Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-26

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 chart demonstrate information about how to winds plays vital role for the formation of rain-shadow deserts between the mountains and sea.

Overall, we can see that there are several of stages for becoming rain-shadow desert from the sea coast around the mountains.

Firstly, thousand of kilometers distance between sea coast and mountains. in the first stage it is start to the sea winds approach to coast. Moreover, in the second stage, winds are pushed upwards mountain top side and convert in to moist air rises and keep cools. Furthermore, in the forth stage, air form to be clouds in the sky and after that it is raining in several areas.

In addition, in six stage dry air continually moving over the mountain. Also, in last process is dry winds reaching to inland areas. Finally, after coming inland places it is simply start to transfer in to the rain- shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main process and include several key stages: winds approach the coast, rise over the mountains, form clouds and produce rain, before dry air reaches inland areas. The final link to the rain-shadow desert is also relevant. However, the account is only partly precise: “convert in to moist air” does not clearly explain that moist air rises and cools, and “raining in several areas” is vague about rainfall occurring on the windward side. The overview says there are “several stages” but does not clearly summarise the central contrast between rain on the windward side and dry conditions beyond the mountains. Make that contrast explicit and describe the stages more accurately to develop the report further.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, using “Firstly,” “Moreover,” “Furthermore,” and “Finally” to guide the reader through the process. The paragraph breaks also separate the early stages from the later movement of dry air. However, progression is not consistently clear because several stages are compressed into long, loosely connected sentences, and the numbered sequence is not always expressed accurately. For example, “in the second stage” is followed by the rising and cooling of moist air, which the diagram presents as a later stage. Some linking phrases, such as “In addition” and “Also,” add little distinction between ideas. Group the stages into clear phases and use links that show sequence or cause and effect.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “winds,” “moist air,” “clouds,” “dry air,” and “inland areas,” so the reader can recognise the topic. There are also attempts at more specific wording, such as “rain-shadow desert” and “wind[s] are pushed upwards.” However, several word choices and collocations are inaccurate or awkward: “process chart” is not the best description of a diagram, “thousand of kilometers distance” is unclear, and “transfer in to” does not naturally describe the desert’s formation. Spelling and word forms such as “forth” for “fourth” also reduce precision. Build a more accurate set of process verbs and collocations, such as “rise,” “cool,” “condense,” and “precipitate.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the use of sequencing clauses shows some effort to vary sentence structure. However, grammatical errors are frequent and sometimes make relationships between stages difficult to follow. Examples include “The process chart demonstrate,” “there are several of stages,” and “in the second stage, winds are pushed upwards mountain top side.” Verb forms and agreement are also problematic in “it is start” and “dry winds reaching.” Sentence boundaries and capitalization need attention, as in “mountains. in the first stage,” while the extra spacing in “it is start” disrupts presentation. Practise accurate subject–verb agreement, articles, and complete clause structures before adding more complex sentences.

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