Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · 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 6.0)

The provided diagram illustrates the multi-stage natural process for the formation of rain-shadow deserts.

Overall, it is evident that the process consists of seven distinct stages, beginning with the winds approaching the coastal areas and pushing it upwards to the mountains and culminating with dry winds reaching the inland areas which form the rain-shadow desert.

Initially, the winds approach to the coastal areas and then it is pushed upwards to the mountains. Next, as the moist air goes up it cools down. Afterwards, it starts to form clouds into the windward side of the mountains.

Following this, the cold clouds burst out and starts to rain in the top of the mountain. The dry air continues over the leeward side of the mountain before the dry winds reach the inland areas. Finally, the dry winds reach the inland areas and form the rain-shadow desert. Consequently, it is formed thousands of kilometres away from the coastal areas.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The student successfully covers all main stages of the rain-shadow desert formation process, accurately reporting the sequence from winds approaching the coast, rising over mountains, precipitation on the windward side, and dry air descending on the leeward side into the inland desert. A clear overview is provided in the second paragraph, outlining the seven-stage process and its endpoint. Key features such as the windward and leeward sides, mountain barrier, and the 'thousands of kilometres' scale are appropriately integrated. The response meets all requirements for Task Achievement without hallucinating external data, demonstrating a solid understanding of the diagram.

Coherence and Cohesion — Band 6.5

The response has a clear logical organization and progression throughout. The student uses standard sequencing devices such as 'Initially', 'Next', 'Afterwards', 'Following this', and 'Finally' to guide the reader through the chronological stages of the process. Paragraphing is used appropriately to separate the introduction, overview, and body details. However, some cohesive devices feel slightly mechanical, and pronoun referencing occasionally lapses, such as in the overview where 'it' does not perfectly match plural antecedents. Overall, the essay flows well and is easy to follow.

Lexical Resource — Band 5.5

The student demonstrates an adequate to sufficient range of vocabulary appropriate for describing a scientific process, using terms such as 'multi-stage natural process', 'coastal areas', 'windward side', and 'leeward side'. However, there are some word choice and collocation inaccuracies, notably 'approach to the coastal areas' (unnecessary preposition) and 'burst out and starts to rain' (unnatural collocation for precipitation). Less common lexical items are attempted with some awareness of style, but occasional errors prevent the score from reaching higher bands.

Grammatical Range and Accuracy — Band 5.5

The student displays a mix of simple and complex sentence forms, incorporating relative and adverbial clauses effectively. However, there are several noticeable grammatical errors, particularly with subject-verb agreement and pronoun consistency, such as 'winds... pushing it upwards' and 'the winds approach to the coastal areas and then it is pushed upwards'. Punctuation is generally acceptable, and while these errors persist, they rarely impede overall communication or obscure the meaning of the process described.

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