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 step by step process by which rain-shadow desert is created.

Overall, the process comprises seven extensive steps starting from sea, wind travelling thousands of kilometers and reaching inland where rain shadow desert is formed.

The process initiates when winds approach to the mountain and pushes vertically up to the mountains . As the moist air from the sea moves up it begins to cool down and condenses into clouds. It takes place near the top of the mountain . the clouds keep floating in the windward side and start pouring rain at the top of the hill.

After rain ends, the dry air continues over mountain. Then winds begin to flow in leeward driection. The winds continue to the inland areas. After covering thousands of kilometers from sea to inland the moist winds reach to the inland as dry winds after pouring rain and form a rain shdadow desert at the bottom of the mountain

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the diagram, identifying the key stages of the rain-shadow effect. However, the description is somewhat simplistic and lacks a clear, analytical overview of the relationship between the moisture levels and the geographical features. While the process is outlined, the explanation of the transition from moist air to dry air could be more precise. The summary is functional but lacks the depth required for a higher band, as it focuses on a step-by-step narrative rather than synthesizing the information into a cohesive report of the process.

Coherence and Cohesion — Band 5.5

The response is organized into paragraphs, which helps the reader follow the process. However, the use of cohesive devices is somewhat mechanical and repetitive (e.g., 'The process initiates', 'After rain ends', 'Then winds begin'). There are instances where the logical flow is slightly disjointed, particularly in the transition between the mountain top and the leeward side. Referencing is generally clear, but the overall structure would benefit from more varied linking words to connect the stages of the process more fluidly.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task but lacks variety and precision. The student uses basic terms like 'extensive steps', 'floating', and 'pouring rain', which are functional but not particularly academic. There are also some spelling errors, such as 'driection' and 'shdadow', and minor collocation issues like 'approaches to the mountain' (should be 'approaches the mountain'). To improve, the student should incorporate more precise scientific terminology related to meteorology and geography to enhance the academic tone of the report.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures. However, there are frequent grammatical errors, such as missing articles ('starting from sea', 'at top of the hill'), incorrect preposition usage ('pushes vertically up to the mountains'), and punctuation issues (inconsistent capitalization and spacing). While these errors do not completely impede communication, they are frequent enough to distract the reader. The student needs to focus on subject-verb agreement and the correct use of articles to improve the accuracy of their writing.

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

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