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)

The diagram above shows the formation process of a rain-shadow desert by the help of sea winds.

Initially, the sea winds approach the mountain coast and move upwords towards the mountain peak. The moist air starts to rise and cool down, which forms the cloud on the mountain top.

The clouds get heavy and rain starts to fall on the mountain. The dry winds travel through leeward side over the mountains towards the inland which also bring sand particles with it and a desert gets formed on the other side of the mountain. this is the reason it is called rain-shadow desert.

As we can see in the diagram that the mountain has two sides, one is windward side facing the sea, and the leeward side facing the inland area. Sea facing side tends to stay humid due to the moost air. whereas, leeward side stays dry, and helps create the desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You describe the main sequence from sea winds rising over the mountains to rain on the windward side and dry air reaching inland, and you identify the contrast between the windward and leeward sides. These are relevant features of the diagram. However, some details are not supported: the response says the winds bring sand particles, which the diagram does not show, and suggests the desert forms because of this. The overview is also implicit rather than clearly summarising the central process: moist air loses its moisture as rain before the remaining dry air travels inland, creating a rain-shadow area. Explain this causal link more precisely and avoid adding unshown details to make the account more complete.

Coherence and Cohesion: Band 6.0

The response follows a generally logical order: it begins with the approaching winds, describes rising air and rainfall, then contrasts the two mountain sides. Paragraphing also separates the process from the final comparison. Some links between ideas are less clear, however. For example, “The dry winds travel through leeward side over the mountains” is difficult to follow because the air passes over the mountain and then reaches the leeward side. The final paragraph repeats the windward/leeward contrast rather than adding a distinct concluding overview. Use clearer sequencing and reference words, and organise the stages into a concise overview followed by a step-by-step account.

Lexical Resource: Band 6.0

You use a suitable range of process vocabulary, including “moist air,” “leeward side,” “windward side,” and “inland,” which helps communicate the diagram’s main features. Some word choices and collocations are less precise, such as “by the help of sea winds,” “clouds get heavy,” and “bring sand particles with it.” “Upwords” and “moost” are spelling errors, while “cloud” would be more natural as “clouds” in this context. Aim for accurate, conventional process language and avoid details not shown in the diagram. For instance, describe air as “rising” and “cooling,” and say that precipitation falls on the windward side rather than that clouds simply become heavy.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex sentences, including the relative clause in “which forms the cloud on the mountain top” and the contrast introduced by “whereas.” Most of the process remains understandable, but some grammatical errors affect accuracy. In “the dry winds travel through leeward side,” an article is needed, and the sentence’s structure makes the route unclear. The final paragraph also has sentence-boundary and capitalisation problems: “this is the reason…” follows a full stop but begins with a lowercase letter, and “whereas” is incorrectly separated after a full stop. Check articles and sentence boundaries, and use a clear subject and verb in each stage description.

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