Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-09-27

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 given diagram contains information about the complete steps which take place in the formation of rain-shadow desert.

Overall, the formation is divided in seven linear sequential stages that begins with approaching the coast of sea winds from sea level to top of the mountains, and ends with dry air reaching towards inland portion. With the completion of this process rain shadow desert is created.

Initially, the wind approaches the coast starts travelling from sea surface and it is pushed further in an upward direction by the mountain. As the wind rises it gets cool down and clouds formation take place. However, the upward momentum is still continuing. These clouds lose their water content by raining at the peck of the mountain.

As the fifth step is complete, the air is now dry by losing all the moisture in the form of rain. This dry air turns over to mountains and begins its journey on the leeward side. This second side of mountains becomes the path for dry air. Following the mountains the air finishes travelling in inland areas on the other side of mountains.

As a result, a rain-shadow desert is created.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The student successfully addresses all parts of the prompt by summarising the primary stages in the formation of a rain-shadow desert. The overview captures the seven linear sequential stages mentioned in the diagram, ranging from ocean winds to the inland desert area. The details regarding moist air cooling, cloud formation, precipitation on the windward side, and the subsequent dry air descending the leeward side are accurately reported. However, some minor awkwardness in phrasing appears, such as 'peck of the mountain' instead of peak. Overall, the response meets the requirements of Task Achievement well, covering the main features and making clear comparisons of the progression across the landscape.

Coherence and Cohesion: Band 5.5

The response demonstrates a clear overall progression, structured logically into five paragraphs that mirror the stages of the diagram. Cohesive devices such as 'Initially', 'However', and 'As a result' are employed to guide the reader through the sequence. Paragraphing is used adequately to separate the introduction, overview, body steps, and conclusion. Nevertheless, certain transitions are a bit mechanical or slightly repetitive, such as 'As the fifth step is complete'. Referencing is generally clear, though occasional minor cohesion faults prevent the text from achieving a higher band.

Lexical Resource: Band 5.5

The student demonstrates an adequate range of vocabulary suitable for an academic process description, utilising terms like 'linear sequential stages', 'moisture', 'leeward side', and 'inland portion'. However, there are notable word choice and spelling inaccuracies, such as 'peck' instead of 'peak' and awkward phrasings like 'sea winds from sea level'. Less common lexical items are attempted with mixed success, occasionally affecting precision. Spelling and word formation errors do not severely impede communication, fitting the Band 6 descriptor well.

Grammatical Range and Accuracy: Band 5.5

The response features a mix of simple and complex sentence forms, incorporating relative clauses and participial phrases, such as 'which take place in the formation' and 'beginning its journey on the leeward side'. While the writer demonstrates some control over complex structures, there are several grammatical errors and awkward preposition usages throughout the text, including 'divided in seven' instead of 'divided into seven' and 'starts travelling from sea surface'. Punctuation is generally acceptable, and errors rarely impede overall communication, supporting a Band 6 score.

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