Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-31

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 given process chart illustrates that the seven steps are involved for the formation of desert into rain-shadow desert.

Overall, there was seven different steps are involved, first five steps are for rain fall and rest two invloved who one type of desert known for rain-shadow desert.

First, the winds approach coast over the sea pushed upwards, these winds carry mouister in it when it move towards the windward side, this moist air rises and cools which help in the formation of clouds in the sky. Than the clouds containing water make the rain on the top of mountains.

IN sixth step, the dry air flew over the the mountains move towards opposite side knows as leeward side of mountains. Finally the dry winds reached towards inland areas and the little moist in this wind make a rain on the surface like a spray which is look like rain happened due to this these inland known for Rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main sequence, from winds approaching the coast to dry winds reaching inland, and you identify the windward and leeward sides. The overview also recognises that the process has seven stages. However, the overview is unclear about the key cause-and-effect pattern: moist air rises, cools and produces rain on the windward side, leaving dry air to cross the mountains and create a rain-shadow desert inland. The final claim that a little moisture in the wind produces rain “like a spray” is not supported by the diagram, which shows dry winds reaching the inland desert. Make the overview more precise and report only the stages shown; this would make the process description more complete and accurate.

Coherence and Cohesion: Band 6.0

The response follows the diagram’s sequence and uses basic signposts such as “First,” “In sixth step” and “Finally,” so the reader can generally follow the stages. The paragraphing also separates the overview from the detailed account. However, the overview repeats the idea of seven steps without clearly summarising the process, and some links between events are difficult to follow, particularly the long final sentence beginning “Finally the dry winds reached…”. References such as “these winds” and “this wind” are not always precise. Group the stages into a clear overview and a logically connected description, and use shorter sentences with explicit links between cause and result.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “clouds” and “dry winds,” which helps communicate the diagram’s subject. There is some attempt to vary wording, but several choices are inaccurate or unnatural, such as “formation of desert into rain-shadow desert,” “make the rain,” and “the little moist in this wind.” Spelling errors, including “mouister,” also reduce precision. Aim for accurate collocations and forms commonly used to describe processes: for example, say that clouds “form,” rain “falls,” and air “loses its moisture.” This would make the description clearer and more appropriately academic.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, including a relative clause in “which help in the formation of clouds” and a sequence linked with “when.” However, control is uneven, and some sentence structures make relationships difficult to understand. Examples include “Overall, there was seven different steps are involved” and “the dry air flew over the the mountains move towards opposite side,” where agreement and clause construction are faulty. Tense and article use also need attention, as in “winds approach coast” and “on top of mountains.” Practise forming complete clauses with a clear subject and verb, and check agreement, articles and punctuation. Breaking the final long sentence into shorter units would also improve accuracy.

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