Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 21 · 2026-09-14

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 6.5)

The given figure illustrates the procedure of how a rain-shadow desert is formed. Overall, this is a lengthy process with multiple stages, beginning when winds approach the coast and ending with the formation of a desert in an inland area.

On a cursory look, it becomes evident that the whole operation commences with winds approaching the coast from the sea and being pushed upwards towards the mountains. In the next stage, the moist air rises and cools as it moves up the mountain. Following this, clouds form as the air continues to rise on the windward side. Later on, rain falls from these clouds when the air reaches the upper part of the mountain. Thereafter, the air loses most of its moisture and continues over the mountain as dry air on the leeward side.

Afterwards, the dry air moves down the leeward side of the mountain and becomes increasingly warm and dry. Subsequently, these dry winds continue towards the inland area. Eventually, a rain-shadow desert is formed thousands of kilometers from the coast as a result of the lack of moisture.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The student successfully covers all parts of the task by outlining the main stages of rain-shadow desert formation. The response effectively traces the process from moist winds approaching the coast, moving up the mountain, releasing precipitation on the windward side, and descending as dry air on the leeward side to form a desert. Key features and chronological steps are clearly reported without unnecessary extraneous details. The overview provided in the second sentence successfully highlights the key trajectory of the process. Overall, the requirements for Task Achievement are well met, justifying a solid score.

Coherence and Cohesion — Band 7.0

The response exhibits clear logical organization and progression throughout. Information is sequenced chronologically, making the multi-stage process very easy to follow. The student makes effective use of a variety of cohesive devices to transition between steps, such as 'In the next stage', 'Following this', 'Later on', 'Thereafter', 'Afterwards', and 'Subsequently'. Paragraphing is structured reasonably, though dividing the text into an introduction and two body paragraphs works well. Cohesion is generally well managed, avoiding excessive mechanical repetition while maintaining clear referencing.

Lexical Resource — Band 6.0

The student demonstrates an adequate to good range of vocabulary appropriate for a process diagram, using terms such as 'procedure', 'moist air', 'windward side', 'leeward side', and 'lack of moisture'. There are attempts to use less common phrasing like 'cursory look' and 'operation', though some word choices are slightly unnatural for scientific process description (e.g., 'whole operation' instead of 'process'). Spelling and word choice are generally accurate, and vocabulary errors do not impede communication. The lexical range is sufficient to support a competent response.

Grammatical Range and Accuracy — Band 6.5

The response features a good mix of simple and complex sentence structures, incorporating subordinate clauses effectively (e.g., 'beginning when winds approach the coast', 'as the air continues to rise'). Grammatical control is generally high, with frequent error-free sentences. Punctuation is accurate, and verbs used to describe the continuous process (e.g., 'approaches', 'rises', 'cools', 'loses') are correctly conjugated in the present simple tense. While the sentence structures lean towards predictable narrative patterns, the grammar is sufficiently varied and accurate to support clear communication.

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