Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-11

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 outlines the stages of a special type of desert called rain-shadow desert.

Overall, the winds from the sea moves towads mountains and mountains help them to move upward. At high altitude, they become cool and form clouds. Dry air continues and move down to the other side called leeward side of mountain where they form rain-shadow desert on inland areas.

Looking at the details, firstly, when the winds approach coast side, they become moist. Subsequently, when they collide with mountains, they helps winds to move upwards and this side of mountain is called windward side. When winds gain height, they lose their temperature. Following this, they form clouds and when the clouds become dence, aftermath, rain falls at top of the mountains. Air becomes dry after loosing water and move the leeward side of the mountain. FInally, dry air reaches to inlands area where they form a type of desert, known as rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response identifies the process and gives a clear overall account: moist air rises over the mountains, rain falls on the windward side, and dry air reaches inland to create a rain-shadow desert. This covers the main stages and shows a sound understanding of the diagram. Some details, however, are less fully or precisely reported. For example, the opening says winds “become moist” at the coast, whereas the diagram shows winds approaching from the sea; it does not explicitly state that rising air cools before clouds form. The final stage is also described as air moving down the leeward side, which is not clearly shown in the labels. More precise coverage of the sequence and the windward/leeward contrast would strengthen the summary.

Coherence and Cohesion: Band 6.5

The response is organised into an introduction, an overview and a detailed paragraph, and the process generally moves in the correct order. Sequencing expressions such as “Overall,” “firstly,” “Subsequently,” and “Finally” help the reader follow the stages. However, some linking is mechanical, and a few references are unclear: “they” can refer to either winds or mountains, while “this side” requires the reader to infer which side is meant. The overview also repeats several details that are then given again in the final paragraph. To improve progression, use clearer nouns instead of ambiguous pronouns and reserve the overview for the main pattern, leaving the step-by-step explanation to the body paragraph.

Lexical Resource: Band 5.5

The response uses relevant process vocabulary, including “approach,” “collide,” “upwards,” “leeward,” and “rain-shadow desert,” so the topic is generally clear. There is some attempt to vary wording, but control of collocation and word form is uneven. Phrases such as “winds gain height,” “clouds become dence,” and “reaches to inlands area” are unnatural or inaccurate, and spelling errors such as “towads,” “loosing,” and “FInally” reduce precision. “Aftermath” is also not suitable for introducing the next stage. Aim for standard process collocations and accurate spelling; for example, say that air “rises,” “cools,” and “loses moisture,” and that dry winds “reach inland areas.”

Grammatical Range and Accuracy: Band 5.5

There is a mix of simple and more complex forms, including time clauses and sequencing structures, as in “when they collide with mountains” and “when the clouds become…”. The meaning is usually recoverable, but errors in agreement, verb forms, articles and sentence construction occur across the response. Examples include “the winds… moves,” “they helps winds,” and “Air… move”; these subjects require matching verb forms. The sentence beginning “Dry air continues and move down” also needs parallel verb forms. Articles and prepositions are sometimes missing or awkward, as in “on inland areas.” Greater control of subject–verb agreement and simpler, carefully checked clauses would make the process easier to read while retaining some complex sentences.

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