Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · 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 6.0)

The infographic form of diagram illustrates how one kind of desert which is known as a rain shadow desert is create

Overall,there are few steps which make rain shadow desert.wind from seashore create clouds and rain to top of mountain range then it converts into dry air and move to inland area

First of all, winds approach the seashore and then the wind pushed upwards to the mountain. This air contains moist and too much cool, this cool air reach windward side and convert into clouds and move upward to top of mountain and make rain fall. The mountain are very cold on top Respectively

In addition, the clouds form into dry over mountain. Then reach the leeward side which is opposite of windward side. After leeward side it goes to downside of mountain range then the inland area come and this dry air reach inland city areas towards in city

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main stages of the rain-shadow desert formation process, identifying the windward and leeward sides and the transition from moist to dry air. However, the description is somewhat simplistic and lacks the precision required for a higher band. For instance, the explanation of the process is slightly repetitive and misses some of the technical nuances shown in the diagram, such as the specific elevation changes or the cooling effect of altitude. While the main features are identified, the development of these ideas is limited, and the summary lacks a clear, professional overview of the entire mechanism.

Coherence and Cohesion — Band 6.0

The essay is organised into paragraphs, which helps the reader follow the sequence of events. However, the use of cohesive devices is mechanical and sometimes inaccurate, such as the awkward transition 'After leeward side it goes to downside'. The logical progression between sentences is occasionally disrupted by grammatical errors, making the flow feel disjointed at times. While there is an attempt to use linking words like 'First of all' and 'In addition', the overall structure lacks the sophistication needed for a higher score. Improving the variety and accuracy of these connectors would significantly enhance the coherence of the report.

Lexical Resource — Band 5.5

The vocabulary is limited and repetitive, relying on basic terms like 'wind', 'clouds', and 'mountain'. There are several instances of word-choice errors, such as 'infographic form of diagram' and 'the wind pushed upwards to the mountain', which sound unnatural. The student struggles to use precise terminology related to geography or meteorology, such as 'moisture-laden air' or 'precipitation'. While the meaning is generally clear, the lack of a wider range of vocabulary and the presence of errors in collocation prevent the response from reaching a higher band. Expanding the range of descriptive verbs and nouns is essential.

Grammatical Range and Accuracy — Band 5.5

The response contains frequent grammatical errors that affect the readability of the text. There are issues with subject-verb agreement ('wind pushed', 'mountain are'), missing articles ('the windward side'), and awkward sentence structures ('the clouds form into dry over mountain'). The range of grammatical structures is limited, consisting mostly of simple sentences with some attempts at complex ones that are often faulty. Punctuation is also inconsistent, particularly with the lack of spaces after commas. While the errors do not completely impede communication, they are frequent enough to be distracting and indicate a need for more control over basic sentence construction.

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