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 diagram illustrates the formation of rain-shadow deserts in various steps of presenting and submitting the main features.

Overall, the process begin with winds approach coast from sea and push to upwards and formed a cloud and it started and convert to rainfall and end with dry winds before reach to inland area known as rain-shadow desert.

the phase begin at early stage to approach winds from sea and that winds pushed to upward to above level of mountains and winds slowly turn to moist air rises and cools. while moist air form a rain cloud in windward side in mountains.

In the middle phase the clouds form a rain fall cloud ad starting rain at top in hills, however the rain falls releases dry air and continues over mountain in leeward side after it reached to ground with dry winds in inland areas and form in rain shadow desert and started again process in cycle.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the rain-shadow desert formation process, identifying the movement of air from the sea, the role of mountains, and the resulting dry conditions. However, the description is somewhat repetitive and lacks precision in technical terminology. While the main stages are identified, the explanation of the 'windward' and 'leeward' sides is slightly muddled, and the connection between the cooling of air and the formation of precipitation could be more clearly articulated. The overview is present but lacks a sophisticated summary of the overall cycle, which is necessary for a higher band.

Coherence and Cohesion — Band 5.5

The response is organised into paragraphs, but the logical flow is hindered by awkward phrasing and repetitive sentence structures. Cohesive devices are used, such as 'In the middle phase' and 'however', but they are sometimes applied mechanically or incorrectly. The referencing is occasionally unclear, particularly when referring back to 'that winds' or 'the process'. The paragraphing is present, but the internal progression of ideas within the paragraphs is disjointed, making the text feel somewhat fragmented rather than a smooth, cohesive explanation of a scientific process.

Lexical Resource — Band 5.0

The vocabulary is limited and often imprecise. There is a reliance on basic verbs like 'push', 'start', and 'form', which do not accurately describe the meteorological processes shown in the diagram. Some word choices are incorrect, such as 'submitting the main features' (which is not relevant to the diagram) and 'rainfall cloud'. There are also issues with word forms, such as 'winds approach' instead of 'winds approaching'. To improve, the student needs to use more specific scientific vocabulary related to weather patterns and geography, such as 'moisture-laden', 'precipitation', and 'arid'.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede the reader's understanding. There are consistent issues with subject-verb agreement ('the process begin', 'winds approach'), tense consistency, and article usage ('the rain falls releases dry air'). Sentence structures are largely simple or contain errors when attempting complexity, such as 'winds slowly turn to moist air rises and cools'. Punctuation is also inconsistent, with run-on sentences and missing commas. The lack of control over basic grammatical structures prevents the response from reaching a higher band.

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