Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-27

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)

In following diagram there is detailing the formation of a rain-shadow desert, in thousands of kilometres.

At the one side of mountain known as windward side. At that side the winds approach coast from sea and it pushed upwards to top of mountains. As winds pushed coast upwards then it moist air and cool down the coast when it reached to windward side. After moving ahead the clouds forms at windward side of mountains and Rains falls over Mountains.

Opposite side of the mountains which known as Leeward side the dry winds continues over mountains. Dry winds reach inland areas which is rain shadow desert. Sudden conversion of the moist air into dry air cause the desert.

Overall, that's how the deserts are made from the dry winds at one side. Even if there is a sea at another side of mountain. Also how the rains falls on top of mountain using winds as well as how the clouds are formed.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main sequence from winds arriving from the sea to rain on the mountain’s windward side and dry winds reaching inland, so the response is relevant and the process is generally recognisable. The distinction between the windward and leeward sides is also included. However, some stages are not explained accurately or clearly: “it moist air and cool down the coast” confuses the air’s cooling with the coast, and the account does not clearly state that rising moist air cools, forms clouds, and loses moisture as rain before continuing as dry air. The final claim that this “cause[s] the desert” is a simplified explanation. A more precise overview and clearer description of the transition from moist to dry air would make the key features more complete.

Coherence and Cohesion: Band 5.5

The response has a broadly sensible order: it first describes the sea-facing slope, then moves to the leeward side and inland desert. Paragraphing helps separate these parts, and phrases such as “Opposite side” signal a change in location. However, progression is weakened by awkward or unclear links, including “After moving ahead” and “At that side,” whose references are not precise. The final paragraph repeats earlier information rather than providing a concise overview of the process. Some sentences also run together through repeated use of “and” and “as well as.” Use clearer stage-to-stage links such as “As a result” and “Once the air crosses the mountain,” and organise the response around the full sequence.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “Leeward side,” “dry winds,” “clouds,” and “rain-shadow desert,” which helps identify the diagram’s main features. However, the range is limited and several expressions are imprecise or unnatural, such as “it moist air,” “moving ahead,” and “Sudden conversion.” Repetition of “winds,” “mountains,” and “side” also makes the description less flexible. Choose accurate terms for the stages—for example, say that moist air “rises and cools,” then “condenses” to form clouds, and that rain “falls on the windward slope.” This would improve precision and collocation while retaining the useful technical labels already present.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the reader can usually follow the broad process. However, sentence structures are often faulty, particularly in the opening fragments: “In following diagram there is detailing…” and “At the one side of mountain known as windward side.” Verb forms and agreement also need attention, as in “it pushed upwards,” “the clouds forms,” and “Rains falls.” Articles and sentence construction are inconsistent, and the final paragraph contains incomplete or loosely connected clauses. Practise writing complete subject–verb sentences and checking agreement and tense—for example, “The winds are pushed upwards” and “Clouds form above the windward side.” More accurate control of these basic patterns would make your meaning clearer.

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

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