Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-09-13

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 outlines the process by which a rain-shadow desert is formed through seven stages, beginning when wind approach the coast and ending when dry wind reach inland areas.

Overall, there are seven stages which are responsible for formation of rain-shadow deserts. It begins with winds approaching the coast and being forced upwards by a mountain range. After rainfall occurs on the windward side, dry air descends on the leeward side and eventually creats a desert in the inland region.

Initially, winds carrying moisture approach the coast from the sea. As they reach the mountains, they are push upward along the windward side. The moist air then rises and cool, causing clouds to form above the mountain. When the clouds become sufficient dense, rain falls on the windward slope. Consequently, much of the moiture in the air is removed before it crosses the mountain range.

In the next stage, the remaining dry air continues over the top of the mountain and descends along the leeward side. As it moves downwards, it becomes warmer and remains dry. Finally, these dry winds travel towards the inland areas. Since very little moisture is available to produce rain, the land on this side of the mountains become extremely arid and developes into a rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The student successfully covers all key features of the diagram detailing the formation of a rain-shadow desert. The overview clearly highlights the seven-stage process and traces the transformation from moist coastal winds to dry inland conditions. Main features are accurately reported and compared across the windward and leeward sides, such as the contrast between rainfall on the coastal slope and arid conditions inland. The response demonstrates a clear understanding of the visual data without missing major steps. However, minor generalisations regarding the exact mechanism could be slightly more precise, placing this response solidly at Band 7.0 for addressing all parts of the task effectively with a clear overview.

Coherence and Cohesion — Band 6.5

The response features a logical organisation and progression throughout. The student employs an effective introduction with an overview paragraph, followed by well-structured body paragraphs that trace the chronological stages depicted in the diagram. Cohesive devices are used reasonably well to guide the reader through the process, such as 'Initially', 'In the next stage', and 'Finally'. Paragraphing is handled appropriately, separating the general overview from the detailed sequential breakdown. Although referencing is mostly clear, a slightly more flexible use of cohesive ties could elevate the score further. Overall, the structural flow is clear and easy to follow, justifying a Band 7.0.

Lexical Resource — Band 5.5

The student demonstrates an adequate to sufficient range of vocabulary suitable for an academic process description, utilising terms such as 'moisture', 'windward', 'leeward', 'descends', and 'arid'. There are, however, several noticeable lexical and spelling inaccuracies throughout the text. For instance, 'wind approach' lacks subject-verb agreement, 'creats' is misspelled, 'push upward' should be 'pushed upward', 'cool' should be 'cools', 'sufficient dense' should be 'sufficiently dense', 'moiture' is misspelled, and 'developes' is incorrect. Despite these errors, communication is never impeded, and the vocabulary remains broad enough to describe the scientific process effectively, placing this within the Band 6.0 range.

Grammatical Range and Accuracy — Band 5.5

The student attempts a mix of simple and complex sentence structures, including relative clauses and subordinate time clauses (e.g., 'beginning when wind approach the coast and ending when dry wind reach inland areas'). There are, nevertheless, frequent grammatical errors, particularly involving subject-verb agreement and word forms. Examples include 'wind approach' instead of 'winds approach', 'dry wind reach' instead of 'dry winds reach', 'air then rises and cool', and 'the land... become... and developes'. While complex structures are attempted, errors in basic grammatical rules persist throughout the text, which occasionally detracts from accuracy. Consequently, the performance aligns well with the Band 6.0 descriptors.

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

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