Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-11-03

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 illustrates formation of a rain shadow desert which is one type of desert.

the formation start with coasting of winds approach to sea. After that winds pushed upwards to sea and winds go to top of the mountains. Following this humid air increases and become more cools. They separate windward side as a result humid air and cools air combine together and become clouds form.

Eventually, winds transform in clouds and finally clouds release water therefor rain falls start. When rain falls convert into air they make dry air and continues over mountain after that this moisture free air flow go downwards to the mountains. dry airs reach inland areas. In the end rain shadow desert was occurred.

overall. this process between sea and desert do in thousands of kilometres. there are seven sequence of formation to make moist winds coast to dry winds and in the end they become a rain shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a process and include its main direction: moist winds arrive from the sea, rain falls near the mountains, and dry air reaches inland to create a desert. The closing reference to the seven stages and the thousands-of-kilometres scale also reflects information shown. However, several stages are unclear or inaccurately described. For example, winds are said to be pushed upwards “to sea,” and “winds transform in clouds,” whereas the diagram shows moist air rising and cooling, clouds forming, and rain falling on the windward side. The overview is present but does not clearly summarise the key contrast between the wet windward side and dry leeward side. Make each stage precise and distinguish air from clouds and precipitation.

Coherence and Cohesion: Band 6.0

The response follows the process from the coast towards the inland desert, and sequencing phrases such as “After that,” “Following,” and “In the end” help the reader recognise the order. The final paragraph also attempts to provide an overview. However, progression is sometimes interrupted by unclear links between stages: “They separate windward side” does not make clear what “they” refers to, and the shift from rain falling to air becoming dry is difficult to follow. Paragraphing is present, but the overview comes after the detailed account and is not clearly separated from the process description. Use clearer references and organise the response into a concise overview followed by a step-by-step account.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “humid air,” “dry air,” and “rain shadow desert,” which helps establish the topic. There is also some attempt to vary wording, for example “moist winds” and “moisture free air.” However, word choice and collocation are often inaccurate or repetitive, and some phrases make the process hard to understand. “Coasting of winds approach to sea” and “winds transform in clouds” do not express the intended stages naturally; “coastal winds approach from the sea” and “clouds form” would be clearer. “Desert was occurred” is also an unsuitable expression. Aim for precise process verbs and consistent terms for air, clouds, and rain.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect stages using longer sentences and subordinate links, as in “When rain falls … they make dry air and continues over mountain.” This shows an effort to use more than simple sentence patterns, but control is limited: the sentence has unclear subject reference and problems with agreement and verb forms. Other examples include “the formation start,” “air increases and become,” and “desert was occurred.” Articles, plurals, and sentence punctuation are also inconsistent, as in “dry airs reach inland areas” and the lower-case sentence openings after full stops. These errors sometimes make relationships between stages difficult to follow. Build accuracy first with clear subject–verb sentences, then combine stages using correctly formed clauses.

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