Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-03

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 process by which a rain-shadow desert is formed due to the movement of moist and dry air around a mountain.

Overall, the process consist of several stages, begging with winds approaching the coast from the sea and ending with the formulation of a dry desert in inland areas. The windward side receives rainfall, whereas the leeward side remains dry.

Initially, moist travel from the sea towards the coast.When they reach the mountain, they are forced upwards. As the moist air rises, it becomes cooler, resulting in the formulation of clouds. Subsequently, rain falls on the windward side of the mountain, where the air losses much of its moisture.

After that crossing the mountain, the air moves downwards towards the leeward side. At this stage, the air is dry and continues to move over the moyuntain into inland areas.Eventually, the lack of moisture leads to the formation of a rai-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully addresses all parts of the task by outlining the main stages in the formation of a rain-shadow desert, fulfilling the requirements for a Band 6.5. An appropriate overview is provided, highlighting the contrast between the wet windward side and the dry leeward side. However, some aspects of the process are slightly underdeveloped; for instance, the explanation of air cooling and cloud formation lacks finer detail from the diagram, and the connection between the mountain barrier and precipitation is touched upon only briefly. The selection of key features is relevant, but further extension of the intermediate stages would elevate the response to a higher band.

Coherence and Cohesion: Band 6.5

The text presents a coherent overall arrangement with a clear logical progression from the sea inland, sitting comfortably at a Band 6.5. Paragraphing is used effectively to separate the introduction, overview, initial stages, and final outcome. Cohesive devices such as 'Initially', 'Subsequently', and 'Eventually' are employed to guide the reader through the process. Nevertheless, some cohesion feels slightly mechanical or abrupt, particularly the transition in the final paragraph starting with 'After that crossing the mountain', which exhibits a minor referencing and linking flaw that prevents it from reaching a fully smooth, higher-level flow.

Lexical Resource: Band 5.5

The vocabulary used is adequate for the task, demonstrating an attempt to use less common items such as 'windward', 'leeward', and 'precipitation-related' terminology, which aligns with a Band 5.5. However, there are several noticeable lexical and spelling errors that detract from the overall quality, including 'consist' instead of 'consists', 'begging' instead of 'beginning', 'formulation' instead of 'formation', 'losses' instead of 'loses', 'moyuntain' instead of 'mountain', and 'rai-shadow' instead of 'rain-shadow'. While these errors do not completely impede communication, they highlight limitations in word form accuracy and spelling control.

Grammatical Range and Accuracy: Band 5.5

The student uses a mix of simple and complex sentence forms, demonstrating control over basic structures and attempting more complex patterns, consistent with a Band 5.5. There are several grammatical errors present throughout the text, such as missing articles or incorrect parts of speech in phrases like 'moist travel from the sea' (where 'moist' is used as a noun instead of 'moisture') and awkward prepositional phrasing in 'After that crossing the mountain'. Punctuation is also occasionally mishandled, as seen in the missing space after the period in 'coast.When'. These errors occur with some frequency and prevent the grammar score from advancing.

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

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