Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-08-03

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 layout demonstrates the formation of rain-shadow deserts.

Overall, it is clear that the process consists of seven stages. It begins with winds approaching the coast and ends with dry winds reaching inland areas. In addition, the rain-shadow effect can extend for thousands of kilometers.

Initially, the winds approach the coast. In the second stage, the winds are forced to rise by mountains. Next, the winds force the moist air rises and cools on the windward side. Furthermore, the moist air cools and forms clouds. In the fifth stage, the rain falls from the clouds.

In the following stage, the air moves down the leeward side of the mountain. In the sixth stage, the dry air continues over the mountain. In the last stage, the dry winds reach the inland areas after crossing the mountains. The dry winds create a rain-shadow desert. This process can extend for thousands of kilometers.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the diagram, identifying the stages of the rain-shadow effect. However, the description is somewhat mechanical, relying on a list-like approach ('In the second stage', 'In the following stage', 'In the sixth stage'). While the main features are reported, the analysis lacks depth in terms of explaining the relationship between the stages (e.g., the causal link between the mountain barrier and the resulting climate). The summary is accurate, but it reads more like a sequence of steps rather than a cohesive report on a natural process. To improve, focus on grouping related stages together to provide a more analytical overview of the phenomenon.

Coherence and Cohesion — Band 6.0

The response is logically organized with a clear introduction, body paragraphs, and a conclusion. Paragraphing is used appropriately to separate the stages of the process. However, the use of cohesive devices is somewhat repetitive and mechanical. Phrases like 'In the second stage', 'In the following stage', and 'In the last stage' are used as the primary means of linking ideas, which makes the flow feel a bit rigid. A wider variety of transition words and better referencing (e.g., using pronouns or relative clauses to connect sentences) would improve the overall flow and make the progression of ideas feel more natural.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task, with accurate use of terms like 'moist air', 'windward side', 'leeward side', and 'rain-shadow desert'. However, the range is somewhat limited, and the writing relies on simple, repetitive sentence structures. There is little attempt to use less common or more sophisticated vocabulary to describe the process. To reach a higher band, you should aim to incorporate more precise descriptive language, such as 'precipitate', 'ascend', 'descend', or 'arid conditions', to demonstrate a more flexible command of the language in an academic context.

Grammatical Range and Accuracy — Band 6.0

The response demonstrates a mix of simple and complex sentence structures. While the grammar is generally accurate and easy to follow, there are some minor issues, such as the awkward phrasing in 'the winds force the moist air rises', which should be 'the winds force the moist air to rise' or 'the moist air rises'. The control of punctuation is good, and the errors present do not impede communication. To improve, try to incorporate a wider variety of complex sentence structures, such as using participle clauses or passive voice, to describe the process more fluently.

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