Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-08-28

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 demonstrates how winds play a crucial role in the formation of a type of desert known as a rain-shadow desert.

The winds that approached the coast play an important role in the formation of the desert, and then the rain that fell on the tops of mountains forced dry air to move continuoysly for thousands of kilometers over the mountains.

Initially, winds came from the sea side and reached the coast. Then these were pushed upward where moist air rose and cooled. Then cloud formation started on the windward side when winds reached the tops of the mountains, and rain started to fall on the tops of the mountains which plays a crucial role in this cycle.

This rain forced dry air to move continuously for thousands of kilometers over the mountains on the leeward side. Then these dry winds reached inland areas after a long travel and formed the desert, which is known as a rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main stages of the process, from the initial wind movement to the final formation of the desert. However, the description is somewhat repetitive, particularly regarding the movement of dry air. While the key features are identified, the explanation lacks a clear, analytical overview that synthesises the process. The student focuses on a step-by-step narrative rather than highlighting the comparative aspects of the windward versus leeward sides effectively. To reach a higher band, the response should provide a more concise summary of the transformation of air properties (moist to dry) as it crosses the mountain barrier.

Coherence and Cohesion — Band 6.0

The response is organised into logical paragraphs, which helps the reader follow the sequence of events. Cohesive devices such as 'Initially', 'Then', and 'This' are used to link sentences. However, the use of these devices is somewhat mechanical and repetitive, leading to a lack of flow between ideas. The referencing is clear, but the overall structure feels like a list of steps rather than a cohesive explanation of a scientific process. Improving the variety of linking phrases and using more sophisticated transitions would enhance the logical progression of the report.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task, allowing the student to describe the process clearly. Terms like 'moist air', 'windward side', and 'leeward side' are used correctly. However, the range is limited, and there is noticeable repetition of basic verbs like 'reached', 'forced', and 'move'. There is also a spelling error ('continuoysly'). To improve, the student should incorporate more precise scientific terminology and avoid repeating the same sentence structures and vocabulary throughout the text.

Grammatical Range and Accuracy — Band 6.0

The student uses a mix of simple and complex sentence structures. While the meaning is generally clear, there are some grammatical inaccuracies, such as 'winds that approached the coast play an important role' (tense inconsistency) and 'winds came from the sea side' (article usage). The punctuation is generally functional, but the sentence variety is somewhat restricted. The majority of sentences are simple, and the attempt at complex structures is occasionally marred by minor errors. Increasing the use of varied subordinate clauses would improve the grammatical range.

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

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