Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-08

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 FOLLOWING PROCESS CHART REPRESENTS THE FORMATION OF RAIN-SHADOW DESERTS WHICH COVERED TOTAL SEVEN STEPS.

AT FIRST, WINDS APPROACH COAST FROM SEA LEVEL. COAST LINE IS THE BOTTOM OF THE MOUNTAIN. WINDS PUSHED UPWARD DIRECTION OF THE MOUNTAINS SURFACES. WHICH IS CALLED WINDWARD SIDE. LATER, MOIST AIR RISES AND COOLS. AT THAT POINT CLOUDS ARE FORM. AT THE HIGHEST POINT OF MOUNTAINS PRECEPITATION OCCURE.

IN LEEWARD SIDE WHICH IS DOWNWARD PHASE OF AIR CICULATION. DRY AIR COUNTINUES OVER MOUNTAINS. MOREOVER, DRY WINDS REACH INLAND AREAS AND FOLLOW LAND. THE PATH OF INLAND IS CALLED RAIN-SHADOW DESERT.

IN CONCLUSION, WIND TRAVEL THOUSAND OF KILOMETRES FROM SEA TO LAND AND AT THE END IT BECOMES RAIN-SHADOW DESERT.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the task achievement score. While the student identifies the main stages of the process, the description is overly simplistic and lacks the necessary detail to fully explain the formation of the rain-shadow desert. The summary is brief and misses opportunities to elaborate on the relationship between the wind, the mountain barrier, and the resulting climatic conditions. To improve, the student should provide a more comprehensive overview of the process, ensuring all key features are described with sufficient detail to meet the length requirement and demonstrate a thorough understanding of the diagram.

Coherence and Cohesion — Band 6.0

The essay is organised into short paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is somewhat mechanical and repetitive (e.g., 'At first', 'Later', 'In conclusion'). The transition between the windward side and the leeward side is abrupt, and the logical flow could be improved by using more sophisticated linking words to connect the stages of the process. While the overall arrangement is coherent, the lack of development and the limited range of cohesive devices prevent a higher score. Improving the variety of transitions would enhance the flow of the text.

Lexical Resource — Band 5.5

The vocabulary used is adequate for the task but remains quite basic and repetitive. There are several instances of awkward phrasing and incorrect word choices, such as 'downward phase of air ciculation' and 'precipitation occure' (spelling error). The student relies on simple terminology rather than using more precise, academic vocabulary related to geography or meteorology. To achieve a higher band, the student should incorporate more specific terminology (e.g., 'moisture-laden', 'arid', 'topography') and ensure correct spelling and collocation throughout the response.

Grammatical Range and Accuracy — Band 5.0

The response contains a mix of simple and some attempted complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Issues include missing articles (e.g., 'approach coast'), incorrect verb tenses (e.g., 'winds pushed'), and subject-verb agreement errors (e.g., 'clouds are form'). Punctuation is also inconsistent, particularly with sentence fragments. The grammatical control is limited, and the student needs to focus on basic sentence construction and proofreading for common errors to improve accuracy. Increasing the variety of complex structures while maintaining grammatical precision is essential for a higher score.

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

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