Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-19

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 diagream illlusrate process how one type of desert, know as a rain-shadow desert, is formed.

overall, it is evident that there are multiple stage of this process, which initaiets with wind approch coast, while culminates at dry winds reach inland areas.

to commence with, stating off the foremost stage, wind approach coast, in which wind get blow form sea to costal area. follwing this, winds pushed upwards, in this wind diraction change due to montains, and push upward direaction. afterwards, moist air rises and cools, in this process beacuse of high aulttiude wind get colder.

then, clouds form, on windward side beacuse of colder temprature moist air convert into clouds.

Susequently, rain falls, due to direct sunligth coluds temprature decrease, and cloud bust into rainfall. In subsequent stage, dry air continues over mountain, in process wind blow downward on leeward side. in the last step involved, dry winds reach inland areas, in this process some reamied dust come on inland form leeward side, and create rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The student successfully identifies the main stages of the rain-shadow desert formation process, covering the sequence from winds approaching the coast to dry winds reaching inland areas. An overview is provided in the second paragraph, summarising that there are multiple stages beginning with wind approaching the coast and culminating in dry winds reaching inland areas. Key features such as the windward side, mountain elevation, cloud formation, precipitation, and the leeward rain-shadow desert are all reported. However, the development is somewhat mechanical and limited in analytical depth, relying heavily on a step-by-step listing of the given labels rather than skillfully synthesising the information. Despite these minor limitations, all parts of the task are addressed, earning a solid Band 6.0.

Coherence and Cohesion — Band 5.5

The response demonstrates a clear overall arrangement with an introductory sentence, an overview paragraph, and subsequent body paragraphs detailing the process. Cohesive devices and sequence markers are used throughout, such as 'to commence with', 'follwing this', 'afterwards', and 'Susequently'. However, referencing and cohesion are sometimes faulty or mechanical, and paragraphing is underdeveloped, with the entire sequence crammed into single-sentence blocks or repetitive structures. The logical progression is present because the diagram's chronological flow is respected, but the awkward transitions and punctuation issues pull the score to a Band 5.5.

Lexical Resource — Band 5.0

The student attempts a range of vocabulary relevant to the diagram, using terms such as 'moist air', 'altitude', 'precipitation', 'leeward side', and 'rain-shadow desert'. However, there are numerous spelling errors ('diagream', 'illlusrate', 'initaiets', 'approch', 'follwing', 'diraction', 'aulttiude', 'Susequently', 'temprature', 'reamied') and word-choice inaccuracies ('cloud bust', 'dust come'). The vocabulary is adequate for conveying the basic meaning of the process, but the high frequency of lexical and spelling mistakes restricts the score to a Band 5.0.

Grammatical Range and Accuracy — Band 4.5

The writing exhibits a very limited range of grammatical structures, relying mostly on simple sentences or poorly linked clauses. There are frequent grammatical errors throughout the text, including missing articles ('process how one type of desert'), subject-verb agreement issues ('wind get blow'), and incorrect verb forms ('wind get colder', 'cloud bust'). Punctuation is also weak, with lowercase beginnings for sentences and improper comma splices. While the meaning remains mostly discernible, the high density of structural errors prevents the response from achieving a higher band, placing it firmly at a Band 4.5.

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

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