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 depicts a detailed process of how a rain-shadow desert is formed by winds (which travel thousands of kilometers) from the coast of the sea to the mountains and then the inland.

Overall, the diagram shows how winds starting from the coast level go in an upward trajectory to mountains tops and fallback down as dry air towards the inland creating a rain-shadow desert.

The process starts at the sea level where winds reach the coast and are pushed upwards towards mountains. The moist air in the atmosphere starts rising and cooling down which results in cloud formation and these cloud then reach the peak of the mountain top where rainfall starts.

At the top of the mountain, the dry air from the rainfall continues to fall down over the mountain where it reaches the inland area and starts settling inside the ground. Overtime, more air is absorbed by the ground and the inland area starts becoming a rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses all parts of the task by outlining the main stages of rain-shadow desert formation, satisfying the basic requirements. However, some parts are underdeveloped or lack precision. For instance, the description states that moist air reaches the mountain peak where rainfall starts, but it misses key details about the leeward side of the mountain and glosses over the sequence of dry air descending. Furthermore, the overview captures the general trajectory well, but some mechanical inaccuracies in interpreting the process (such as dry air settling inside the ground) prevent it from reaching a higher band level.

Coherence and Cohesion: Band 6.5

The response demonstrates a coherent overall arrangement with a clear attempt at paragraphing, separating the introduction, overview, and body details. Cohesive devices are used to guide the reader through the stages of the process, such as 'Overall,' 'The process starts at,' and 'At the top of the mountain.' However, referencing is sometimes faulty, and the progression between sentences occasionally feels mechanical. For example, the transition from cloud formation and rainfall to the leeward side mechanics lacks smooth connective tissue, showing characteristics of the transition between Band 6 and Band 7.

Lexical Resource: Band 6.0

An adequate range of vocabulary is used for the task, attempting less common terms such as 'trajectory,' 'precipitation,' and 'atmosphere.' However, there are some inaccuracies in word choice and collocation, such as 'coast level' instead of 'sea level' or 'coastline,' and 'fallback down' instead of 'falls back down.' Spelling is generally accurate, and vocabulary errors do not impede communication, placing the response squarely within the expectations for this band.

Grammatical Range and Accuracy: Band 6.0

The student uses a mix of simple and complex sentence forms, demonstrating control over relative clauses and participial phrases (e.g., 'winds which travel thousands of kilometers'). There are some errors in grammar and punctuation, such as missing articles ('at the sea level' instead of 'at sea level') and awkward phrasing in relative clauses. However, these errors rarely impede communication and the majority of sentences remain understandable, reflecting a typical mixed performance across simple and complex structures.

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

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