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 diagram below illustrates that how to one kind of desert like a rain -shadow desert , is formed .

Overall/ the processe diagram consists of a number of main stages . It begins with winds approach coast stage and ends with Dry winds reach inland areas stage , where Rain-shadow is formed.

Initially , The strong winds approach coast . Next , in the second stage , winds pushed upwards . After that , Moist air rises and the moist air is being cool .In the forth stage , the coulds is formed .

In the following stage , we can see , rain falls from the clouds . Then , this dry air continues over the mountain. In the ending stage , this dry winds reach in the inland areas and then formed Rain-shadow desert . Moverover , The diagram is very informative and helpful . During this diagram, we can know how to form the Rain-shadow desert .

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a process and give its overall direction, from winds approaching the coast to dry winds reaching inland and a rain-shadow desert forming. You also report the main sequence, including upward movement, cooling, cloud formation, rainfall and the continuation of dry air over the mountain. However, the explanation is only partly developed: it does not clearly explain that moist air rises on the windward side and that the desert lies inland on the leeward side. The overview also says the final stage is where the desert is formed, but the relationship between the dry winds and the rain-shadow area could be clearer. Focus on the key cause-and-effect links and the contrast between the two sides of the mountain.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview and a chronological account of the stages. Sequencing expressions such as “Initially,” “Next,” “After that” and “Then” help readers follow the process. However, the progression becomes mechanical because nearly every stage is introduced with a similar connector, and some links are awkward, as in “In the following stage, we can see, rain falls.” The final comments about the diagram being “informative and helpful” interrupt the process description rather than extending it. Use paragraphing to separate the overview from the detailed stages, and connect steps through cause and effect—for example, explain that cooling leads to cloud formation and rainfall.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “winds,” “moist air,” “clouds,” “rain falls” and “inland areas,” so the reader can identify the main stages. There is also some attempt to vary wording with “approach,” “pushed upwards” and “continues over.” However, the range is limited and several choices or forms are inaccurate, such as “the coulds,” “the forth stage,” “in the ending stage” and “then formed Rain-shadow desert.” Repetition of “stage” and “diagram” also makes the account less precise. Build a small set of accurate geographical terms and collocations, especially “windward side,” “leeward side,” “precipitation” and “rain-shadow desert,” and use them consistently.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple sentences and longer forms, and the sequence is generally understandable. However, grammatical control is uneven, with frequent errors in sentence construction, verb forms, articles and agreement. For example, “illustrates that how to” is not a valid clause pattern, while “winds approach coast” needs an article and “this dry winds” has a number-agreement problem. The passive forms are also inconsistent: “winds pushed upwards” and “the moist air is being cool” do not accurately express the process. Punctuation and capitalisation are unreliable, particularly around commas and sentence openings. Practise clear present-simple process sentences and accurate passive forms, such as “The winds are forced upwards” and “the air cools.”

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