Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 21 · 2026-08-01

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 6.5)

Given is the diagram revealing the formation of the rain-shadow desert and it includes of total 7 stages.

At first, the winds from the sea approaches the coast and than it is pushed upwards towards the peak of the mountain. As the wind moves upwards the moist air rises and cools, leading to the formation of the clouds and this side of mountain is regarded as the Windward side. After that clouds reaches the part of the mountain -where the rain falls that is the peak of the mountain. After the rain at the peak wind enters the Leeward side of the mountain -where it becomes dry and it continues over the mountain . At the end it reaches the inland areas and results in the formation of the Rain-shadow desert.

It is interesting to note that after travelling thousands of kilometres from sea to inland through mountains wind looses its moisture and results in formation of the rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response covers the main features of the diagram, identifying the key stages of the rain-shadow effect from the sea to the inland area. However, the description is somewhat mechanical and lacks a clear overview or summary of the process as a whole. While the stages are mentioned, the explanation of the transition between the windward and leeward sides could be more precise. The response meets the minimum length requirement, but the analysis remains at a surface level, failing to highlight the comparative differences between the two sides of the mountain effectively. To improve, ensure you provide a clear introductory overview that synthesizes the entire process rather than just listing the stages.

Coherence and Cohesion — Band 6.5

The response is organized into paragraphs, though the structure is quite basic. Cohesive devices are used, such as 'At first', 'After that', and 'At the end', but these are somewhat repetitive and mechanical. The flow of information is logical, following the sequence of the diagram, but the transitions between sentences could be smoother to better connect the scientific concepts. Referencing is generally clear, but the paragraphing is underdeveloped, as the response consists of a very short introduction and a single body paragraph. Improving the variety of linking words and developing a more sophisticated paragraph structure would enhance the coherence.

Lexical Resource — Band 6.5

The vocabulary used is adequate for the task, covering terms like 'moist air', 'windward', 'leeward', and 'inland areas'. However, the range is limited and there are some inaccuracies in word choice, such as 'includes of total 7 stages' (should be 'consists of') and 'wind looses its moisture' (should be 'loses'). The vocabulary is functional but lacks the precision and variety expected for higher bands. To improve, try to incorporate more descriptive verbs and precise scientific terminology related to meteorological processes, and pay closer attention to common spelling errors like 'looses' versus 'loses'.

Grammatical Range and Accuracy — Band 6.0

The response uses a mix of simple and complex sentence structures. There are several grammatical errors, such as 'winds... approaches' (subject-verb agreement), 'than it is pushed' (should be 'then'), and 'clouds reaches' (subject-verb agreement). Punctuation is also inconsistent, particularly with the use of hyphens and spacing. While these errors do not completely impede communication, they occur frequently enough to impact the overall accuracy. To reach a higher band, focus on subject-verb agreement, correct spelling of common conjunctions, and more consistent use of complex sentence structures with accurate punctuation.

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