Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-04

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 provided diagram illustrates step-by step formation of rain-shadow deserts, featuring different steps and making significant comparisons where necessary.

Overall, the formation of shadow deserts represents significant undergoing changes following 7 steps in total, demonstrating how moist air cools to form clouds, followed by precipitation and the movement of dry air over mountains and finally reaching inland areas.

Moving into the details, winds approach costal areas near sea(step1). This significantly push winds in the upward direction(step 2). As the wind show an upward trend of rising temperatures, moist air rises and cools, before the forming into clouds. (step 3). As the wind moves in the windward direction,, the moist air containing droplets cools through the process of condensation, resulting in the making of clouds. After the clouds form, it started to rain on mountains.(step5), demonstrating the formation of rain-shadow deserts.

As the process of rain falling continues, dry air started flowing and continues to move over mountains steeping downward towards Leeward side(step 6). As the wind continue moving downward towards the inland areas, the process results in the completion of the rain- shadow desert, comprising of width in thousands of kilometers.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main stages of the rain-shadow desert formation process. However, the description is somewhat repetitive and relies heavily on referencing the step numbers (e.g., 'step 1', 'step 2'), which is not an ideal way to present a summary. While the key features are identified, the explanation of the process lacks precision in scientific terminology. For instance, the description of 'rising temperatures' as air rises is scientifically inaccurate, as air cools as it rises. The overview is present but could be more effectively synthesised to highlight the contrast between the windward and leeward sides of the mountain more clearly.

Coherence and Cohesion — Band 5.5

The essay is organised into logical paragraphs, and there is a clear progression from the coastal area to the inland desert. However, the use of cohesive devices is somewhat mechanical. The frequent use of parenthetical step numbers disrupts the flow of the text and makes the writing feel like a list rather than a cohesive report. Referencing is generally clear, but the transition between the windward and leeward stages could be smoother. The paragraphing is appropriate, but the overall structure would benefit from more sophisticated linking words rather than relying on simple sequencing.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task but lacks the precision required for a higher band. There are several awkward collocations and word choices, such as 'significantly push winds' and 'making of clouds'. The phrase 'undergoing changes' is used incorrectly in this context. While the student attempts to use topic-specific vocabulary like 'condensation' and 'leeward', the overall range is limited. Some errors, such as 'costal' (spelling) and 'steeping' (instead of 'steeply'), are present. To improve, the student should focus on more accurate scientific terminology and natural collocations.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures. However, there are frequent grammatical errors that occasionally impede the flow, such as 'the wind show an upward trend' (subject-verb agreement) and 'it started to rain' (tense inconsistency). Punctuation is also inconsistent, with unnecessary commas and spacing issues. While the meaning is generally conveyed, the control over complex structures is weak. The student needs to focus on subject-verb agreement, consistent verb tenses, and correct article usage to improve accuracy.

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

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