Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-30

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 that the process of formation of rain shadow desert.

In this process,firstly on the sea the winds began to start then these winds pushed upward because the flow of winds goes upward and upward .However, as long as we go upward the mostly air rises and starts to become cool.This air convert into clouds and after the some time when clouds become overload the rain begans to start .It will be raining until clouds became less cloudy and after the rain, the flow of dry airs continues over the mountains.On leeward slide, the rain goes downward and these dry winds reachs to inland areas.

The main point of view of the diagram is that rain start from sea in upward direction and from windward slide it direction changes to leeward slide.This process start from sea to Inland, and on Inland the process of rain shadow desert ends.This rain shadow process takes Thousands of Kilometeres

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main sequence from sea winds to inland desert, including upward movement, cooling, cloud formation, rainfall and dry air crossing the mountains. This gives the reader a relevant account of the process. However, some details are inaccurate or unclear: rain does not “go downward” on the leeward side, and the diagram shows dry winds reaching inland, where the rain-shadow desert is located. The overview also says rain starts “from sea,” rather than explaining that moist air rises on the windward side, loses moisture as rain, and then descends as dry air beyond the mountains. To strengthen the response, distinguish the windward and leeward stages accurately and summarise the cause-and-effect relationship more clearly.

Coherence and Cohesion: Band 5.5

The response follows the diagram’s general order, and linking expressions such as “firstly,” “after,” and “after the rain” help show that this is a process. The final paragraph also attempts to provide an overall summary. However, the account is presented as one continuous block, and the overview repeats earlier information rather than clearly separating the main pattern from the stages. Some connections are confusing, particularly “On leeward slide, the rain goes downward,” which disrupts the progression from rainfall to dry air crossing the mountain. Use a clear opening overview followed by a step-by-step description, and choose precise links such as “as a result” and “once the rain has fallen” to make the sequence easier to follow.

Lexical Resource: Band 5.0

You use several relevant terms, including “windward,” “leeward,” “clouds,” “dry winds,” and “inland areas,” so the topic is recognisable. However, the range is limited and some word choices or combinations are inaccurate, which sometimes makes the process difficult to understand. For example, “the mostly air rises,” “clouds become overload,” and “rain shadow process” do not express the intended meanings naturally. There are also spelling errors such as “reaches” written as “reachs” and “Kilometeres.” Build a more precise set of process terms and check spelling; for instance, describe air as “moist,” clouds as “forming,” and the desert as being in the “rain shadow.”

Grammatical Range and Accuracy: Band 5.0

You attempt to connect ideas in longer sentences using words such as “because,” “however,” and “when,” but these complex structures are often faulty, and errors occur throughout. Examples include “the process of formation of rain shadow desert,” “these winds pushed upward,” and “the rain begans to start.” Agreement and verb forms are also problematic in “these dry winds reachs,” while sentence boundaries and spacing are inconsistent. These errors sometimes make the intended sequence harder to follow. Practise accurate present-simple descriptions of processes, such as “the winds are forced upwards” and “the air cools,” and check articles, subject–verb agreement, and punctuation when joining clauses.

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