Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-08-27

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 stages involved in the natural process of the formulation of rain - shadow desert.

Overall, the process consists of seven main stages, starting with the winds approach coast from the sea and turminating to the dry winds reach to the inland areas and form the rain shadow desert.

In the first stage, winds approach coast from the sea and then winds pushed upward diraction. As a result of this, moist air rises and cools then form the clouds. Following this, the clouds undergo a transformation and growing in to the rain fall over a period of time.

In the subsequent stage, Leeward side occur as rain falls from the clouds onto the mountains. Dry air continues over mountain. Once this phase is completed then winds reach in the inland areas and inside inland it forms a rain shadow desert. In addition, the total distance from the coast to rain shadow is counted thousands of kilometers.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main stages of the rain-shadow desert formation process, from the initial wind movement to the final desert creation. However, the description is somewhat superficial. For instance, the mention of 'thousands of kilometers' is not clearly supported by the diagram, and the explanation of the 'Leeward side' is slightly confusing. To reach a higher band, you should focus on more precise descriptions of the physical changes, such as the cooling of air as it rises and the specific contrast between the windward and leeward sides of the mountain. The overview is present but could be more effectively integrated to highlight the key trend of the process.

Coherence and Cohesion — Band 6.0

The essay is organized into logical paragraphs, which helps the reader follow the process. You use some cohesive devices like 'In the first stage', 'Following this', and 'In the subsequent stage' to link ideas. However, the flow is occasionally mechanical, and some transitions feel repetitive. The referencing is generally clear, but the connection between the sentences in the second paragraph could be smoother. Improving the variety of linking words and ensuring that each sentence builds logically upon the previous one would enhance the overall coherence of your writing.

Lexical Resource — Band 6.0

You have a sufficient range of vocabulary to describe the process, using terms like 'moist air', 'transformation', and 'inland areas'. However, there are some inaccuracies in word choice and spelling, such as 'formulation' instead of 'formation', 'turminating' (terminating), and 'upward diraction' (direction). These errors do not impede communication, but they do limit the precision of your writing. To improve, focus on using more academic collocations and ensure you check the spelling of key technical terms. Expanding your vocabulary to include more precise verbs and adjectives related to geographical processes would also be beneficial.

Grammatical Range and Accuracy — Band 5.5

The response uses a mix of simple and complex sentence structures. While you attempt to use complex forms, there are frequent grammatical errors, such as 'winds approach coast' (missing articles), 'winds pushed upward' (missing auxiliary verb), and 'growing in to the rain fall' (incorrect phrasing). Punctuation is generally acceptable, but the lack of articles and inconsistent verb tenses detract from the accuracy. To improve, pay closer attention to subject-verb agreement and the correct use of articles (a/an/the) in scientific descriptions. Increasing the variety of complex structures while maintaining accuracy will help you achieve a higher band score.

See this exact question answered at other band scores — the same prompt compared across bands.

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