Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-03
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 illustrates the various stages for the formation of rain-shadow deserts.
Overall, there are seven main stages involved in the formation of rain shadow deserts, beginning with the winds approaching to the coast and finishing with the dry winds reaching to the inland area which extends for thousands of kilometers.
Initially, the winds are approaching to the coast, and which is pushed to the upward direction of the mountains. The moist air which was contained by wind it will rises and cool down to make the cloud for further process, such as clouds formation, following the formation of rain which falls.
After the rain has fallen, dry air was still continued over the mountains to the leeward side. the dry wind descends towards the formation of shadow. Finally, winds reached to the inland areas, from coast to the place where rain shadow desert was formed. Finally, Extending towards thousands of kilometers.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main stages of the rain-shadow desert formation process, from the initial wind approach to the final inland desert formation. However, the description is somewhat repetitive and lacks precision in detailing the specific mechanisms shown in the diagram, such as the condensation process or the specific temperature changes. While the overview is present, the development of the stages is slightly mechanical and lacks a clear, analytical flow. The response addresses the prompt but could benefit from a more sophisticated synthesis of the information provided in the visual, rather than simply listing the steps in a narrative fashion.
Coherence and Cohesion — Band 5.5
The essay is organized into three short paragraphs, which is a logical structure for a process description. However, the use of cohesive devices is somewhat repetitive and occasionally awkward. For instance, the overuse of 'Finally' in the concluding paragraph disrupts the flow. Referencing is sometimes unclear, such as in the phrase 'which is pushed to the upward direction', where the antecedent is ambiguous. While the progression of ideas is generally logical, the transition between the stages could be smoother and more varied to improve the overall readability and coherence of the text.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task but lacks the precision and variety expected at higher bands. The student relies on basic verbs like 'approaching', 'pushed', and 'formed'. There are some inaccuracies in collocation, such as 'contained by wind' and 'dry air was still continued', which sound unnatural. To improve, the student should incorporate more subject-specific terminology related to meteorology and geography, such as 'moisture-laden', 'orographic lift', 'leeward', and 'precipitation'. The range is sufficient to convey the basic meaning, but it does not demonstrate the flexibility required for a higher score.
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 the flow. Issues include incorrect verb tenses ('dry air was still continued'), unnecessary articles ('the formation of shadow'), and awkward phrasing ('the winds are approaching to the coast, and which is pushed'). Subject-verb agreement and preposition usage are inconsistent throughout the text. While the meaning is generally clear, the high frequency of errors in basic sentence construction prevents the writing from reaching a higher band. More attention to sentence structure and proofreading for basic grammatical accuracy is needed.
See this exact question answered at other band scores — the same prompt compared across bands.
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