Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 21 · 2026-09-19

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 how rain shadow desert is formed as mosit air moves from the sea towards the inland area across the mountain range.

Overall, the process consist of a series of stages in which mosit air from the sea rises over a mountain range, loses its moisture through rainfall, and subsequently descends on the opposite side as warm, dry air. This creats a rain-shadow desert on the leeward side of the mountains.

Initially, winds carrying mosit air approch the coast from the sea. As they encounter the mountain range, they are forced to rise towards the windward side. As the air rises, it cools and condenses, resulting in the formation of clouds.Eventually, these clouds produce rainfall on windward side of the mountains.

After relesing most of its moisture as rainfall, the air moves down the opposite, leeward side of the moutain range. As it descends, it becomes warmer and considerably drier. Fianlly, this dry air reaches the inland area, where the lack of rainfall results in the formation of a rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The student covers all parts of the task well, providing a clear overview of the rain-shadow desert formation process. The response successfully traces the sequential stages from winds approaching the coast, rising over the mountain range, releasing moisture via rainfall, and descending onto the leeward side as dry air to form a desert. The main features are accurately reported and contrasted between the windward and leeward sides. The word count requirement of 150 words is fully met, with 173 words written. Overall, the task is addressed effectively and comprehensively.

Coherence and Cohesion — Band 7.0

The response demonstrates a clear logical organisation and progression throughout. Information is well-sequenced into logical paragraphs that mirror the chronological stages of the diagram. Cohesive devices such as 'Initially', 'As the air rises', 'Eventually', and 'After releasing' are used appropriately to guide the reader through the process. Paragraphing is handled well, with a clear introduction containing an overall statement, followed by distinct body paragraphs detailing each phase of the process. Cohesion is functional and effective.

Lexical Resource — Band 5.5

The student uses an adequate and generally appropriate range of vocabulary suitable for a process diagram, incorporating terms such as 'condensation', 'leeward side', 'windward side', 'descends', and 'precipitation/rainfall'. However, there are several noticeable spelling errors throughout the text, including 'mosit' (moist), 'consist' (consists), 'creats' (creates), 'approch' (approach), 'relesing' (releasing), 'moutain' (mountain), and 'Fianlly' (Finally). These errors detract slightly from the lexical score, though communication remains clear.

Grammatical Range and Accuracy — Band 6.0

The response exhibits a good mix of simple and complex sentence structures, using subordinate clauses effectively (e.g., 'As they encounter the mountain range, they are forced to rise...'). Grammatical control is generally sound, though minor punctuation and spelling slips occur. Complex structures are attempted with reasonable success, and errors do not impede communication. The control over tense consistency (present simple) is well maintained throughout the description of the natural process.

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