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 diagram shows how a specific type of desert named rain-shadow is maked .

overall, the prosesse is devided on seven stages starting from air passsing the coast near the mountains ending with the dry winds arrived on the inland areas in the other side of the mountain .

according to what is shown it clear from the figure that first step is happning when th winds passe the sea and take with it drops of water going up the montains the most the air get higher the most it get cold the wet wind temperature went down and whent the air reaches th clouds accumulate while the wind moving to the other side of the montain meanwhile in the same side it raines talking about the winds the cloud take it moisty the air became dry and continues going downwards the montain intil it reaches the inland areas and make the rain-shadow desert

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a process and give a broad overview: it has seven stages, beginning as winds approach the coast and ending with dry winds reaching inland. You also include the key relationship between mountain uplift, rainfall on the windward side, and desert formation beyond the mountains. However, several stages are unclear or inaccurately described. For example, the diagram shows moist air rising and cooling before clouds form, but your account suggests that the air carries water drops up the mountain and that clouds accumulate as the wind reaches them. The role of rain in removing moisture from the air is also not explained clearly. A more precise, step-by-step account of the main stages would make the response more complete and less ambiguous.

Coherence and Cohesion: Band 5.5

The response has a recognisable overall shape: an opening, an overview, and a longer description of the process. The sequence from the coast towards the inland desert is generally maintained, and words such as “overall,” “first,” and “meanwhile” attempt to guide the reader. However, most of the detailed explanation is compressed into one long sentence, so the stages and their relationships are difficult to follow. Some links are also unclear, particularly “talking about the winds the cloud take it moisty,” which interrupts the progression rather than clarifying it. Separate the process into shorter sentences or paragraphs and use clear sequence markers such as “next,” “as a result,” and “finally.”

Lexical Resource: Band 5.0

You use some relevant process vocabulary, including “coast,” “mountains,” “clouds,” “dry winds,” and “inland areas,” which helps convey the general subject. However, the range is limited and several word choices or forms make the explanation imprecise, such as “the desert is maked,” “the process is devided,” and “the cloud take it moisty.” Spelling errors, including “prosesse,” “montains,” and “raines,” are also noticeable and can slow the reader. Aim for accurate, task-specific terms and natural collocations: for example, describe air as “rising and cooling,” say that “rain falls,” and explain that the air “loses moisture.” Proofreading spelling and word forms would improve clarity.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect several stages using clauses, as in “the most the air get higher the most it get cold,” but complex sentences are often faulty and the response contains frequent errors that sometimes make the meaning difficult to follow. Examples include missing or incorrect articles and agreement in “it clear from the figure,” “the cloud take it moisty,” and “the air became dry and continues going.” Verb forms and tense are inconsistent, while the long final sentence lacks clear punctuation and sentence boundaries. Practise writing one accurate sentence for each stage, using a consistent present simple for process descriptions—for example, “As the moist air rises, it cools and clouds form.” Then combine ideas only when the grammar remains controlled.

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