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 represent the formation layout of one kind of desert that is formed through rain process.

Overall, In provided mountain picture measuring of thousands of kilometres shows how the rain-shadow desert comes up after the multi stage process,intiating from sea follow by winds to cover through moutain with different steps and finished inland in form of rain-shadow desert.

In early stages diagram depicts from one end of the mountain there is cost along with sea through sea winds are approching and pushed upwards to rose moisture air and cools it for making of clouds forming.When the windward side of mountains have formaring clouds it begains to start rains and falls on mountain.

After the rains falls on mountain the other side of the mountain which called leeward side received dry air continusely that was going downward direction.These dry winds reached the mountain inland area on surface and formed a 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 air reaching the inland desert, and your overview identifies the process as multi-stage. The account also correctly distinguishes the windward and leeward sides and mentions cloud formation and rainfall. This is relevant coverage of the diagram, although some stages are described less fully than others: for example, the explanation does not clearly state that moist air rises and cools before clouds form, and the final movement of dry air over the mountain is somewhat unclear. The overview could more directly summarise the key cause-and-effect pattern: rain falls on the windward side, leaving dry air to create arid conditions inland. Make each stage explicit and accurate to strengthen the report.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, and two paragraphs describing the process in sequence. The progression from coastal winds to rainfall and then inland dry winds is generally easy to follow. However, some linking and referencing are awkward or unclear, as in “after the rains falls on mountain the other side” and “that was going downward direction.” The overview also repeats the idea of the process beginning at the sea and ending inland without clearly separating the main stages. Use clearer stage-to-stage links such as “As a result,” and “Once the air crosses the mountain,” and ensure each sentence has an unmistakable subject. This would make the organisation more fluent while retaining the useful paragraph structure.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “moisture air,” “clouds,” and “dry winds,” so the reader can identify the main features. There are also attempts at more formal description, such as “depicts” and “formation.” However, inaccurate word forms, spelling, and collocations reduce precision: “mountain picture,” “rose moisture air,” “formaring clouds,” and “cost” for “coast” are examples. Some phrases, including “desert comes up,” are informal or unnatural for an academic process report. Aim for standard collocations such as “air rises,” “moist air cools,” and “a desert forms,” and check spelling carefully. This will make your vocabulary more accurate and natural.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including a sequence linked with “When” and a sentence beginning “After the rains…”. This shows some range, but grammatical control is inconsistent. Subject–verb agreement is incorrect in “The diagram represent” and “the windward side … have,” while verb forms are faulty in “to rose” and “rains falls.” Articles and sentence construction also need attention, as in “the other side of the mountain which called leeward side.” Several sentences run together or lack clear punctuation, making relationships between clauses harder to follow. Practise forming complete clauses with a clear subject and verb, and check agreement and tense in each sentence. More accurate control of these patterns would improve clarity.

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