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 how a one form of desert ,people know as a rain-shadow desert, is naturally made.

Overall the picture shows how the natural process of the winds to form the rain-shadow desert works which is the linear process,as it starts from the sea, passes the mountains and reach the desert as dry winds through seven stages.

I will begin with the first 4 stages from the sea up the mountains, as the wind comes close to the coast and faces the windward side of the mountain so it starts pushing upwords after that the winds start to get moisty as a result it cools and rises even more and this leads to clouds form till this clouds starts rainning.

What happends in the first part leads now to dry air that continue its way passing the mounting over from the leeward side,this means the air reachs its final stage which its formed as dry winds that reachs the 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 the inland desert, and your overview correctly identifies a process with seven stages. You also distinguish the windward and leeward sides and explain that rain falls before the air continues inland. However, some stages are not fully or clearly reported: for example, the account says the wind “starts pushing upwords” but does not clearly explain that the mountains force it upwards, and “the winds start to get moisty” is less precise than describing moist air rising and cooling. The final location of the rain-shadow desert could also be stated explicitly as inland beyond the leeward side. A more precise account of these links would make the process more complete.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: an introduction and overview are followed by the earlier stages and then the movement of dry air beyond the mountain. This gives the reader a broadly logical route through the diagram. However, the division into “first 4 stages” and “first part” is not consistently clear, and the long sentences make several steps run together. For instance, the sentence beginning “as the wind comes close to the coast” combines the windward slope, rising air, cooling, cloud formation and rain without clear boundaries. The link “What happends in the first part leads now to dry air” is also vague. Use shorter sentences and clearer stage-to-stage links so the sequence is easier to follow.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “dry air,” “clouds” and “rain-shadow desert,” which helps communicate the diagram’s subject. There is also some attempt to vary wording, such as “passes the mountains” and “reach the desert.” However, several choices are inaccurate or awkward, including “moisty,” “pushing upwords,” “mounting,” and “formed as dry winds.” Spelling errors such as “rainning” and “reachs” also reduce control. These issues do not prevent the general meaning from being understood, but they make the description less precise. Build a reliable set of process verbs and collocations, such as “is forced upwards,” “cools,” “condenses,” and “continues inland.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentences, using links such as “as,” “after that,” and “which,” and the overall sequence remains understandable. However, errors in articles, agreement, verb forms and sentence construction are evident. Examples include “a one form of desert,” “the winds start to get,” and “this clouds starts,” where the forms do not agree. In “the air reachs its final stage which its formed,” the clause structure and verb forms are faulty. Several sentences also run on, with commas joining multiple independent ideas. Practise accurate subject–verb agreement and clause boundaries, and use full stops to separate stages. More controlled complex sentences would improve clarity while retaining variety.

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