formed desert.

To begin with,Initially the winds approach coast over the sea which is then pushed in the upward direction along the mountains and after reaching at the Windward side,Moist air starts rising and cooling which then form clouds and subsequently bring rain and following to the 6 stage in which dry air start moving downward around the mountains .

probing further, after 6 stage dry air slops downward and crosses the leeward side and further reaches inland areas and in result rain-shadow desert is formed inland.Moreover the distance between coast of sea and desert is around thou

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the process as a sequence and give a basic overview: it begins with winds approaching the coast and ends with a desert inland. You also mention the key stages of rising, cooling, cloud formation and rainfall. However, the explanation is incomplete and sometimes unclear: the final sentence is cut off at “around thou”, so the horizontal distance shown as thousands of kilometres is not reported. The account also says dry air moves “downward around the mountains”, whereas the diagram shows it continuing over the mountain towards the leeward side. The response is 133 words, below the required 150, which limits the detail provided. To strengthen the report, complete the final point and explain the windward-to-leeward contrast accurately.

Coherence and Cohesion: Band 5.5

There is a recognisable sequence, and phrases such as “To begin with” and “after” help signal movement through the process. The overview also gives the reader a basic sense of the start and end points. However, progression is weakened by the long, crowded sentence beginning “To begin with, Initially”, which combines several stages without clear boundaries. “Moreover” introduces the distance point, but the sentence is unfinished, and “probing further” is an awkward transition for a process description. Paragraphing is minimal, and the repeated sequencing language does not always make the relationships between stages clear. Use separate paragraphs for the overview and process, then describe each stage in a clear order with accurate linking phrases.

Lexical Resource: Band 5.5

The response uses some relevant process vocabulary, including “windward side”, “leeward side”, “moist air”, “clouds” and “rain-shadow desert”. These terms show awareness of the diagram’s subject. However, the range is limited and several choices are inaccurate or unnatural, such as “slops downward” and “in result”; the final phrase “around thou” is also incomplete and prevents the distance from being communicated. Repetition of “dry air” and “reaches” further limits flexibility. Aim for precise process verbs and natural collocations, for example, air “descends” or “continues inland”, and the desert “forms” in the rain shadow. Check that every phrase is complete and conveys the intended stage.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect several stages using subordinate clauses, as in “which is then pushed” and “which then form clouds”, but these longer constructions are often faulty. There are problems with articles and agreement in “approach coast” and “which then form clouds”, as well as verb forms in “dry air start moving”. Sentence boundaries and punctuation are also inconsistent: “Overall,it” lacks a space, and the main process sentence runs on through many stages. The response therefore shows a limited range with frequent errors that sometimes make relationships between actions difficult to follow. Use shorter, controlled sentences first, checking subject–verb agreement and articles, then add complex clauses where the meaning remains clear.

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