Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-11-13

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 6.0)

Given flow diagram explains the whole proccess of how deserts came in to bieng, and how moist air transforms in to a dry air.

Their are multiple stages by following them air become dry which leads to desert making. From sea evapuration than rains on peaks and finally how dry air reach to land, given visuals explains every step.

First of all, wind carry the water vapours from the surface of the sea, and push them towards the peaks of the mountains. When this air reach in the middle of the mountain it start cause cooling, and because of this air start converting in to clouds these clouds are the reason of rain falls at the peaks.

After the rain, when air start moving to the leeward side dryness in the air starts increasing, because moisture is already extracted from the air in the form of rain, so when air reach the ground its totally dry air, this dryness is a main causes to deserts making.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the main process: moist air moves from the sea towards the mountains, rises and cools, forms clouds, produces rain, and then continues inland as dry air. The explanation that moisture is removed as rain and that this contributes to desert formation is relevant. This meets the task, but some stages are less fully reported: the windward and leeward sides are not clearly identified, and the final movement of dry winds across the inland area to the rain-shadow desert is only briefly described. The overview also says the diagram explains “every step,” but a clearer summary of the overall transformation and the desert’s inland location would make the key features more complete and precise.

Coherence and Cohesion: Band 6.5

The response has a generally understandable sequence, moving from the sea and mountain ascent to rainfall and the dry inland air. Paragraphing separates the introductory summary from the process details, and phrases such as “First of all” and “After the rain” help signal order. However, progression is not consistently smooth: the opening repeats the idea that the diagram explains the process, and the second sentence is difficult to follow (“From sea evapuration than rains on peaks”). Some references, such as “this air” and “these clouds,” are understandable but could be more precise. To strengthen the organisation, give a concise overview first, then describe the stages in order using clear links such as “as a result” and “subsequently.”

Lexical Resource: Band 5.5

The response uses relevant process vocabulary, including “moist air,” “water vapours,” “peaks,” “leeward side,” and “moisture,” so the topic is generally clear. There is also some attempt to vary wording, for example “transforms” and “extracted.” However, inaccurate spelling and word choice are noticeable, including “proccess,” “bieng,” “evapuration,” and “deserts making.” Several expressions are unnatural or imprecise, such as “air become dry” and “dryness in the air starts increasing.” Use standard process terms and collocations—for example, “water evaporates,” “air rises,” and “a rain-shadow desert forms.” More accurate vocabulary and spelling would make the explanation clearer and more fluent.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and complex sentences, including a cause-and-effect construction with “because of this” and a longer explanation beginning “After the rain.” However, control is limited: errors in verb forms and agreement occur in “wind carry,” “this air reach,” and “it start cause cooling.” Articles and sentence construction are also problematic, as in “a main causes,” while the opening sentence has an unclear structure. Punctuation is inconsistent, with missing commas and a run-on feel in the final sentence. These errors sometimes make the reader pause, although the overall process remains understandable. Practise accurate subject–verb agreement and build longer sentences around one clear main clause, checking punctuation and verb forms.

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