Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-06

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 OUTLINES HOW ONE KIND OF DESERT IS KNOWN AS RAIN-SHADOW DESERT AND HOW IT IS FORMED.

THE FORMATION OF RAIN-SHADOW DESERTS INVOLVES SEVEN STAGES WHICH INVOLVES ; WINDS APPROACH TO MOIST AIR RISES AND COOLS , FORMATION OF CLOUDS TO FALLING OF RAIN,THEN DRY AIR OVER THE MOUNTAINS TO REACH IN INLAND AREA. ALL PROCESS ALSO INVOLVES THOUSANDS OF KILOMETRES.

THE FIRST STEP STARTS FROM WINDS APPROACHES THE COASTLINE FROM SEA WHICH THEN PUSHES UPWARDS FROM MOUNTAINS. AFTERWARDS AIR GETS MOIST WHEN RISES UP AND THEN COOLDOWN. THIS PROCESS FOLLOWS WINDWARD SIDE OF THE MOUNTAIN.IN THE NEXT STEP THERE ARE THE FORMATION OF CLOUDS AND REACHES TO THE PEAK OF THE MOUNTAINS, RAIN STARTS FALLING.

AFTERWARDS, AIR GETS DRY AND CONTINUES OVER MOUNTAIN. AND THEN IT STARTS FOLLOWING THE LEEWARD SIDE OF THE MOUNTAIN. FINALLY DRY WIND REACH IN THE INLAND AREAS AFTER COVERING THOUSANDS OF KILOMETRES AND FORMED RAIN-SHADOW DESERT.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main stages of the process, identifying the windward and leeward sides and the transition from moist to dry air. However, the description is somewhat repetitive and lacks a clear overview or summary of the overall mechanism. While the key features are present, the explanation of the process is slightly disjointed, and the connection between the stages could be more clearly articulated to show a cohesive progression. The response addresses the prompt but lacks the analytical depth required for a higher band score.

Coherence and Cohesion — Band 5.5

The essay is organized into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is often mechanical or inaccurate, such as the repetitive use of 'afterwards' and 'then'. The transition between sentences is sometimes abrupt, and the logical flow is hindered by awkward phrasing, such as 'all process also involves thousands of kilometres'. While there is an attempt to use linking words, the overall structure lacks the sophisticated control needed for a higher band. Paragraphing is present but could be more effectively utilized to separate the distinct phases of the process.

Lexical Resource — Band 5.0

The vocabulary is generally adequate for the task but remains quite basic and repetitive. There are several instances of awkward word choices and incorrect collocations, such as 'winds approach to moist air rises' and 'cooldown' used as a verb. The range of vocabulary is limited, and the student relies on simple, functional language rather than precise terminology related to meteorological processes. To improve, the student should focus on using more varied and accurate vocabulary to describe scientific phenomena, such as 'moisture-laden', 'precipitate', or 'arid'.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement (e.g., 'winds approaches', 'air gets dry and continues'), incorrect tense usage, and awkward sentence structures. Punctuation is also inconsistent, with unnecessary spaces before semicolons and commas. While the student attempts some complex sentence structures, they are often poorly constructed or contain errors that distract the reader. A greater focus on basic sentence construction and proofreading for subject-verb agreement 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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