Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-11-05

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)

this illustrate the formation of a type of desert known as shadow desert.

In here, first step can be identify as the winds approach the coast area. There should be a thousands of kilometer mountain right next to the bach to creat this type of desert. Then that flow of winds pushed upwards of the mountain. After that those moist air which carees sea water rises and get cools. As the next step cloud formation has occured.

Those heavy water filled clouds form rain in the upper arer of the mountain. Then all the air which has now converted into dry form continously flow towards the leeward side of the mountain. Finally, that dry winds reach inland areas by creating rain shadow deserts.

In conclusion, serveral factors should be there to form rain shadow desert and by fullfilling those winds create those deserts.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You describe the main sequence from winds approaching the coast to dry winds reaching inland, and you include the key contrast between the windward and leeward sides. However, the overview is weak: the conclusion says only that “several factors” are needed, rather than summarising how mountains cause rain on one side and dry conditions inland. Some details are unclear or inaccurate, particularly “a thousands of kilometer mountain right next to the bach,” which misrepresents the diagram’s horizontal scale as a mountain’s size. The response is also 143 words, below the required 150. Develop the overall process more clearly and add accurate detail about the sea, mountain barrier and inland desert.

Coherence and Cohesion: Band 6.0

The stages are presented in a generally logical order, and sequencing phrases such as “first step,” “After that,” “As the next step,” and “Finally” help the reader follow the process. The paragraph break also separates much of the sequence from the conclusion. However, the progression is sometimes mechanical, with nearly every stage introduced by a formulaic connector. The opening and concluding sentences do not provide a clear overview, and “In here” and “Then all the air” make the links between ideas less precise. Group related stages into a more purposeful paragraph structure, and use clearer references—for example, specify that the air continues over the mountain before reaching inland areas.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “moist air,” “cloud formation,” “leeward side,” and “inland areas,” which shows some ability to describe the diagram. However, the range is limited and several word choices or spellings reduce precision: “shadow desert” omits the key term “rain-shadow,” “bach” appears to mean “beach,” and “carees sea water” is unclear. Phrases such as “heavy water filled clouds” and “converted into dry form” are understandable but not natural or precise for this process. Aim for accurate collocations and consistent use of the diagram’s terminology, such as “moist air,” “precipitation,” and “rain-shadow desert.”

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences to connect stages, such as “After that those moist air which … rises and get cools,” but control is uneven, and errors often make the relationships difficult to follow. Examples include “this illustrate,” “winds pushed upwards of the mountain,” and “those moist air … rises,” which show problems with agreement, verb forms and sentence construction. Articles and prepositions are also frequently missing or awkward, as in “the winds approach the coast area” and “flow towards the leeward side.” Most sentences rely on simple sequencing, with limited accurate variety. Practise forming clear passive process sentences, for example, “The winds are forced upwards, causing the moist air to cool.”

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