Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-04

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 information about formation of one type of desert which is known as a rain-shadow desert.

Overall the rainshadow desert is formed after going through different stages, but starts when the wind approaches toward coastal side of sea and after few steps it reaches at the top of the mountain where rain starts and after going through thousands of kilometers dry wind reached at inland areas, where rain-shadow deserts is formed.

Initially, the wind approaches at coast of the sea, hitting bottom of the mountain. Than this moist air is pushed upward of the hill, when it reached at certain point this moist wind cooled and right at the center of mountain (windward side) clouds began to form which is full of moist. These clouds then start travelling and reached at top of the mountain where rain starts to fall and at this stage clouds certainly disappear.

At the next stage, dry air continues to move downward over the mountain, from the top to the leeward side of the mountain which is at the center of hill. After all these stages dry wind reaches at the bottom again in inland areas. After travelling thousands of kilometres rain-shadow desert is finally formed.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully addresses all parts of the task by outlining the main stages of rain-shadow desert formation, from coastal winds to inland desert conditions. The overview provided in the second paragraph captures the general progression of the diagram well. However, some aspects of the process are slightly under-developed or less precise, such as the exact mechanical sequence of air cooling and cloud formation. The selection of key features is generally accurate, but a tighter focus on comparing the windward and leeward sides more explicitly would elevate the response further, as the explanation relies a bit too heavily on a running narrative rather than analytical reporting.

Coherence and Cohesion: Band 6.5

The response demonstrates a coherent overall arrangement with a clear introduction, overview, and body paragraphs that follow the chronological sequence of the diagram. Logical progression is maintained through cohesive devices such as 'Initially', 'At the next stage', and 'After all these stages'. However, referencing and cohesion can occasionally feel somewhat mechanical or repetitive, particularly in the way sentences are linked with consecutive conjunctions like 'and after' or 'and right at'. Paragraphing is used sufficiently to structure the information, but smoother transitions between the complex steps of the process would enhance the overall flow and readability of the text.

Lexical Resource: Band 6.0

The vocabulary used is adequate for the task, successfully attempting less common items related to the diagram such as 'coastal side', 'moist air', 'windward side', and 'leeward side'. However, there are notable word choice and collocation inaccuracies, such as 'approaches toward coastal side of sea' instead of 'approaches the coast' or 'hits the coast', and spelling/form issues like 'reached' instead of 'reach'. While these lexical errors do not impede communication, they reflect a limited precision in vocabulary control that keeps the score at this level. Incorporating a wider range of precise geographical and meteorological terminology would improve the lexical score.

Grammatical Range and Accuracy: Band 5.5

The response features a mix of simple and complex sentence forms, demonstrating an ability to construct multi-clause sentences detailing a sequential process. There are some errors in grammar and punctuation throughout, including tense inconsistencies ('wind reached', 'moist wind cooled' instead of 'reaches' and 'cools'), article omissions ('at coast of the sea'), and comma splices or run-on sentences. Despite these recurring errors in grammar and punctuation, they rarely impede communication, and the majority of sentences remain understandable. To achieve a higher band, the student needs to demonstrate better control over verb tense consistency when describing a continuous physical process and reduce the frequency of grammatical slips.

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

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