Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 21 · 2026-09-17

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 diagram illustrates the stages involved in the formation of rain-shadow deserts.

Overall, the process follows a linear, multi-stage sequence that begins with winds from the sea, which approach coastal area, and ends with dry winds reaching inland areas to form a rain-shadow desert. During these stages, the air is pushed upwards, cools, forms clouds, and after being transformed into rainfall, continues over mountain.

In the initial stages, winds, which come from the sea, approach the coastal area, then pushed upwards to be cooled at the next juncture. Once the winds have been cooled and most air has risen, it begins to form clouds, which will be converted into rainfall. All of these stages are implemented on the windward side.

Afterwards, dry air continues over the mountain on the leeward side and goes down. After the foot of the mountain has been reached by dry winds, they start to form a rain-shadow desert. The total distance that has been covered is thousands of kilometres.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The student successfully covers all key stages of the rain-shadow desert formation diagram, presenting a clear overview and highlighting the main features such as moist air rising on the windward side, precipitation, and dry winds descending on the leeward side to form the desert. The information is accurate and directly derived from the visual data, noting features like the sea, mountains, and the scale of thousands of kilometres. The response satisfies all requirements of Academic Task 1 effectively, demonstrating a well-developed and complete overview of the process without significant omissions.

Coherence and Cohesion — Band 6.5

The essay has a clear logical organization and progression throughout. It opens with an introductory sentence and an overall summary paragraph, followed by two body paragraphs detailing the sequential stages. Cohesive devices such as 'In the initial stages', 'Once the winds', and 'Afterwards' are used appropriately to guide the reader through the linear process. Paragraphing is used sufficiently and logically to separate the windward and leeward phenomena. However, some referencing could be smoother, and minor cohesive links feel slightly mechanical at times.

Lexical Resource — Band 6.0

The student demonstrates an adequate to sufficient range of vocabulary for the task, successfully employing process-related terms such as 'linear, multi-stage sequence', 'precipitation', 'juncture', and 'leeward side'. There are some awkward phrasings or minor lexical inaccuracies, such as 'most air has risen' (instead of 'moist air') and 'implemented on the windward side' (where 'taking place' or 'occurring' would be more natural). Nonetheless, the vocabulary is generally precise enough to convey the scientific process without hindering communication.

Grammatical Range and Accuracy — Band 6.0

The response features a mix of simple and complex sentence structures, including relative clauses ('winds, which come from the sea') and passive constructions ('are pushed upwards', 'have been cooled'). There are some grammatical errors and awkward phrasing, such as 'then pushed upwards to be cooled' (missing subject/verb) and 'After the foot of the mountain has been reached by dry winds, they start...' (clunky passive-to-active shift). However, these errors do not impede communication, and the writer maintains a reasonable level of overall grammatical control.

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