Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-08-26

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 shows the steps of how a rain-shadow desert which is a type of desert is formed.

Overall, the process of formation of a rain-shadow desert goes through seven different approaching steps which begans from Wind approach coast , followed Winds pushed upward, Moist air rises and cools, clouds formation, Rain falling,Dry air continues over mountain and finally Dry winds reach inland areas which named Rain-shadow desert at the end of process.

Firstly the winds apporache coast over sea which pushes wind toward peak to maountain at second step moist air rises and cools all wind ward sides which lead to fourth step of cloud production that hence became the reason of rain falling at fifth step. Futhermore, after rain falling dry air continues above the mountains towards Leeward side though that leads to final step of Rain-shadow desert formation by dry winds reach to that Inland areas.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main stages of the rain-shadow desert formation process, identifying the key steps from the wind approaching the coast to the final inland desert area. However, the description is somewhat mechanical, as it simply lists the steps provided in the diagram rather than synthesizing the information into a cohesive summary. While all parts of the task are addressed, the overview is slightly repetitive, and the explanation of the process lacks the analytical depth required for a higher band. The inclusion of all seven steps is accurate, but the connection between the meteorological phenomena and the resulting landscape could be more clearly articulated.

Coherence and Cohesion — Band 5.5

The response is organized into three paragraphs, which is a logical structure for a process description. However, the use of cohesive devices is somewhat mechanical and repetitive. For instance, the transition between steps relies heavily on phrases like 'at second step' and 'at fifth step', which makes the flow feel disjointed. While there is a clear progression from the coast to the inland area, the lack of varied linking words and the awkward phrasing in the overview paragraph hinder the overall coherence. The referencing is generally clear, but the paragraphing could be improved by better grouping the stages of the process.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task, but it is limited and repetitive. The student relies heavily on the terminology provided in the prompt (e.g., 'rain-shadow desert', 'moist air', 'dry winds'). There are several spelling errors, such as 'begans' instead of 'begins', 'apporache' instead of 'approaches', and 'maountain' instead of 'mountain'. These errors, combined with the lack of sophisticated or varied vocabulary, restrict the score. To improve, the student should aim to use more precise synonyms and demonstrate a better grasp of collocations related to geographical or meteorological processes.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout. Issues include incorrect verb forms ('begans', 'named'), missing articles ('over sea', 'to mountain'), and awkward sentence construction ('which hence became the reason of rain falling'). Punctuation is also inconsistent, particularly with commas and capitalization. While the meaning is generally understandable, the frequency of these errors is noticeable and occasionally impedes the flow of the text. A greater focus on subject-verb agreement and the correct use of prepositions would significantly enhance the accuracy of the writing.

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