Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-15

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 process diagram outlines the process od formation of rain-shadow deserts, from wind approach coast from the sea to dry winds reach inland areas.

Overall, this is a linear process consist mainly seven steps to form rain-shadow deserts, beginning with the winds from sea form clouds and ends with the winds reach the inland after travel thousands of kilometres.

Firstly, the winds flow towards the coast of the mountains. Then the winds move to the upward direction because the wind can not get space to move forward. As the winds go windward side the moisture in the air rises and the air cools down because of the cool temperature in the high altitude. When the air becomes to heavy it forms clouds.

Furthermore, the rain falls at the top of the mountain. Nextly, the dry air continues over the mountin to blow in the downward direction. Finally, dry winds reach inland areas or also known as Rain-shadow desert after travelling thousands of kilometres. The wind with less moisture flow from sea to mountains then because of the humidity the air turms into clouds and the dry air continues to blow and reach the lower altitude or in the inland.

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 your overview identifies a seven-stage process. The account also includes the key contrast between rain on the mountain’s windward side and dry air continuing beyond it. However, some details are unclear or inaccurate: the overview says the process begins with winds “from sea form clouds,” which skips the stages of uplift and cooling, and the final sentence suggests the inland area is simply another name for the desert rather than describing the desert’s location. The explanation that winds rise because they “can not get space to move forward” is not shown in the diagram. A more precise overview and clearer reporting of the windward/leeward sequence would strengthen the response.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and paragraphs describing the stages in sequence. Sequencing words such as “Firstly,” “Then,” and “Finally” help the reader follow the process. However, cohesion is sometimes mechanical, with several transitions doing little more than marking the next step, and the final sentence repeats earlier information about moisture, clouds, and dry air. Some references are also unclear: “the winds” and “the air” are used repeatedly without always making the changing stages distinct. Group the stages into a clearer progression—uplift and rainfall, followed by dry air moving inland—and remove the repeated summary at the end.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “moisture,” “clouds,” “dry air,” and “inland areas,” which helps communicate the diagram’s subject. However, the range is limited by repeated general words such as “winds,” “air,” and “reach,” and several choices are inaccurate or unnatural. For example, “move to the upward direction” and “blow in the downward direction” are less precise than standard process descriptions, while “the air becomes to heavy” does not express the intended idea naturally. There are also spelling errors, including “mountin” and “turms.” Use more precise verbs and check spelling to make the description clearer and more fluent.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentences, including a cause clause with “because” and a time clause beginning “As the winds go windward side.” This shows some range, but errors in sentence construction and verb forms are frequent enough to make parts of the description difficult to follow. Examples include “this is a linear process consist mainly seven steps,” “When the air becomes to heavy it forms clouds,” and “the wind … flow from sea to mountains.” These need forms such as “consists of,” “becomes too heavy,” and “winds flow.” Articles and prepositions are also often missing, as in “towards the coast of the mountains.” Practise accurate clause construction and subject–verb agreement before adding more complex structures.

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

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