Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-08-10

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 PICTORIAL REPRESENTATION DEFINES THE FORMATION OF RAIN SHADOW DESERT.THE VERY INITIAL STEP IS THE FORMATION OF WINDS FROM THE SEA COAST, THAT MOVE IN UPWARD DIRECTION, WHICH CAUSES MOIST AIR TO RISE AND GET COOL WITH ALTITIDE. THEN,IN THE NEXT STEP CLOUDS ARE FORMED IN THE SKY. THEN, THE PROCESS OF CONDENSATION HAPPENS THAT BRINGS RAIN TO THE EARTH. THEN, ON THE LEEWARD SIDE, DRY AIR BLOWS IN A CERTAIN PATTERN OVER THE MOUNTAINS. IN THE LAST STEP DRY WINDS REACH INLAND AREAS AND THE RAIN SHADOW DESERT IS FORMED COMPLETELY.

IN CONCLUSION, THIS FOUNDATION PROCESS OF DESERT IS A LONG JOURNEY, THAT CONSISTS OF SEVEN CRUCIAL STEPS BEGINS WITH BLOWING OF WINDS FROM COASTAL REGION TO BLOWING OF DRY WINDS IN INLAND AREAS . ALL THESE PROCESSES COMPLETE A CYCLE OF DESERT FORMATION.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the score. While the student identifies the main stages of the process, the description is overly simplistic and lacks the necessary detail to fully explain the scientific mechanism of a rain-shadow desert. The response reads more like a list of steps rather than a cohesive summary of the provided diagram. To improve, the student should provide a more detailed analysis of the atmospheric changes, such as the difference in moisture levels between the windward and leeward sides of the mountain, and ensure the length requirement is met to allow for full development of the task.

Coherence and Cohesion — Band 5.5

The response is organised into two short paragraphs, but the progression of ideas is mechanical. The use of cohesive devices is repetitive, with almost every sentence starting with 'Then' or 'The'. This creates a choppy flow that lacks sophistication. While there is a basic logical sequence, the lack of varied linking words and the reliance on simple, repetitive structures prevent the response from achieving a higher band. To improve, the student should use a wider range of cohesive devices (e.g., 'subsequently', 'as a result', 'conversely') to connect the stages of the process more fluidly.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive, relying heavily on basic terms like 'step', 'process', and 'formation'. There is little attempt to use precise, subject-specific terminology related to meteorology or geography, such as 'precipitation', 'moisture-laden', 'orographic lift', or 'arid'. The phrasing is often unnatural, such as 'the very initial step' and 'formed completely'. To improve, the student should focus on incorporating more academic vocabulary appropriate for describing a scientific process and avoid using informal or redundant phrasing.

Grammatical Range and Accuracy — Band 5.5

The response consists primarily of simple sentences with some minor errors in article usage and prepositional phrases (e.g., 'reach inland areas' instead of 'reach the inland areas'). The use of punctuation is inconsistent, particularly with spacing after commas. There is a lack of complex sentence structures, which are necessary to demonstrate a higher level of grammatical control. To improve, the student should practice combining simple sentences into complex ones using relative clauses or subordinating conjunctions and pay closer attention to standard English punctuation and article usage.

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

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