Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-08-03

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 given process chart illustrate how a particular desert known as a rain-shadow is being formed.

Overall, the formation contains total of 7 stages starting from winds from the sea shore passing over the mountains and finally creating rain-shadow desert on the inland part. The process contains cloud formation, rain fall and generation of dry air as the middle stages.

In the very first step winds on the sea surface approach the shore and further it start getting pushed upwards towards mountains in the second stage. These winds with moist continue to move upward and cool down it temperature. Moving forward this leads to form clouds as the 4th stage completes.

Subsequently these clouds rain over the mountains in fifth stage. Moving forward in the process dry air after rain fall starts moving to the leeward side towards the land area eventually dry winds reach inland areas and form rain-shadow desert as the final stage completes.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main stages of the process, from the initial wind movement to the final formation of the desert. However, the description is somewhat mechanical and relies on listing stages (e.g., 'in the second stage', 'as the 4th stage completes') rather than providing a cohesive, analytical summary of the process. While the key features are identified, the explanation of the scientific mechanism—specifically the cooling of moist air and the resulting rain shadow effect—could be more clearly articulated to demonstrate a deeper understanding of the diagram. The overview is present but lacks a sophisticated synthesis of the information.

Coherence and Cohesion — Band 5.5

The response is organized into logical paragraphs, which helps the reader follow the progression of the process. Cohesive devices such as 'subsequently', 'moving forward', and 'eventually' are used to link ideas. However, the use of these devices is somewhat repetitive and mechanical. The referencing is generally clear, but the flow between sentences could be improved by varying the sentence structure and using more sophisticated transitions. Paragraphing is used appropriately to separate the introduction, overview, and the detailed stages of the process.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task, allowing for a clear description of the process. Terms like 'leeward side', 'moist', and 'inland areas' are used correctly. However, the range is somewhat limited, and there is a reliance on basic verbs and repetitive phrasing (e.g., 'moving forward', 'starts moving'). There are also minor errors in word choice, such as 'cool down it temperature' instead of 'cool down its temperature'. To reach a higher band, the student should incorporate more precise scientific terminology and avoid repetitive sentence starters.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures. While the meaning is generally clear, there are several grammatical errors that detract from the quality of the writing. Examples include subject-verb agreement issues ('The given process chart illustrate' should be 'illustrates') and incorrect pronoun usage ('cool down it temperature'). Additionally, there are missing articles and awkward phrasing, such as 'winds with moist' instead of 'moist winds'. While these errors do not impede overall communication, they occur frequently enough to prevent a higher score.

See this exact question answered at other band scores — the same prompt compared across bands.

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