Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-09-26

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 diagram depicts how one kind of desert which is named as a rain-shadow desert, came into existence. The process traces with the approach of winds on coastal areas and winds are pushed upwards the mountain and ends with when dry winds reach inland areas and rain-shadow desert is formed.

Overall, the formation of rain-shadow desert is a multiple step sequence as this is a seven step process. The initial stages include when winds reach at coast line of sea. The final steps are when dry winds reach inlnd areas and rain-shadow desertrts came into existence.

The procedure starts with when winds approach the coastal area of a sea, then winds are pushed upwards a mountain. Afterwards, air is moisted and cooled and clouds are formed. After this, rain is fallen over a mountian. This is the middle step.

Then dry air continued over mountian and it fell down. Afterwards, dry winds reach inland areas. In the final step rain-shadow desert came into existence. There is thousands of kilometres distance between sea coastal area and rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The student successfully addresses all parts of the task by outlining the main stages of rain-shadow desert formation, from winds approaching the coast to the creation of the desert inland. An overview is provided in the second paragraph, which appropriately notes the seven-step sequence. Key features, such as moist air cooling, cloud formation, rainfall on the windward side, and dry winds descending onto the leeward side, are correctly reported. The spatial relationship and scale (thousands of kilometres) are also mentioned. However, the explanation is somewhat repetitive and relies heavily on chronological listing rather than a more integrated synthesis. Overall, the response covers all parts well and fulfils the requirements of Task 1.

Coherence and Cohesion: Band 6.0

The text is organized into four paragraphs, including an introduction, an overview, and two body paragraphs detailing the stages. Logical progression is generally maintained using chronological transitions such as 'overall', 'the procedure starts with', 'afterwards', and 'in the final step'. However, paragraphing is somewhat choppy, and cohesive devices are occasionally repetitive or mechanical (e.g., the repeated use of 'Afterwards' and 'Then'). Referencing is mostly clear, though the structure feels more like a list of isolated sentences rather than a smoothly flowing report. Cohesion is adequate overall, placing it securely in the mid-band range.

Lexical Resource: Band 5.5

The student demonstrates an adequate vocabulary for the task, using appropriate domain-specific terms such as 'coastal area', 'moist air', 'clouds', 'precipitation', 'windward side', and 'inland areas'. However, there are notable lexical errors and awkward word choices, such as 'moisted' instead of 'moistened', 'rain is fallen' instead of 'rain falls', and spelling mistakes like 'inlnd' and 'desertrts'. Less common lexical items are attempted but lack precision and natural collocation. The range is sufficient to communicate the main points, but inaccuracies prevent a higher score.

Grammatical Range and Accuracy: Band 5.5

The response contains a mix of simple and complex sentence structures, such as 'The diagram depicts how one kind of desert... came into existence' and 'The process traces with the approach of winds...'. However, grammatical accuracy is inconsistent. There are several structural and morphological errors, including passive/active confusion ('rain is fallen over a mountian'), tense inconsistencies ('dry air continued... and it fell down'), and preposition errors ('winds pushed upwards the mountain'). While these errors do not completely impede communication, their frequency prevents the attainment of a Band 6.5 or higher.

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

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