Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-18

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 illustration depicts the process behind the formation of rain-shadow deserts.

Overall, a rain-shadow desert forms in 7 steps. From the coast approaching winds, the process begins and that same wind, but in a dry form, reaches inland areas after going over a mountain and creates a rain-shadow desert.

On the coastal side of a mountain, wind over the sea wind approaches and being pushed upwards it gains moisture. In the meantime, it cools down and slowly turns into a cloud. After reaching the top of the mountain by the windward side, it rains.

Later the rainfall, the wind gets dry as it loses all its moisture. By the leeward side of the mountain, the dry air gradually drops from the very top. In this whole process the wind travels for thousands of kilometers. At last, reaching the inland, dry winds plays their role in forming a rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The student successfully covers all the main stages of the rain-shadow desert formation process, from the winds approaching the coast to the creation of the desert inland. The overview accurately captures the 7-step process and the general trajectory of the air masses. However, there are a few inaccuracies in reporting the visual details, such as stating that the wind gains moisture as it is pushed upwards, whereas standard meteorological processes and the diagram imply that cooling and condensation occur as moist air rises. Furthermore, the description of the wind gaining moisture on the mountain slope is slightly contradictory. Despite these minor misinterpretations of the micro-steps in the diagram, the overall response addresses the task adequately and outlines the key features effectively, satisfying the requirements for a Band 6.0.

Coherence and Cohesion — Band 5.5

The response is arranged coherently, with a clear introduction, overview, and body paragraphs that follow the sequence of the diagram. Cohesive devices such as 'Overall', 'In the meantime', 'After reaching', and 'At last' are used to guide the reader through the stages of the process. However, some referencing and transitions feel slightly mechanical or awkward, as seen in phrases like 'From the coast approaching winds, the process begins' and 'Later the rainfall, the wind gets dry'. Paragraphing is used appropriately to separate the introduction/overview from the detailed body sections, but logical progression is occasionally hindered by clunky phrasing. Overall, the arrangement provides a clear logical flow that meets the requirements for a Band 6.0.

Lexical Resource — Band 5.5

The student demonstrates an adequate range of vocabulary suitable for describing a scientific process, incorporating terms such as 'illustration', 'moisture', 'precipitation' (implied via rainfall), 'leeward side', and 'inland'. However, there are noticeable word choice and collocation errors throughout the response, such as 'From the coast approaching winds', 'sea wind approaches and being pushed upwards it gains moisture', and 'dry winds plays their role' (agreement error). Vocabulary is at times repetitive and basic, yet it remains minimally adequate to convey the core information without heavily impeding communication. These factors place the lexical control firmly at a Band 5.5.

Grammatical Range and Accuracy — Band 5.5

The student attempts a mix of simple and complex sentence forms, utilizing participial phrases like 'being pushed upwards' and subordinate clauses. However, grammatical accuracy is inconsistent. There are several structural errors and awkward word orders, such as 'From the coast approaching winds, the process begins', 'Later the rainfall, the wind gets dry', and 'dry winds plays their role'. Punctuation is generally acceptable, but the frequency of grammatical slips and awkward phrasings causes some stumbling for the reader. Because the mix of structures is present but accompanied by frequent non-systematic errors that occasionally impede fluency, a Band 5.5 is appropriate.

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

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