Band 6.0 IELTS Writing Task 1 Model Answer

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

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 given diagram show how deserts, particularly the rain-shadow desert is formed. Briefly, it starts with flow of winds which approach towards coast and ends with dry winds reach inland areas between a mountain. The distance between the coast and rain-shadow desert can be extreme, and can even go upto thousands of kilometres.

Firstly, it starts with wind approching towards coast from the sea level and then due to the high-rise side of mountain, also known as windward side, the wind pushed in upward direction and then the moist air rises above and cools down. Due to this phenomenon, clouds formation takes place, and finally the rain falls.

Now on the lower-side of the mountain, also known as leeward side, system works differently. After the rain falls, dry air continues to go in the downward direction of mountains and finally dry winds reaches towards the inland ares and forms the rain-shadow desert. This is an excellent example of how nature beautifully works.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the main sequence from winds approaching the coast to dry winds reaching inland, and it identifies the windward and leeward sides. The overview also notes that the desert may be thousands of kilometres from the coast, matching the diagram’s scale. These features make the account relevant and broadly complete. However, some stages are less fully or precisely described: the diagram shows air crossing over the mountain before reaching inland, while “go in the downward direction of mountains” is not a clear account of that movement. The final sentence about nature is evaluative rather than a feature of the process. A more precise overview and fuller explanation of how the rain-shadow forms would strengthen the report.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement: an opening summary, a paragraph describing the windward side, and a final paragraph covering the leeward side. Sequencing expressions such as “Firstly,” “then,” and “finally” help the reader follow the process. The progression is generally logical, though some linking is mechanical and repetitive, particularly the repeated use of “and then” and “finally.” The transition “Now on the lower-side” is also imprecise, since the next stage concerns the opposite, leeward side rather than simply a lower area. The closing comment about nature interrupts the process description. Use clearer stage-to-stage links and keep each paragraph focused on the diagram’s information.

Lexical Resource: Band 6.0

The response uses a relevant range of process vocabulary, including “windward side,” “leeward side,” “moist air,” “clouds formation,” and “dry winds.” These terms show an attempt to describe the diagram specifically, and the meaning is generally understandable. However, several word choices and collocations are inaccurate or awkward, such as “high-rise side of mountain,” “wind pushed in upward direction,” and “dry winds reaches towards the inland ares.” There are also spelling errors, including “approching” and “ares,” and “excellent example of how nature beautifully works” is too subjective for an academic report. Aim for precise, neutral phrasing such as “air is forced upwards” and “the winds reach inland areas.”

Grammatical Range and Accuracy: Band 5.5

There is some variety in sentence structure, including longer sentences that connect stages with cause and sequence, and the process remains understandable. However, errors in agreement, articles, verb forms, and sentence construction are noticeable. For example, “The given diagram show” should use a singular verb, while “the wind pushed in upward direction” needs a passive form and an article. In “dry winds reaches,” the plural subject does not agree with the verb; “the rain-shadow desert is formed” also requires consistent singular agreement in the opening. Some sentences combine several stages with repeated “and then,” making grammatical control less secure. Review subject–verb agreement and passive constructions, and divide long sequences into clearer sentences.

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