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 formation of rain-shadow deserts.
Overall, it is a process of seven stages from coast to rain-shadow deserts and it covers thousands of kilometres, initially, winds approach coast by sea, to dry winds reach inland areas the final step. In between wind goes to mountain and form rain cloud and rain fall happen then the dry air continues to other side of mountain and rain-shadow desert forms.
To begin with, winds approach coast by sea to mountains, winds pushed upwards and the moist air rises and cools at the windward side becuase of this the cloud starts to form at this stage and at the peak of the mountain rain starts to falls on the mountain.
On the other side, after rain falls the leeward side of the mountain, the dry air continues over and dry air reach inland areas and in the inland the rain-shadow desert formation completes. Air covers the distance of thousands of kilometres between coast and inland.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.5 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 6.0 |
Task Achievement / Task Response: Band 6.5
The response successfully addresses all parts of the task by outlining the main features of the rain-shadow desert formation process from the sea through the mountain stages to inland areas. The overview clearly identifies the seven-stage process and the overall geographic scope of thousands of kilometres. However, some aspects of the process are slightly under-developed or lack full clarity in their explanation. For instance, the transition from stage to stage relies heavily on basic listing rather than fully expanding on the physical mechanisms involved, such as the rain shadow effect itself. To reach a higher band, the response would need to extend and fully develop each step with greater precision and depth regarding how moisture is depleted.
Coherence and Cohesion: Band 6.5
The writing demonstrates a coherent overall arrangement with a clear logical progression from the initial stages at the coast to the final desert formation inland. The text is divided into logical paragraphs that separate the overview, the initial phases, and the concluding steps. Cohesive devices and transition markers such as 'To begin with', 'On the other side', and 'at this stage' are used to guide the reader through the sequence. However, cohesion is at times mechanical or repetitive, and referencing can become slightly clunky, preventing the response from achieving a higher band. Improving the variety and seamless integration of cohesive links would enhance the flow of the text.
Lexical Resource: Band 6.0
The vocabulary used is adequate for the task, successfully conveying geographical concepts such as 'moist air', 'windward side', 'leeward side', and 'rain-shadow desert'. The writer attempts less common vocabulary items related to the diagram's process. However, there are noticeable lexical inaccuracies, such as the spelling error 'becuase' and awkward word choices or phrasing like 'rain fall happen' instead of 'rainfall occurs'. These minor errors do not impede communication, placing the response solidly at this level. To improve lexical resource further, the writer should incorporate a wider range of precise academic collocations and ensure accurate word forms.
Grammatical Range and Accuracy: Band 5.0
The response employs a mix of simple and complex sentence forms, attempting multi-clause sentences to describe the sequence of events. However, control over grammar is limited, featuring frequent structural issues such as run-on sentences, comma splices, and missing subject-verb agreement or articles, as seen in 'winds approach coast by sea, to dry winds reach inland areas the final step' and 'dry air reach inland areas'. These errors require the reader to occasionally re-read parts of the text. To move to a higher band, the student needs to demonstrate better control over complex sentence structures and significantly reduce basic grammatical errors.
See this exact question answered at other band scores. The same prompt compared across bands.
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