Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-04

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 shows how one type of dessert, known as a rain-shadow dessert, is formed.

Overall, it is clear that the process consists of several stages, beginning with winds approach and ending with dry winds reach. In addition, all the process is done through the mountain. Mountain is thousands of Kilo-meters wide.

Initially, above the sea the wind approaches coast which is beside the sea. Then the winds get pushed upwards to the mountain. moreover, moist air rises and form cool wind. Upward to the Wind ware side the cloud formation starts.

After this rain fall happens exactly on the top of the mountain. Moving forward, to leeward side downwards there is a dry air continues over mountain. At the end, dry winds reach inland areas smoothly to the rain forest desert.

Overall, it is clear from all the perspective how successfully the rain-shadow dessert, is formed through the mountains.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response attempts to describe the main stages of rain-shadow desert formation, covering the key steps from winds approaching the coast to reaching inland areas. However, the coverage is only partial and lacks sufficient detail in places. The overview provided in the introduction and conclusion is basic and repetitive, stating that the process occurs 'through the mountain' rather than providing a synthesized summary of the overall mechanism. Furthermore, there is a significant factual slip at the end of the text where the student refers to a 'rain forest desert,' which contradicts the prompt's focus on a desert environment. Ideas are limited and under-developed, preventing the response from reaching a higher level.

Coherence and Cohesion: Band 5.5

The response shows some organization with a paragraph structure that mirrors the sequential stages of the diagram. However, there is no clear overall progression due to mechanical and repetitive use of cohesive devices, such as starting multiple sentences with 'Overall,' 'Initially,' 'Then,' and 'After this.' Referencing is also faulty at times, as seen with phrases like 'all the process is done through the mountain' and 'dry air continues over mountain,' which disrupt the logical flow of information. Paragraphing is attempted, but the grouping of sentences lacks sophisticated transitions, resulting in a disjointed reading experience that fits the lower intermediate level.

Lexical Resource: Band 5.0

The vocabulary used is limited and contains noticeable errors that occasionally cause confusion for the reader. The most glaring lexical error is the repeated misspelling and misuse of the word 'desert' as 'dessert' (e.g., 'rain-shadow dessert'). Additionally, the student struggles with word forms and collocations, such as 'winds approach' instead of approaching winds, 'form cool wind' instead of cooling the air, and 'Wind ware side' instead of windward side. While the writer attempts to use task-specific terms like 'coast,' 'moist air,' and 'inland areas,' the persistent spelling mistakes and imprecise word choices restrict the lexical score.

Grammatical Range and Accuracy: Band 5.0

The grammatical structures used are relatively simple, and attempts at complex or longer sentences are frequently faulty. There are noticeable errors in article usage, prepositions, and verb forms throughout the text, such as missing articles ('to the mountain' instead of up the mountains), awkward prepositional phrasing ('Upward to the Wind ware side'), and tense inconsistencies ('winds approach and ending with dry winds reach'). Punctuation is also sometimes mishandled, particularly with commas breaking up natural clause boundaries. These frequent grammatical errors reflect a limited range of reliable structures.

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