Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-08-05

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)

The following diagram displays the process of how a rain shadow desert is formed through winds passing from the sea to the upper side of mountain and how it takes place.

To begin, strong wind currents on to the sea approaches to the coastal side of the mountains. By the natural force of the wind, it is pushed to the upward side of the mountains and after that moist air is formed in which it rises and cools down immediately. After moist air cools down cloud formation takes place and heavy rain falls on to the mountain. This whole procedure takes place through the windward side. Moreover, dry air by the leeward side continues to move downward. Than dry air continues to move over mountains until it reaches the inland areas where the rain shadow desert are formed.

This whole scenario takes place by a huge vast mountain of thousands of kilometers on to the coastal side of the land.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main stages of the process, identifying the windward and leeward sides and the resulting desert formation. However, the description is somewhat simplistic and lacks a clear overview or summary of the key features. While the main steps are mentioned, the explanation of the physical process (e.g., the relationship between altitude, temperature, and precipitation) is slightly underdeveloped. To improve, ensure you provide a clear summary statement in the introduction or conclusion that encapsulates the overall process, and try to integrate the technical terminology (such as 'moisture-laden air' or 'rain shadow effect') more effectively to demonstrate a deeper understanding of the diagram.

Coherence and Cohesion — Band 6.0

The response is organized into three paragraphs, which is a logical structure for a process description. The use of cohesive devices such as 'To begin', 'After that', and 'Moreover' helps to guide the reader through the sequence of events. However, the flow is occasionally mechanical, and some transitions feel slightly repetitive. The referencing is generally clear, though the connection between the final paragraph and the preceding text is somewhat abrupt. Improving the variety of linking words and ensuring that each paragraph has a clear thematic focus would enhance the overall coherence of the response.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task, with terms like 'wind currents', 'moist air', and 'leeward side' used correctly. However, the range is somewhat limited, and there are instances of imprecise word choice, such as 'huge vast mountain' (which is redundant) and 'on to the sea' (which is slightly awkward). The student relies on basic descriptive language rather than more precise scientific or academic terminology. To reach a higher band, focus on using more sophisticated collocations and precise vocabulary related to geographical processes, such as 'prevailing winds', 'orographic lift', or 'arid conditions'.

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, such as 'wind currents on to the sea approaches' (subject-verb agreement/preposition error) and 'the rain shadow desert are formed' (pluralization error). Additionally, there are minor punctuation and spelling issues, such as 'Than' instead of 'Then'. While these errors do not significantly impede communication, they occur frequently enough to prevent a higher score. Focusing on subject-verb agreement and the correct use of articles would significantly improve the accuracy of the writing.

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

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