Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-08-29

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 the process of rain-shadow deserts formation. Noticeably, the process is not only complex but also systematic.

To begin with, sea winds approach coast then this winds pushed upwards on mountains. After that, moist air rises and cools then on windward side clouds form. Thereafter, from clouds rain falls on mountains at that time dry air continues move over mountains.

After which, on leeward side dry air converted into dry winds which reach in inland areas. There is a huge difference between sea and inland which is thousands of kilometres away and in between huge mountain occur which separate the sea and inland. Dry winds reach at inland areas in the bottom of the inland areas rain shadow desert form.

Overall, there are main seven stages for formation of rain-shadow deserts which begins with winds approach cost from sea surface and ends with formation of rain-shadow desert in 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, from the sea winds to the final desert formation. However, the description is somewhat simplistic and lacks the analytical depth required for a higher band. While the main features are identified, the explanation of the process is a bit mechanical and lacks a clear, cohesive overview of the scientific mechanism. The summary of the stages is accurate, but the response would benefit from more precise terminology and a more sophisticated synthesis of the information provided in the diagram to better highlight the causal relationships between the air moisture, mountain elevation, and the resulting climate.

Coherence and Cohesion — Band 5.5

The response is organised into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is somewhat repetitive and mechanical (e.g., 'To begin with', 'After that', 'Thereafter', 'After which'). Some transitions feel forced, and the logical flow between sentences is occasionally hindered by awkward phrasing, such as 'There is a huge difference between sea and inland which is thousands of kilometres away'. While the overall progression is clear, the lack of varied and natural linking words limits the effectiveness of the cohesion.

Lexical Resource — Band 5.5

The vocabulary is generally adequate for the task but lacks the precision and range expected at higher levels. The student relies on basic descriptors like 'huge difference' and 'dry winds'. There are also some noticeable errors in word choice and collocation, such as 'winds approach cost' (should be 'coast') and 'reach in inland areas'. The vocabulary is sufficient to convey the meaning, but it does not demonstrate the flexibility or the use of less common items that would elevate the response. More precise scientific terminology related to meteorology would be beneficial.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and some attempted complex structures, but there are frequent grammatical errors that occasionally impede the flow. Issues include missing articles ('on windward side', 'in bottom of'), incorrect verb forms ('dry air converted into', 'winds pushed upwards'), and awkward sentence construction ('there are main seven stages for formation of rain-shadow deserts which begins with winds approach cost'). While the meaning is generally understandable, the frequency of these errors prevents the writing from reaching a higher band. More attention to subject-verb agreement and preposition usage is needed.

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

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