Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-09-12

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 delineates, how a rain-shadow desert is formed through series of natural processes involving winds, mountains and rainfall.

Overall , the formation of rain-shadow desert involves seven main stages , beginning with wind approaching the coast and ending with dry wind , reaching the inland areas. The windward side of the mountain receives rainfall , while the leeward side of mountain remains dry , resulting in the formation of a desert.

Initially, winds approach the coast and pushed upward. As a result, they reache the mountain as the moist air rises and cools along the windward side. At this point, the clouds begin to form subsequently. Rainfall occur on this side of the mountain, causing most of the moisture to be released.

After crossing the mountain, The dry air starts and continues towards the leeward side of the mountain. It then moves down the mountain and reaches the inland areas as dry winds, as there is very little rainfall in this region, and rain-shadow desert is eventually formed.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The student successfully summarises the main stages in the formation of a rain-shadow desert, covering the progression from moisture-laden winds approaching the coast to the dry conditions on the leeward side of the mountain. An overview is provided in the second paragraph, highlighting the seven stages and the contrast between the windward and leeward sides. Key features such as cloud formation, rainfall on the windward slopes, and the resulting dry inland winds are appropriately reported and compared. While the detail is slightly succinct, all essential information presented in the diagram is captured accurately, demonstrating a clear understanding of the visual data. The response meets the requirements for a Band 7 level.

Coherence and Cohesion — Band 6.0

The text exhibits a clear overall progression, moving logically from an introduction and overview into detailed sequential steps. Paragraphing is used adequately to separate the introduction, overview, initial stages, and concluding stages. Cohesive devices are employed to guide the reader through the process, such as 'Overall', 'Initially', 'As a result', and 'After crossing the mountain'. However, some minor mechanical errors and punctuation issues disrupt the flow slightly, notably the comma splice in the opening sentence ('The diagram delineates, how...') and spacing inconsistencies around punctuation marks. Referencing and logical sequencing remain clear throughout, supporting a solid Band 6.5 or 7 performance, comfortably fitting the Band 6.5 descriptors due to occasional mechanical cohesion flaws.

Lexical Resource — Band 5.5

The student demonstrates an adequate vocabulary range suited to a process description, correctly using terms such as 'moisture', 'leeward side', 'windward side', 'inland areas', and 'precipitation-related concepts'. There are some attempts at less common vocabulary, though precision is occasionally lacking. For example, 'pushed upward' is slightly basic, and phrases like 'dry air starts and continues towards' could be more idiomatic. Minor word choice and form errors occur, such as 'reache' instead of 'reach' and 'Rainfall occur' instead of 'occurs'. Despite these lexical slips, communication is never impeded, and the vocabulary is sufficient for the task, aligning well with a Band 6 score.

Grammatical Range and Accuracy — Band 5.5

The student uses a mix of simple and complex sentence forms, incorporating subordinate clauses like 'As a result, they reache the mountain as the moist air rises and cools'. However, there are several grammatical and mechanical inaccuracies throughout the response. Examples include tense and agreement errors such as 'winds ... and pushed upward' (passive voice breakdown), 'they reache', and 'Rainfall occur'. Furthermore, unnecessary commas disrupt syntactic structures, such as in the opening sentence and 'On the leeward side of mountain'. Although these errors are noticeable, they rarely impede overall communication, placing the response firmly in the Band 6 category.

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

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