Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-09

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 image illustrates the formation of a type of desert which is known as a rain-shadow desert.

Overall, the diagram contains different stages, beginning with 'wind approach coast' and ending with 'dry wind reach inland areas'.

Initially, the image depicts the thousands kilometres journey of wind which started from the sea level. Furthermore, on the one hand, the movement of the wind is upward with five stages included; wind approach coast, wind pushed upwards, moist air rises and cools and clouds formation, rain falling respectively. Here, a point windward side comes in its way before reaching the peak. afterwards, its journey goes downward.

On the other hand, before making rain shadow the journey of wind contains more downward stages simultaneously. Dry air continues over mountain and reaching inland areas are the stages of the wind when it moves downward. The downward journey also contains a point 'leeward side'. Overall, the upward travel of the wind is wet and moisturized whereas downward movement of the wind is dried.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the process as a rain-shadow desert and give its overall direction, from winds approaching the coast to dry winds reaching inland areas. You also capture the key contrast between the wet, rising air on the windward side and the dry air moving beyond the mountain, which shows a sound grasp of the main stages. The sequence of uplift, cooling, cloud formation and rainfall is included, although some details are compressed or unclear: for example, the description of “five stages” does not clearly distinguish the stages, and the role of the mountain in causing the air to rise could be explained more directly. To develop the account further, describe how the dry air descends on the leeward side and creates the inland rain-shadow desert.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview and two paragraphs describing the upward and downward movement of air. This gives the reader a broad sense of progression, and phrases such as “Initially” and “On the other hand” signal transitions. However, some links are mechanical or do not express the relationship accurately. “On the one hand” is not clearly balanced by a corresponding point, while “before making rain shadow” makes the sequence difficult to follow. The long sentence listing the upward stages also blurs their order. Use clearer stage-by-stage sequencing, such as “As the air rises…”, “This causes…”, and “After crossing the peak…”, and ensure each paragraph develops one part of the process.

Lexical Resource: Band 6.0

You use relevant process vocabulary, including “windward side”, “leeward side”, “moist air”, “dry air” and “rain-shadow desert”, so the main subject remains clear. There is also an attempt to vary wording with expressions such as “upward travel” and “downward movement”. However, several choices are inaccurate or unnatural, including “thousands kilometres journey”, “clouds formation” and “making rain shadow”. “Moisturized” is also not the natural term for air containing water vapour. These choices sometimes make the description less precise, even though the reader can generally understand it. Aim for standard process collocations such as “the air rises”, “clouds form”, “rainfall occurs” and “a rain-shadow desert develops”.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, including a contrast between the upward and downward movement of air and a sentence beginning “before making rain shadow”. The overall meaning is usually recoverable, but some grammatical errors affect clarity. For example, “wind approach coast” and “dry wind reach inland areas” lack appropriate verb forms and articles; “the thousands kilometres journey” also has problems with number and article use. In “Dry air continues over mountain and reaching inland areas are the stages”, the two parts are not parallel, making the sentence difficult to process. Work on complete clauses, consistent verb forms and plural or article choices. More accurate sentence patterns would let you explain the stages without relying on compressed lists.

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