Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-09-30

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 illustrates the formation of a desert known as rain-shadow desert.

Overall, it is a linear process in which moist wind approach costal area, travel thousands of kilometers and undergoes seven stages to form a rain-shadow desert.

Initially, wind travelling from sea to costal area is moist and pushed upward to the windward side of the mountain. After that, the moist air rises further and cools to form clouds on the same side of mountain. Next, on the similar side rain fell to from dry air by removing moist in the form of rain drops.

Subsequently, on the other side of the mountain; leeward side, dry air continues to travel downward and reaches the bottom of the mountain. Finally, the moist wind after experiencing some dramatic changes and converting to dry wind travel to the inland areas. In inland areas, the dry air is responsible to form rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The student successfully covers all parts of the task by outlining the main features of the rain-shadow desert formation diagram. An overview is provided in the second sentence, noting that it is a linear process involving seven stages. Key stages such as moist winds approaching the coast, being pushed upward, cooling to form clouds, and precipitation occurring on the windward side are accurately reported. Furthermore, the progression to the leeward side and the ultimate creation of the rain-shadow desert inland are clearly described. However, there are minor awkward phrasings like 'moist wind approach costal area' and a few slight inaccuracies in terminology, which place this response firmly at Band 6.5 to 7.0. Overall, the content is relevant, well-supported, and addresses the visual data effectively.

Coherence and Cohesion: Band 6.0

The response demonstrates clear logical organisation and progression throughout. The student uses sequence markers effectively to guide the reader through the stages of the diagram, including 'Initially', 'After that', 'Next', 'Subsequently', and 'Finally'. Paragraphing is handled reasonably well, separating the introduction/overview from the detailed process description, though combining the text into a more structured two-paragraph body would enhance visual layout. Cohesive devices are generally used appropriately, although referencing is occasionally slightly repetitive or mechanical, such as the repeated focus on 'moist air' and 'dry air'. Overall progression is easy to follow, supporting a solid Band 6.5 or 7.0 performance.

Lexical Resource: Band 6.0

The student attempts a range of vocabulary relevant to the task, including terms such as 'linear process', 'windward side', 'leeward side', and 'precipitation concepts' implicitly described. However, there are several noticeable spelling errors ('costal' instead of 'coastal', 'from' instead of 'form', 'rain fell') and word-form inaccuracies ('moist wind approach' instead of 'winds approach'). Less common lexical items are attempted but lack precise control. While communication is never impeded and the vocabulary is adequate to complete the task, these recurring mechanical errors and limited precision prevent the score from reaching Band 7.0.

Grammatical Range and Accuracy: Band 6.0

The student demonstrates a mix of simple and complex sentence forms, incorporating relative clauses and participial phrases (e.g., 'wind travelling from sea to costal area is moist and pushed upward', 'dry air continues to travel downward'). There are, however, several grammatical errors throughout the text, such as subject-verb agreement issues ('moist wind approach' instead of 'winds approach' or 'wind approaches') and prepositional errors ('on the similar side' instead of 'on the same side'). Punctuation is generally acceptable, though a stray semicolon is misused before 'leeward side'. These errors do not impede communication, placing the grammatical performance at Band 6.0.

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

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