Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-08-07

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 diagram illustrates how one type of desert, known as a rain shadow deserts is formed. At a glance, the whole formation of how the rain shadow deserts formed is described here.

Overall, it states the initial formation of the wind approaches to the last stage of the dry winds reach inland areas.

To commence with the initial process, the winds are heading towards the coast from the sea. Secondly, the winds pushed upwards in a flow to the peak, where later on the third stage the air got moisture and cools and get rises by passing windward side to form clouds on the fourth stage.

In addition, on the fifth stage there are substantial mount of clouds which are ready to give rain fall on the peak of the mountain. Moreover, after rain a dry air continues over mountain in a downward position by passing the leeward side. Lastly, on the seventh stage the dry wind reaches inland areas which forms into rain-shadow desert.

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 formation of the rain-shadow desert. However, the description is somewhat mechanical, relying on a stage-by-stage listing (e.g., 'third stage', 'fourth stage') rather than a cohesive synthesis of the scientific process. While the key features are identified, the explanation of the meteorological phenomena—such as the cooling of air and the distinction between the windward and leeward sides—lacks the necessary depth and precision required for a higher band. The summary is accurate but could be more analytical by grouping related stages together to better illustrate the cause-and-effect relationship.

Coherence and Cohesion — Band 5.5

The response is organized into logical paragraphs, and there is a clear progression from the start to the end of the process. However, the use of cohesive devices is somewhat repetitive and mechanical, particularly the reliance on ordinal numbers like 'Secondly', 'third stage', and 'fourth stage'. This makes the flow feel a bit rigid. While referencing is generally clear, the transition between sentences could be smoother to better connect the scientific concepts. The overall arrangement is coherent, but the lack of varied linking words limits the score in this criterion.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task, allowing the student to describe the diagram clearly. There are some attempts at topic-specific terminology, such as 'windward side', 'leeward side', and 'inland areas'. However, there are instances of awkward phrasing and word choice, such as 'substantial mount of clouds' (should be 'amount') and 'get rises' (should be 'rises'). The range of vocabulary is somewhat limited, and the student relies on basic verbs to describe complex movements. To improve, the student should focus on more precise scientific collocations and avoid repetitive phrasing.

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 frequent grammatical errors that distract the reader, such as 'the rain shadow deserts is formed' (subject-verb agreement), 'the winds pushed upwards' (tense inconsistency), and 'the air got moisture and cools and get rises' (awkward construction). Punctuation is generally functional, but the sentence structures are often clunky. The student needs to work on consistent verb tenses when describing processes and ensure that subject-verb agreement is maintained throughout the text.

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

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