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 diagram illustrates, how one kind of desert known as a rain-shadow desert. There are multiple steps in this diagram, first step with starting through sea and end with rain-shadow desert.

Overall, it can be seen that this process stared with winds approach cost and end with dry winds reach inland areas.There is huge mountain and several steps depict. it is cover arround thousand of kilometres.

The first step is that, winds approch coast from the sea, this winds pushed upward. It is call windward side, after that go ahead and we can see that, this air rises and cools and after reach certain hights it converts into cloud form.

The cloud is reach on the top and make the rain falls, on the other hand dry air continues over the mountain. it is the mountain's leeward side. At the end dry winds reach inland areas such as it is rain shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main sequence from winds approaching the coast to dry air reaching inland, and you mention the key stages of uplift, cooling, cloud formation and rainfall. However, the overview is unclear and partly repeats the sequence rather than summarising the defining contrast: rain falls on the windward side, while dry air crosses the mountains and creates a desert inland on the leeward side. Some details are imprecise, such as saying the process “end[s] with rain-shadow desert” when the diagram labels dry winds reaching inland areas. The response is also 147 words, below the required 150; the eight words copied from the prompt do not count. Add a little accurate detail about the two sides and clarify the overall outcome.

Coherence and Cohesion: Band 5.5

The response has a basic paragraph structure, with an introduction, an overview and two paragraphs describing stages. The sequence is generally understandable, moving from the sea and coast to the mountains and inland area. However, progression is weakened by unclear or repetitive linking, including “after that go ahead” and “At the end,” and some sentences do not connect smoothly to the preceding idea. The overview repeats the start and end points without clearly grouping the stages into the wet windward process and the dry leeward process. Improve cohesion by using precise sequence markers and clear references, and ensure each paragraph develops one part of the process in order.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “rises and cools,” and “dry winds,” which helps communicate the diagram’s subject. However, the range is limited and several spelling or word-choice errors make the description less clear, such as “approch,” “cost,” “hights,” and “cloud form.” Some phrases are also unnatural, for example “it converts into cloud form” and “the cloud is reach on the top.” Aim for accurate, natural collocations and use the diagram’s labels where appropriate. A wider set of precise terms for movement and cause would help you describe the stages more clearly without repeating basic wording.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple sentences and longer sequences using “after” and “on the other hand,” but control is limited, and errors occur frequently enough to affect clarity. The opening, “The process diagram illustrates, how one kind of desert,” is an incomplete sentence, while “this winds pushed upward” has problems with agreement and verb form. Other examples include “it is cover” and “the cloud is reach,” where the verb construction is faulty. Punctuation also creates awkward breaks, such as the comma after “illustrates” and the run-on transition in the overview. Practise forming complete sentences with a consistent present simple passive, such as “The winds are pushed upwards,” and check subject–verb agreement and articles.

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

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