Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-08-02

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 given diagram explains the formation of rain-shadow desert.

Overall, it is a seven step process which begins with the blowing winds from a sea and ends with the final wind reaches inland area, in between there are various other steps that occurs in thousand of killometers gap between the sea and inland.

To begin with the first step is a wind blown from the sea approaches towards the coast which is pushed up towards windward side in the following step. Later, the moist rises and cool down and results in the formation of clouds. Then rainfalls from these clouds.

Afterthat, the decline side of the mountain called leeward side which is thousand killometers away from the coast. The dry air continues and reaches the inland area where rain-shadow desert is formed.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the task achievement score. While the student identifies the main features of the diagram, the description is underdeveloped. The process is described in a very basic manner, and the lack of detail regarding the specific stages (such as the moisture content or the temperature changes) means the response does not fully address the task. To improve, the student should provide a more detailed breakdown of the stages shown in the diagram and ensure the response meets the minimum length requirement to allow for a full explanation of the process.

Coherence and Cohesion — Band 6.5

The response is organized into a brief introduction and two body paragraphs, which provides a basic structure. However, the use of cohesive devices is somewhat mechanical and limited (e.g., 'To begin with', 'Afterthat'). The progression of ideas is clear, but the transitions between sentences could be smoother. The paragraphing is present but the overall flow is hindered by the brevity of the text. To improve, the student should use a wider variety of linking words and ensure that the relationship between the different stages of the desert formation is more explicitly connected.

Lexical Resource — Band 6.0

The vocabulary used is adequate for the task but lacks the precision and range expected at higher bands. There are several spelling errors, such as 'killometers' and 'rainfalls' used as a verb in an awkward context. The student relies on basic terminology like 'blowing winds' and 'moist rises'. To achieve a higher score, the student should incorporate more precise scientific or descriptive vocabulary related to geography and climate processes, such as 'prevailing winds', 'precipitation', 'orographic lift', or 'arid conditions', and ensure accurate spelling throughout.

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and some complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Examples include 'the final wind reaches inland area' (missing article), 'various other steps that occurs' (subject-verb agreement error), and 'the moist rises and cool down' (incorrect verb form). Punctuation is also inconsistent, particularly with spacing and capitalization. To improve, the student needs to focus on subject-verb agreement, correct article usage, and ensuring that complex sentences are constructed accurately without errors.

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