Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-09
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 illustration depicts the formation of a rain-shadow desert which data are going to be summarized by choosing and reporting the key features, and creating relevant comparisons below.
Overall, the diagram represents a mountain with a sea of its windward side and a desert of its leeward side. The whole process of the formation of a rain-shadow desert is depicted here. To summarize, from how the mountain blocks the clouds and keep the windward side humid and wet to how the leeward side remain dry.
On the windward side, winds approach coast and pushed upwards the mountains. The moist air rises and clouds form after cooling. The large mountains which are approximately thousands of kilometers in width and taller in height proportionately block the clouds from going to the leeward side. The clouds starts raining on the windward side, and later become formed from the moisture following the previous method.
On the leeward side, dry air continues over the mountains and reches inland areas. Thus, this portion remains dry and rain-shadow desert forms on this side.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main stages of the rain-shadow desert formation process, identifying the windward and leeward sides. However, the description is somewhat superficial. The student mentions that mountains are 'thousands of kilometers in width', which is an inaccurate interpretation of the diagram, and the explanation of the meteorological process is slightly confused, particularly the phrase 'later become formed from the moisture following the previous method'. To reach a higher band, the student should focus on describing the specific physical changes (e.g., air cooling, condensation, precipitation) more accurately and clearly, rather than including meta-commentary about the task itself in the introduction.
Coherence and Cohesion — Band 6.0
The essay is logically organized into an introduction, a general overview, and two body paragraphs focusing on the windward and leeward sides. Paragraphing is used appropriately. However, the use of cohesive devices is somewhat mechanical and occasionally repetitive. For example, the transition 'To summarize' is used in the introduction, which is redundant. Referencing is generally clear, but the flow between sentences could be improved by using a wider variety of linking words to connect the cause-and-effect relationships inherent in the process, such as 'consequently', 'as a result', or 'subsequently'.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task, with terms like 'windward', 'leeward', 'humid', and 'moisture' being used correctly. However, there are some awkward collocations and word choices, such as 'data are going to be summarized' (which is unnecessary meta-language) and 'reches' (spelling error). The range of vocabulary is somewhat limited, relying on basic descriptors. To improve, the student should incorporate more precise scientific or descriptive terminology related to geographical processes, such as 'orographic lift', 'condensation', or 'arid conditions', to demonstrate a more sophisticated command of the topic.
Grammatical Range and Accuracy — Band 5.5
The student uses a mix of simple and complex sentence structures. There are several grammatical errors that occur throughout the text, such as 'clouds starts raining' (subject-verb agreement), 'pushed upwards the mountains' (missing preposition), and 'leeward side remain dry' (subject-verb agreement). While these errors do not completely impede communication, they are frequent enough to prevent the response from reaching a higher band. The student should focus on proofreading for basic subject-verb agreement and ensuring that prepositions are used correctly with verbs of movement.
See this exact question answered at other band scores — the same prompt compared across bands.
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