Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-08-13

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 show how a rain-shadow desert is formed. There are several steps in this process.

First, winds approach the coast from the sea. Then, winds are pushed upwards when they meet the mountain. After that, moist air rises and cools, this is step 3. Because of this, clouds form on the windward side of mountain, this is step 4.

Next, rain falls on the windward side, this is step 5. After the rain falls, the air don't have moisture anymore, so it become dry air. This dry air continues over the mountain to the leeward side, this is step 6.

Finally, the dry winds reach the inland areas and because there is no more moisture, a rain-shadow desert is form in this area, which is very far from the coast, maybe thousands of kilometres.

In conclusion, this diagram show the process of how wind and mountain can make a desert far from sea, because all the rain falls before wind reach the other side.

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 desert. However, the description is somewhat mechanical, relying on a step-by-step listing approach rather than a cohesive summary. While the main features are identified, the analysis lacks a sophisticated overview that synthesizes the relationship between the mountain, moisture levels, and the resulting climate. The inclusion of 'maybe thousands of kilometres' is speculative and not supported by the diagram, which detracts from the academic tone required for Task 1. To improve, focus on grouping related stages and providing a more analytical summary of the process.

Coherence and Cohesion — Band 5.5

The response is organized into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is repetitive and mechanical. Phrases like 'this is step 3', 'this is step 4', and 'this is step 5' are used excessively, which disrupts the flow and makes the writing feel like a list rather than a coherent report. The transition between paragraphs is functional but basic. To reach a higher band, you should use a wider variety of linking words and phrases (e.g., 'consequently', 'as a result', 'subsequently') and avoid referencing the steps by number, as this is not natural in academic writing.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task but lacks the precision and variety expected at higher levels. You use basic terms like 'pushed upwards', 'moist air', and 'dry air'. While these are accurate, they are quite simple. There is also a lack of academic collocation. For instance, instead of saying 'make a desert', you could use 'result in the formation of an arid region'. The vocabulary is sufficient to convey the meaning, but it does not demonstrate the flexibility or range required for a higher score. Expanding your repertoire of scientific and descriptive terminology would be beneficial.

Grammatical Range and Accuracy — Band 5.0

There are several grammatical errors throughout the text that affect the accuracy of the writing. Examples include subject-verb agreement issues such as 'the diagram show' (should be 'shows'), 'the air don't have' (should be 'does not have'), 'it become' (should be 'it becomes'), and 'desert is form' (should be 'is formed'). These errors are frequent enough to be noticeable. While you attempt some complex structures, the control is inconsistent. To improve, focus on mastering basic subject-verb agreement and ensuring that passive voice constructions are formed correctly.

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

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