Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-09-18

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 given diagram showcases how rain-shadow deserts are formed. The steps are listed in a sequential manner for easier understanding. Each step is appropriately labelled to avoid any confusion.

The first step consists of the winds rising from the sea, approaching from the coast and then being pushed upwards. In the third and fourth step, the moistened air cools. As the air cools, the moisture it carries converts into rain water. This step is followed by cloud formation. Once the clouds have formed, they are unable to carry the weight of rain anymore and it falls near the mountainous peaks. Therefore, once the rain has fallen, the steps on the windward side of the mountains have been completed.

Following the completion of fifth step, the dry air blows down over the mountain on the leeward side. Finally, the dry winds reach the inland area, causing the formation of rain-shadow deserts. The phenomenon occurs due to the clouds being depleted of rain before they even reach the land from the sea.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers all key stages of the rain-shadow desert formation process, tracking the sequence accurately from winds approaching the coast, rising and cooling, cloud formation, precipitation on the windward side, and dry air descending on the leeward side to create the desert inland. An overview is present at the beginning, and key features are reported well. However, the explanation is slightly marred by a minor sequencing mix-up in the text, where cloud formation is mentioned after the moisture converts into rain. Overall, the task is successfully addressed with a clear reporting of the diagram's main stages.

Coherence and Cohesion — Band 6.0

The response has a clear overarching progression, following the numbered steps in the diagram logically. Cohesive devices such as 'The first step', 'This step is followed by', and 'Finally' are used to guide the reader through the sequence. Paragraphing is adequate, separating the introduction from the body of the process. However, referencing could be smoother, and some transitions feel slightly mechanical ('Following the completion of fifth step'). Nevertheless, the information is presented in a coherent and logical manner throughout.

Lexical Resource — Band 6.0

The student demonstrates an adequate range of vocabulary suitable for describing a scientific process, incorporating terms such as 'sequential manner', 'moistened air', 'precipitation', and 'phenomenon'. While there are some slightly unnatural collocations or word choices, such as 'winds rising from the sea' instead of blowing from the sea, and 'rain water', the vocabulary is sufficient to communicate the main features clearly. Spelling and word formation are generally accurate.

Grammatical Range and Accuracy — Band 6.0

The writer uses a mix of simple and complex sentence structures, including subordinate clauses ('As the air cools, the moisture it carries converts...') and passive voice constructions ('are appropriately labelled', 'being pushed upwards'). Grammatical accuracy is reasonably high, with the majority of sentences being error-free. Minor slips occur, such as the missing article in 'completion of fifth step' or slight awkwardness in phrasing, but these errors do not impede overall communication.

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

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