Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-25

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 formation of rain-shadow deserts in 7 different stages,wind approcach coast,wind pushed upwards, moist air rises and cools, clouds formation,rain falls, continues dry air over the mountain and last dry air reach inland areas.

Overall,The mountains plays key role in the formation of shadow desserts.The winds above the sea starts their journey by flowing above the sea ,strikes to the mountains and continues their journey in upward direction makes rainfall.This process end with formation of dry winds to the other side of mountains and flows towrds inland areas.

As the diagram describes wind from above sea moves towards mountains approaching the coast.Once theu reached the coast ,the winds push them to move in upward direction to reach the top of the mountains.In this journey, moisture in the air increases and helps air to low their temperature.This process helps to formation of clouds.

Follwed the procedure, after reach top of the mountains rainfall happens as it reaches the lowest temperature their.Before reacheing to the inland areas the winds continues their flow towards the other side of mountain.Dropping moisture due to rainfall the air becomes slowely dry.At the end it form totally dry air and start their journey to reach inland areas.

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 identify the mountains as central to the process. The overview also captures the broad contrast between rainfall on one side and dry conditions beyond the mountains. However, some stages are described inaccurately or unclearly: “moisture in the air increases” reverses the process, since moist air rises and cools before rain removes moisture; “the winds push them” also obscures that the mountains force the winds upwards. The diagram’s key windward/leeward contrast and the rain-shadow desert’s inland location could be stated more precisely. To strengthen the response, report each stage accurately and make the overall cause-and-effect relationship clearer.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, and two paragraphs describing the stages. The sequence is generally easy to follow, with markers such as “Once” and “At the end” helping the reader track the process. However, the opening list repeats the stages before they are explained, and some links are awkward or unclear, including “Follwed the procedure” and “Before reacheing to the inland areas.” The overview also repeats ideas that appear later rather than efficiently summarising the main pattern. Use a concise overview, then group the stages in order and connect them with clear transitions such as “As a result” and “On the leeward side.”

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “formation,” “moist air,” “rainfall,” and “inland areas,” so the topic is generally clear. There are also attempts to describe movement and change, such as “flowing” and “Dropping moisture.” However, inaccurate word forms, spelling, and collocations reduce precision: “shadow desserts” is not the correct term, “clouds formation” is unnatural, and “air becomes slowely dry” does not express the change naturally. Some wording is also repetitive, particularly “journey” and “reach.” Build a more accurate set of process verbs and collocations, and proofread spelling so that vocabulary choices communicate the stages precisely.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, including a sequence beginning “Once they reached the coast” and a final sentence introduced by “At the end.” This shows some range, but control is inconsistent. Subject–verb agreement is problematic in “The mountains plays,” and several clauses have faulty structures, as in “the winds push them to move in upward direction” and “after reach top of the mountains rainfall happens.” Articles and sentence boundaries also need attention; for example, “the top of the mountains” requires a clearer grammatical frame, and the opening sentence runs a list of stages together. Practise forming complete clauses with accurate verb forms, agreement, and articles, then use punctuation to separate each stage.

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