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 given diagram outline the ways of how the one type of desert is known as rain-shadow desert and also how it formed.

Overall, it is a continuous process in which first stage is from the sea side the winds approach the coastal area of mountain and the last step is to the dry wind reach to the inland area. Also the distance between the sea and desert was thousands of kilometers.

Firstly, the winds approach the coastal area from the sea and then it pushed upwards the mountains. After that moist winds rise up and get cools. Secondaly, after reach upwards it forms clouds on windward side. After forming clouds the rain falls on windward side.

Then on leeward side, when rain stops the dry air flow continues down the mountain on opposite side of the sea. At last, the dry winds reach the inland areas and form desert called as rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response addresses all parts of the task by outlining the main stages in the formation of a rain-shadow desert and making relevant geographical references, such as the distance spanning thousands of kilometres. The overview captures the continuous nature of the process from the sea to the inland area. However, some aspects are developed more fully than others; for instance, the explanation of how moist air cools and forms clouds on the windward side is a bit repetitive and lacks full extension. The overall summary touches upon the essential features, but the reporting of individual stages tends to rely heavily on direct sequence-following without deeper synthesis, placing this response firmly in the middle tier for task fulfilment.

Coherence and Cohesion: Band 6.5

The response presents a coherent overall arrangement with a clear attempt to structure the process logically using paragraphing to separate the introduction, overview, and individual stages of the diagram. Cohesive devices are used to guide the reader through the sequence, such as 'Firstly', 'After that', 'Secondaly', and 'At last'. However, referencing and cohesion are at times mechanical and repetitive, particularly with the frequent reliance on 'After' and 'Then'. Paragraphing is functional, but the logical progression between sentences occasionally feels disjointed due to awkward transitional phrases, which prevents the essay from reaching a higher level of cohesion.

Lexical Resource: Band 6.0

An adequate range of vocabulary is deployed for the task, allowing the student to successfully describe a scientific process. Terms such as 'coastal area', 'moist winds', 'windward side', 'leeward side', and 'rain-shadow desert' demonstrate appropriate subject-specific language. Nevertheless, there are noticeable lexical and spelling inaccuracies that prevent a higher score, such as 'outline' instead of 'outlines', 'Secondaly' instead of 'Secondly', and awkward phrasing like 'the ways of how the one type of desert is known'. Word choice is generally functional yet sometimes unidiomatic, though these errors rarely impede the overall communication of the process.

Grammatical Range and Accuracy: Band 5.0

The student attempts a mix of simple and complex sentence forms, demonstrating some control over basic structures. However, a limited range of grammatical structures is utilised, and attempts at complex clauses are frequently faulty. There are several recurring grammatical errors throughout the text, including subject-verb agreement issues ('the winds approach... and it pushed upwards'), article omissions ('known as rain-shadow desert'), incorrect prepositional usage ('reach to the inland area'), and tense inconsistencies. These frequent errors in grammar require the reader to occasionally pause and interpret the intended meaning, though they do not completely obscure the message.

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

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