Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-11-04

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 the formation of rain-shadow deserts how one type of deserts, known as a rain-shadow deserts over thousands of kilometer.

Overall, the image consists of seven several steps starting from the winds approach coast through sea. Moist air rises and cools to the windward side to the formation of clouds. Then Rain falls on the windward side and dry air continoues over mountain to the leeward side.

To begin with, the winds are approach coast from sea surface. In second step, winds pushed upward due to mountains. In next stage, moist air rises and cools to the windward side that leads to the formation of clouds in fourth stage. Subsequently, rain falls to the windward side of mountains.

In sixth step, due to the cause of rain falls. The dry air countinous over the mountain to the leeward side. Finally, the dry winds reach inland areas. These process shows the formation of rain-shadow deserts.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the diagram as a process and report its main sequence, including winds approaching from the sea, rain falling on the windward side, and dry air reaching inland beyond the mountains. This gives the reader a relevant account of how the desert forms. However, the overview is not fully clear: it says the process starts with winds approaching “through sea,” and does not clearly summarise the key contrast between moist air losing its moisture on the windward side and dry air continuing over the leeward side. Some stages are also described imprecisely, such as saying moist air cools “to the windward side.” To strengthen the response, state the overall cause-and-effect pattern clearly, then describe each stage accurately and distinguish the mountain’s two sides.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and two paragraphs describing the stages in sequence. Connectors such as “To begin with,” “Subsequently,” and “Finally” help signal the order of events. However, progression is sometimes weakened by awkward or unclear links, particularly “In sixth step, due to the cause of rain falls,” which does not clearly connect the rainfall to the dry air’s movement. The overview also repeats details that are explained again in the body, while the final sentence restates the topic rather than adding a clear concluding point. Use a consistent stage-by-stage sequence and make each linking phrase express the relationship between events accurately.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “clouds,” and “inland areas,” which helps communicate the diagram’s subject. The range is nevertheless limited, and several noticeable spelling, word-form, and collocation errors reduce precision: “continoues” and “countinous” are misspelled, while “winds are approach coast” and “through sea” are not natural expressions. Repetition of “step,” “side,” and “formation” also makes the description less flexible. Aim to use accurate process verbs and standard geographical collocations, such as “winds blow in from the sea,” “air rises,” and “precipitation falls,” while checking spelling and avoiding repeated phrasing.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple sentences and longer clauses, for example, “Moist air rises and cools … that leads to the formation of clouds.” However, the range is limited, and errors occur frequently enough to make some relationships difficult to follow. Examples include “the winds are approach coast,” “In second step, winds pushed upward,” and the incomplete construction “In sixth step, due to the cause of rain falls.” These show problems with verb forms, articles, and sentence construction. There are also errors in agreement and number, as in “These process shows.” Practise forming complete sentences with a clear subject and verb, and use consistent present simple forms to describe the stages.

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