Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-08-15

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)

In this report, a diagram is shown which tells us how a rain shadow desert is formed.

The process begins from the sea level where winds are blown continuously. These winds push upwards and start the process of making desert, at this time the air becomes more cool and moist because it deserts the sea level. Afterwards, the clouds are formed which are become the source of the rain. Furthermore, the rain starts falling on the earth and remaining dry air which is not taking part in rain falling begin to blows on the mountains and dry winds are reached on an inland areas.

The process which starts from the winds and ends up to the rain is held on the windward side and leeward side starts from the mountains to inland areas. The rain shadow desert forms in the result of this whole process.

In a nutshell, winds play an important role in making the clouds which are the source of the rain and remaining dry air moves towards downward which forms a rain shadow desert.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the diagram, identifying the windward and leeward sides and the formation of the rain shadow. However, the explanation is somewhat imprecise and lacks technical clarity. For instance, stating that winds 'start the process of making desert' is scientifically vague. While the main stages are identified, the description of the atmospheric process is slightly confused, particularly regarding how clouds form and the transition of air from moist to dry. To reach a higher band, you should focus on more precise terminology, such as 'moisture-laden air,' 'orographic lift,' and 'precipitation,' to better describe the scientific process shown in the diagram.

Coherence and Cohesion — Band 6.0

The response is organised into paragraphs, which helps the reader follow the progression of the process. However, the use of cohesive devices is sometimes mechanical or slightly awkward, such as 'In this report, a diagram is shown' or 'Furthermore, the rain starts falling'. The transition between the windward side and the leeward side is not clearly demarcated, making the logical flow feel a bit disjointed. Improving the use of linking words to show cause and effect (e.g., 'consequently,' 'as a result,' 'subsequently') would enhance the overall coherence of the report.

Lexical Resource — Band 5.5

The vocabulary is generally adequate for the task but lacks the precision required for a scientific description. Phrases like 'winds are blown continuously' and 'making desert' are simplistic and slightly unnatural. There are also some issues with word choice, such as 'remaining dry air which is not taking part in rain falling'. To improve, you should incorporate more specific academic vocabulary related to geography and meteorology, such as 'prevailing winds,' 'condensation,' and 'arid conditions,' rather than relying on general, everyday language.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Examples include 'winds are blown' (passive voice misuse), 'which are become the source' (incorrect verb form), and 'dry winds are reached on an inland areas' (subject-verb agreement and preposition errors). While the meaning is generally understandable, the frequency of these errors prevents the writing from reaching a higher band. Focusing on subject-verb agreement and the correct use of passive voice in process descriptions would be highly beneficial.

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

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