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 how rain-shadow desert, is fromed as sea across the towards in mountain reach in inland area.

Overall, the process of seven stage of formation in rain-shadow desert. As it rises, it cools and forms clouds, resulting in rainfall on the windward side. After crossing the mountain, the air become dry and creates a rain-shadow desert on the leeward side.

Initially, winds approach the coast from the sea and are pushed upwards by the mountain. As the moist air rise, it gradually cools, causing clouds to form. Once sufficient clouds have developed, rain falls on the windward side of the mountain. This removes much of the moisture from the air.

The remaining air then passes over the mountain and continue down the leeward side. As it descends, it become increasingly dry. Finally, these dry winds travel inland for thousands of kilometres, where very little rainfall occurs. Consequently, the area on the leeward side becomes extremely dry and develop into a rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully addresses all parts of the task by outlining the complete seven-stage process of rain-shadow desert formation. It provides a clear overview that captures the main features of the diagram, such as the initial moist air cooling and dropping rain on the windward side, followed by dry air creating a desert on the leeward side. The response satisfies the requirements of the lower band by covering the full sequence, and it partially steps into the higher band through its clear identification of key geographical features. However, some parts of the explanation remain slightly brief or formulaic, meaning that certain developmental details regarding the air movement and the scale of the process could have been elaborated further to achieve a higher standing.

Coherence and Cohesion: Band 6.0

The response demonstrates a coherent overall arrangement with a logical progression from the initial winds approaching the coast to the final development of the desert inland. Paragraphing is used appropriately to separate the introduction, overview, initial stages, and concluding steps. Cohesive devices are employed to guide the reader through the process, such as 'Initially', 'Once', and 'Finally'. However, cohesion occasionally feels slightly mechanical, and referencing is at times imprecise, such as the ambiguous subject reference in sentences like 'As it rises, it cools'. These features place the writing firmly within the middle band, showing clear logical organisation while lacking the more flexible and seamless referencing characteristic of higher levels.

Lexical Resource: Band 6.0

An adequate range of vocabulary is deployed to describe the scientific process, including terms such as 'windward side', 'leeward side', 'moist air', and 'descends'. The student attempts less common vocabulary items like 'precipitation-related' concepts, but this is accompanied by some lexical inaccuracies and word-form errors, such as 'fromed' instead of formed, 'become' instead of becomes, and 'develop' instead of develops. These errors do not impede communication, allowing the reader to easily follow the text, but the presence of spelling slips and minor word-choice issues prevents the writing from reaching a higher lexical rating.

Grammatical Range and Accuracy: Band 5.5

The response features a mix of simple and complex sentence structures, attempting various subordinate clauses such as 'As the moist air rise' and 'where very little rainfall occurs'. There are noticeable grammatical errors throughout the text, including subject-verb agreement issues like 'air rise' instead of rises, tense inconsistencies, and minor article omissions. Punctuation is generally acceptable, and while these errors are frequent enough to prevent a higher band, they rarely impede overall communication. The command of complex structures shows an emerging control that aligns well with the expectations of this band level.

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

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