Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-05

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 depicts the formation of the rain shadow desert and explains how this type of desert forms.

Overall, the process follows seven steps in total, starting with air that comes from the sea to the coast and ending with dry wind reaching the inland areas.

In addition, this begins thousands of kilometers under the ground, from sea level to a sandy area.

In the first step, winds reach the coastal area from the sea; secondly, they are pushed upwards, and thirdly it moisten the air. The temperature rises, and clouds form due to moisture. In the fifth step, rain falls from the sky to the top of the mountain, and dry air proceeds downward. Finally, dry winds move towards the land areas.

The left side of the mountain, where the wind is converted into water called the windward area. While the right side of the mountain is called the leeward side because the rainwater transfers into dry winds.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response provides a basic overview of the process, but it fails to accurately interpret the scientific information presented in the diagram. For instance, the claim that the process begins 'thousands of kilometers under the ground' is factually incorrect and misinterprets the visual data. While the response identifies the main stages, the description of the mechanism is superficial and contains inaccuracies, such as stating that the wind 'moisten the air' as it rises. To improve, focus on accurately describing the physical changes—such as cooling, condensation, and the resulting rain—rather than inventing details. The summary of the windward and leeward sides is a good attempt at comparison, but it lacks the precision required for a higher band.

Coherence and Cohesion — Band 5.5

The response is organized into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is somewhat mechanical and occasionally inaccurate. For example, the transition 'In addition, this begins...' does not logically follow the previous sentence. The progression of ideas is present but lacks a smooth flow, particularly in the third paragraph where the steps are listed in a somewhat disjointed manner. While the paragraphing is sufficient, the internal cohesion within the paragraphs needs to be strengthened by using more varied and precise linking words to connect the stages of the process more naturally.

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 uses basic terms like 'sandy area' and 'left side' rather than more descriptive, academic terminology such as 'arid region' or 'windward slope'. There are also some awkward collocations, such as 'wind is converted into water', which is scientifically imprecise. To reach a higher band, you should incorporate more topic-specific vocabulary related to meteorology and geography, such as 'precipitation', 'condensation', 'moisture-laden', and 'topography'. The current range is sufficient to convey the basic message but does not demonstrate flexibility.

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 hinder clarity. For example, 'it moisten the air' contains a subject-verb agreement error, and 'where the wind is converted into water called the windward area' is a fragmented, grammatically incorrect clause. There are also issues with article usage and prepositional phrases. 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 ensuring that complex sentences are correctly constructed would significantly improve the quality of the writing.

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

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