Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-09-10

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)

As far as this diagram is concerned, the given diagram shows the information about how one type of desert, known as a rain-shadow desert, is formed.

Overall, it is shown that how the wind passes through the sea and reaches the coast, after that how it is pushed upwards and then clouds are formed. Moreover, after the formation of the clouds, the rain finally falls and then the dry air continues to move downwards towards the inland.

In the beginning, the wind approaches the coast. After that it is being pushed upwards, while moving upwards the temperature of the wind starts to cool down causing it to form clouds. After the formation of the clouds, the rain starts to fall at the top of the mountain. However, when the air starts moving downwards, the temperature of the air starts to rise up gradually with the altitude. The altitude keeps falling, so the temperature of the air starts rising. After reaching the bottom of mountain, the wind or air particles have gained significant temperature while they reach the inland. When the wind reaches the inland, rain-shadow desert is formed.

In the conclusion, the diagram presents a clear description of how a rain-shadow desert is formed, with the factors involved in the formation of it.

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 moisture-laden wind to the final arid conditions inland. The overview is clear, and the sequence of events is logically presented. However, the response could be improved by incorporating more precise terminology related to the diagram, such as 'prevailing winds,' 'moisture,' or 'leeward side.' While the main features are reported, the description of the temperature changes is slightly repetitive. To reach a higher band, ensure that the relationship between altitude, temperature, and precipitation is described with more technical precision rather than relying on general descriptive language.

Coherence and Cohesion — Band 6.5

The response is logically organized with a clear introduction, body paragraphs, and a conclusion. The progression of ideas follows the process shown in the diagram effectively. Cohesive devices such as 'In the beginning,' 'After that,' and 'However' are used to link the stages of the process. While the paragraphing is appropriate, some of the transitions feel slightly mechanical. The use of referencing is generally clear, though the flow could be improved by varying the sentence structure to avoid starting multiple sentences with similar temporal markers.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task, allowing the student to describe the process clearly. There is some attempt to use topic-specific language like 'altitude' and 'inland.' However, the range is somewhat limited, and there is a reliance on basic verbs such as 'pushed,' 'starts,' and 'moving.' To achieve a higher score, the student should incorporate more sophisticated vocabulary related to meteorological processes, such as 'condensation,' 'precipitation,' 'arid,' or 'evaporation.' Word choice is generally accurate, but lacks the precision and variety expected at higher band levels.

Grammatical Range and Accuracy — Band 6.0

The response uses a mix of simple and complex sentence structures. While the grammar is generally accurate and communication is not impeded, there are some minor errors and awkward phrasings, such as 'it is shown that how the wind passes' and 'the temperature of the air starts to rise up gradually with the altitude.' The use of passive voice is appropriate for a process description, but the sentence variety is somewhat restricted. Improving the control over complex sentence structures and reducing redundant phrasing would help elevate the score.

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

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