Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-07-31

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 illustrates the steps involved in the formation of rain-shadow deserts from the winds which travel across mountains and cover thousands of kilometres.

The process starts from the winds which travel from the sea and reach to the coastal areas. Gradually these winds started to move upwards. These winds are usually moist. When reach to certain height where temperature is comparatively lower. Moist air cools which lead to clouds formation. When these clouds hit mountain which results in rain . This whole process occurs in windward side of the mountain which is usually sea facing side.

After rain dry air remains. Which travel from up to down . this process occurs in leeward side . Dry air eventually reaches in inland areas which made rain-shadow deserts.

I conclude that dry air travels thousands of kilometres to reach to other side

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response provides a basic overview of the process, identifying the key stages such as the movement of moist air, cloud formation, and the creation of the rain-shadow effect. However, the response is under the 150-word minimum, which limits the depth of the description. While the main features are covered, the explanation lacks the detail required for a higher band, particularly in describing the transition between the windward and leeward sides. The inclusion of a personal conclusion is unnecessary for an Academic Task 1 report, which should remain objective and focused solely on the provided data.

Coherence and Cohesion — Band 6.0

The response is organised into paragraphs, which helps the reader follow the process. However, the use of cohesive devices is quite limited and sometimes mechanical. For instance, sentences often start with 'These winds' or 'This process', which makes the flow feel repetitive. There are also issues with sentence boundaries, such as 'After rain dry air remains. Which travel from up to down.' The second sentence is a fragment that should be connected to the previous one. Better use of linking words like 'consequently', 'subsequently', or 'as a result' would improve the logical flow between the stages of the process.

Lexical Resource — Band 6.0

The vocabulary is generally adequate to describe the process but lacks the precision and range expected for higher bands. Terms like 'moist', 'dry', and 'coastal areas' are used correctly, but the range is limited. There are some awkward phrasings, such as 'made rain-shadow deserts', which should be 'results in the formation of rain-shadow deserts'. The vocabulary is functional but does not demonstrate the ability to use less common lexical items or precise collocations related to geographical processes. To improve, focus on using more academic terminology such as 'precipitation', 'arid', 'prevailing winds', and 'topography'.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and some attempted complex structures, but there are frequent grammatical errors. Issues include subject-verb agreement ('these winds started to move', 'which made rain-shadow deserts'), missing articles ('in windward side'), and incorrect preposition usage ('reach to certain height'). Additionally, there are several sentence fragments and punctuation errors that hinder the clarity of the writing. While the meaning is generally understandable, the frequency of these errors suggests a lack of control over complex sentence structures. Focusing on basic sentence construction and proofreading for subject-verb agreement would be beneficial.

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