Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-16

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 below shows the how one type of desert , known as a rain shadow desert is formed .

There is several stage for the fomation of rain shadow deserts. In sea side wind appproach the coast and was pushed upwards by the wind. In windward side the moist air was raise and cools. Cloud also formed from the moist and cool air in windward side. Rain fall were occurs. Dry air continues over mountain in leeward side. Dry air each inland areas and rain shadow desert was formed.

In conclusion, the diagram illustrate how rain shadow deserts are formed as moist air rises over mountains, cools and produces rainfall on the windward side. As the air descends on leeward side, it becomes dry and continues towards island areas, resulting in the formation of a rain shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main process: moist air rises over the mountains, cools, produces rain on the windward side, and leaves dry air to continue inland, where the rain-shadow desert forms. This is relevant and broadly matches the diagram. However, the account is brief and some stages are compressed or unclear; for example, the movement from the coast to rising air and cloud formation could be reported more precisely. The conclusion repeats the process rather than adding a fuller overview of the contrast between the wet windward side and dry leeward side. The response is 125 words, below the 150-word minimum, so it does not meet the task’s length requirement. Develop the stages and their relationship to the two sides of the mountain in more detail.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure, moving from an introduction to a description of the stages and then a concluding summary. The sequence is generally understandable, and terms such as “windward side” and “leeward side” help orient the reader. However, the process paragraph is presented as a chain of short statements, with limited linking between stages. The conclusion largely repeats information already given, and “In conclusion” is not especially useful for a process report. Some connections are also unclear, such as “In sea side wind approach the coast and was pushed upwards by the wind.” Group the stages into clearer sentences and use precise links to show cause and result, such as how rising air cools and leads to rainfall.

Lexical Resource: Band 5.5

You use relevant topic vocabulary, including “moist air,” “windward side,” “leeward side,” and “rain shadow desert,” which makes the subject recognisable. The range is nevertheless limited, and several spelling and word-choice errors reduce precision: “fomation,” “appproach,” “each inland areas,” and “island areas” are examples. Some combinations are also unnatural, such as “Rain fall were occurs” and “the moist and cool air.” Use accurate process verbs and collocations to describe the stages, and check spelling carefully. More precise choices such as “ascends,” “condenses,” and “precipitation” would help vary the vocabulary, provided they are used accurately.

Grammatical Range and Accuracy: Band 5.0

The response mainly uses simple sentences and attempts a longer sentence in the conclusion, but grammatical control is inconsistent. Errors occur in basic sentence patterns, including “There is several stage” and “Rain fall were occurs”; the latter also makes the event difficult to interpret. Verb forms and agreement are often inaccurate, as in “the moist air was raise and cools” and “Dry air continues … and rain shadow desert was formed.” Articles and prepositions are also frequently omitted or misplaced, for example “on leeward side.” These errors sometimes make the reader pause, although the overall process can still be followed. Practise forming accurate present-simple descriptions of processes, then combine stages with clauses such as “as” and “which” while checking agreement and articles.

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

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