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 process diagram illustrates the steps involved in the development of rain-shadow deserts.

Overall, the process of rain-shadow deserts consists of seven stages, starting with winds approached coast and ending with dry winds reached inland area to produce tiny particals which is knownas rain-shadow desers.

Initially, the winds are collected water from the sea and moved towards the coast. subsequently, they are pushed upward to the mountain and reached at windward side. Following this stage, these winds are transformed in cthe clouds once the air was raisen their moisture and cooling at windward side.

Once this stage is completed, the process of rain falls undergo for further developments, the clouds dropped the water at the top of mountain. Next, the empty clouds are converted into dry air. Although, this dry air are spread over mountain before moving downward of the mountain to leedward side. Finally, after travelled thousands of kilometers, the air is reached at inland areas where tthis is reshaped into small partical or drop-leds on it.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response successfully covers all seven main stages of the rain-shadow desert formation diagram, providing a clear overview at the beginning. However, certain parts of the response are under-developed or lack full clarity regarding how the physical mechanisms operate. For instance, the description of how clouds drop water and convert into dry air is somewhat simplistic, and minor details about the exact geographical positions (such as the leeward side and inland regions) could have been integrated more seamlessly. Nevertheless, the main features are correctly identified and reported, placing the response solidly in the middle band for this criterion.

Coherence and Cohesion: Band 6.5

The text demonstrates a coherent overall arrangement with a clear introduction, body paragraphs, and a logical progression from the initial winds near the coast to the final inland desert. Cohesive devices are employed to signal transitions, such as 'Initially', 'subsequently', 'Following this stage', and 'Finally'. While referencing and cohesive links are sometimes slightly mechanical or repetitive, the flow is generally easy to follow. To reach higher bands, the writer could use more sophisticated referencing and smoother transitions between sentences, which would push the organization towards a fully natural progression.

Lexical Resource: Band 5.0

The vocabulary used is minimally adequate for the task, with an acceptable range of process-related terms like 'winds', 'moisture', 'clouds', and 'mountain'. However, there are numerous lexical and spelling errors that affect precision, such as 'particals', 'knownas', 'desers', 'cthe' (for 'the'), 'raisen', and 'drop-leds'. The writer attempts some less common vocabulary, but inaccurate word choices ('collected water' instead of 'collected moisture', 'process of rain falls undergo') and spelling slips prevent the vocabulary score from rising further. Communication is maintained, but word choices require greater accuracy and natural collocation.

Grammatical Range and Accuracy: Band 5.0

The response shows a mix of simple and complex sentence forms, demonstrating an attempt to explain a scientific process. However, there are frequent errors in verb forms, voice, and agreement, such as 'winds approached coast' (instead of approaching), 'winds are collected water' (passive/active confusion), 'the air was raisen their moisture and cooling', and 'this dry air are spread'. While these errors do not completely impede communication, they are noticeable and occur across various grammatical structures. To achieve a higher band, the writer needs to exercise greater control over passive constructions, tense consistency, and prepositions within complex sentences.

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

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