Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-08-02
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 below represents how one type of desert swhich is known as a rain-shadow deserts is formed. It all starts from sea and the coast areas. The air from the inland reaches the sea side where it is dry and hot and light weighted. Then it is pushed upwards due to low density because while cold air has high density in contrast. As it moves upwards to mountains the temperature decreses as compare to the sea level. So, it gets moist and become more cooler. After reaching a certain low temperature cloud formation begins. When the clouds get in contact with eachother static chrage is released in the form of thunder storm which can be seen and hear also.After that air temperature gets hotter amd it starts moving downwards to the mountain. After that it reaches to the inland area. Where it does not have moist. So its hot again. The whole process is repeated again and again. This phenomenon is also knwon as sea breeze and land breeze.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response attempts to describe the process shown in the diagram, but it fails to accurately interpret the scientific mechanism of a rain-shadow desert. The student incorrectly describes the process as 'sea breeze and land breeze' and introduces irrelevant information about 'static charge' and 'thunder storms,' which are not depicted in the diagram. While the main features are identified, the explanation is factually inaccurate and lacks the precision required for an Academic Task 1 response. The summary of the process is disjointed, and the relationship between the moisture-laden air, the mountain barrier, and the resulting dry area on the leeward side is not clearly explained. To improve, focus on accurately reporting the visual data provided rather than introducing external, incorrect scientific concepts.
Coherence and Cohesion — Band 5.5
The response is written as a single paragraph, which hinders the logical flow of the explanation. While there is an attempt to use cohesive devices such as 'Then,' 'After that,' and 'So,' these are used in a repetitive and mechanical manner. The progression of ideas is somewhat confusing because the description of the process is not clearly linked to the stages shown in the diagram. The lack of paragraphing makes the text feel like a list of observations rather than a cohesive summary. To improve, group related information into distinct paragraphs—for example, one for the initial ascent and cloud formation, and another for the descent and the creation of the rain-shadow area.
Lexical Resource — Band 5.5
The vocabulary is limited and contains several inaccuracies. Phrases like 'light weighted' and 'get in contact with eachother' are unnatural. There are also spelling errors such as 'decreses,' 'knwon,' and 'amd.' The student relies on basic vocabulary and struggles to use precise terminology related to geography or meteorology, such as 'leeward side' or 'precipitation.' While the meaning is generally understandable, the lack of variety and the frequent errors in word choice and spelling limit the score. To improve, focus on learning topic-specific vocabulary related to processes and cycles, and proofread for basic spelling mistakes.
Grammatical Range and Accuracy — Band 5.5
The response contains frequent grammatical errors that occasionally impede the reader's understanding. There are issues with article usage ('from sea,' 'to the mountain'), subject-verb agreement ('it gets moist and become more cooler'), and sentence structure. The use of complex sentences is limited and often results in errors, such as 'The air from the inland reaches the sea side where it is dry and hot and light weighted.' Punctuation is also inconsistent, particularly with the placement of commas and periods. To improve, focus on mastering basic sentence construction, ensuring that subjects and verbs agree, and practicing the correct use of articles and comparative adjectives.
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