Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-08

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 illsutration shows a natural process of the creation of rain-shadow deserts from sea costs to inland areas using winds, clouds and rainfalls.

The formulation of these type of deserts start when the sea winds from the coast come closer to the hilly areas. The slopes of mountains create a path for the winds to pushed upwards at the windward side. The wind collect water and become moist during this upward motion. When this moist air rises upward it gets cold and creates clouds. These clouds when reach to an higher altitude get denser and havier and they start raining.

In step 6, after the rain has poured on the mountains, the dry air continues its coarse and start decending over the mountains Leeward side. When the dry wind reaches to the inlands it becomes steadier and creats rain shadow desert. The process takes thousands of kilometres including sea coasts, mountain slopes and inland areas to complete.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the main sequence from coastal winds to the inland rain-shadow desert, including upward movement on the windward side, cooling and cloud formation, rainfall, and dry air crossing the mountains. The final reference to the process extending over thousands of kilometres also reflects the diagram. However, some explanations are unclear or not fully supported: the air does not “collect water” as it rises; rather, moist air cools and produces clouds and rain. The overview is also implicit rather than clearly stated, and the account could distinguish more precisely between the windward and leeward sides. The main stages are relevant and mostly accurate, while clearer summarising and more exact explanation would strengthen the response.

Coherence and Cohesion: Band 6.5

The stages are presented in a generally logical order, and paragraphing separates the initial description from the later stages. Sequencing phrases such as “When this moist air rises” and “In step 6” help the reader follow the process. This gives the response a coherent overall arrangement. However, some links are awkward or unclear, particularly “These clouds when reach to an higher altitude,” and the repeated use of “when” makes connections feel mechanical. The final sentence combines the scale with the process description without a clear transition. Use a concise overview followed by clearly grouped stages, and make each reference explicit—for example, identify what “it” refers to when describing the dry air and desert.

Lexical Resource: Band 5.5

The response uses relevant process vocabulary, including “windward side,” “Leeward side,” “moist air,” and “rain-shadow desert,” showing an attempt to use topic-specific language. However, spelling and word-choice errors are noticeable and sometimes make the description less natural: “illsutration,” “formulation,” “coarse,” “decending,” and “havier.” Several combinations are also imprecise, such as “sea winds” and “the wind collect water”; the diagram instead supports describing winds approaching from the sea and moist air rising. “Steadier” does not clearly express the dry winds’ movement inland. Build accuracy by checking spelling and choosing standard process collocations, such as “continue their course” and “move inland,” rather than using approximate terms.

Grammatical Range and Accuracy: Band 5.5

There is some variety in sentence structure, including time clauses and a sequence of linked actions, as in “When this moist air rises upward it gets cold and creates clouds.” The overall meaning is usually recoverable, but several grammatical errors remain. Examples include “the winds to pushed upwards,” where the verb form is incorrect, “The wind collect,” which has subject–verb disagreement, and “these type of deserts,” which needs plural agreement. Articles and sentence construction are also problematic in “reach to an higher altitude” and “When the dry wind reaches to the inlands.” Some long sentences join several stages without clear punctuation. Review verb forms, agreement, and article use, and divide complex explanations into controlled sentences.

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