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 provided sketch represent the formation procedure of a special types of desert which is known as rain-shadow desert.

Overall, the windward side faces all interactions with the air that contains water but when the air crosses the apex of the mountains no wetness will remain in it.

On the windward side, coastal wind aproaches to the mountains carrying water from the sea. That air cools while pushing upward and forms cloud later on. As it reaches to the top of the mountains, rain falls from the cloud. Thus, water residues are removed from the air.

On contrary, the dry winds started to move further and finally reach the inland areas. Since the wind doesn't contain any moisture the inland areas become dry. This dryness of the wind triggers the formation of desert.

To conclude, thousands of kilometres mountains have a great influence to seperate wind from the water particles. The wind-facing side fo the mountain let not pass the wet air over the mountains. So, air becomes dry and rain-shadow desert formes.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the process as rain-shadow desert formation and give a clear overview of the contrast between the moist, windward side and the dry air beyond the mountain. The main sequence is mostly accurate: sea winds approach, rise and cool, clouds form, rain falls, and dry winds continue inland. This covers the central features well. However, some details are less fully or precisely explained: the diagram shows the mountains forcing the winds upwards, while your account says the air cools “while pushing upward,” which blurs the sequence. The conclusion also introduces the idea that mountains “separate wind from the water particles,” which is not quite what the diagram depicts. More precise explanation of the windward/leeward process would strengthen the response further.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure, moving from an introduction and overview to the windward and inland stages, with a concluding paragraph. This gives the reader a coherent overall route through the process. Linking phrases such as “Thus” and “Since” help show cause and effect. However, the final “To conclude” paragraph largely repeats the overview rather than adding a useful summary, and some connections are awkward or unclear, particularly “On contrary” and “So, air becomes dry.” The sequence would be easier to follow if each stage were linked explicitly and the conclusion were omitted or used to summarise the process without introducing a new explanation. Paragraphing is appropriate, though cohesion is sometimes mechanical.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “apex,” “moisture,” “inland areas,” and “formation,” so the topic is generally clear. There are also attempts at more specific wording, such as “water residues” and “triggers the formation,” but these are not natural choices in this context. Several spelling errors—“aproaches,” “seperate,” and “formes”—and imprecise phrases such as “all interactions with the air” and “wind-facing side” reduce accuracy and control. The range is sufficient to describe the main stages, but collocation and word choice are inconsistent. Aim for standard process language such as “prevailing winds,” “moisture,” “rainfall,” and “leeward side,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.5

You attempt a mixture of simple and complex sentences, including cause-and-effect structures such as “Since the wind doesn't contain any moisture…” and a time clause beginning “As it reaches…”. Most of the process remains understandable, but some grammatical errors recur. For example, “The provided sketch represent” has subject–verb disagreement, while “a special types” has an article and number mismatch. “The dry winds started to move” uses an unsuitable tense for describing a general process, and “On contrary” is missing an article. The final sentence, “The wind-facing side fo the mountain let not pass the wet air,” is difficult to parse because of its construction. More accurate agreement, articles, and present-tense process descriptions would improve control.

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