Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-11

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-shadowed deserts.

Overall, it depicts the process of formation, how rain shadow deserts are transformed. It includes seven different stages, how the winds approach coasting and ends up with dry winds reaching inland areas.

Initially, the process begins with the wind carrying moisture from the sea and then pushing it upward. After that, the temperature changes and clouds form formed and, subsequently, the rain falls start on the left side of the mountain.

Secondly, after the fifth stage, when rain fall stopped here comes the dramatic decline in the temperature due to dry air in the mountains on the leeward side. Moreover, the arid waves reached to its final stage, in inland areas and turned out as the rain-shadow desert.

Finally, it is clear that the mountain plays a vital role in the development of dessert, either it is a wet wind or a dry one because it is thousands of kilometers away from the sea cos.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main stages of the rain-shadow desert formation, but the description is somewhat superficial. While you identify the movement of moisture and the role of the mountain, the explanation of the process is fragmented. For instance, referring to 'the fifth stage' is confusing as the diagram stages are not explicitly numbered in the text provided. The summary lacks a clear, cohesive overview of the meteorological transition from windward to leeward sides. To improve, ensure you clearly link the physical changes (temperature, moisture, precipitation) to the specific geographic locations shown in the diagram, rather than relying on vague references to stages.

Coherence and Cohesion — Band 6.0

The essay is organised into paragraphs, which is a positive step. However, the logical flow between sentences is often disrupted by awkward phrasing and unclear referencing. For example, the transition 'Secondly, after the fifth stage...' is confusing because the previous paragraph did not establish a clear sequence of stages. Additionally, the use of cohesive devices like 'Moreover' and 'Finally' feels somewhat mechanical and does not always serve to connect ideas logically. Improving the use of referencing (e.g., 'this process', 'the latter') would help the reader follow the progression of the formation more easily.

Lexical Resource — Band 5.5

The vocabulary is generally adequate for the task, but there are several instances of imprecise word choice and spelling errors. For example, 'coasting' is used incorrectly to describe wind movement, and 'dessert' is used instead of 'desert'. Phrases like 'arid waves' are not standard terminology for this context. While you attempt to use some topic-specific vocabulary (e.g., 'leeward side', 'moisture'), the overall range is limited. To reach a higher band, focus on using more precise scientific terminology and ensure accurate spelling of key terms related to the diagram.

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 impede clarity. Examples include 'clouds form formed' (redundant verb), 'rain falls start' (incorrect verb form), and 'either it is a wet wind or a dry one because it is thousands of kilometers away from the sea cos' (run-on sentence with informal 'cos'). Punctuation is also inconsistent. To improve, focus on subject-verb agreement and avoid informal abbreviations like 'cos'. Reviewing basic sentence construction will help reduce the frequency of these errors.

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