Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 21 · 2026-10-12

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 6.5)

The illustration display the process of formation of a particular desert known as rain-shadow desert.

Overall, it is a linear process consisting of several stages, it begins with winds approaching coast by sea and after travelling thousands of kilometers through different stages, it ends when the dry winds reaches inland areas finally forming rain-shadow desert.

It is a natural process of total seven stages where at first stage by sea the winds start to approach coast and subsequently because there is a mountain in the direction of these winds, they are pushed in upward direction where moist air rises and cools. This is the windward side of the mountain, where the clouds starts to form and later on rain falls down. Finally the dry air continues travelling over the mountain and after passing the leeward side, the dry winds reach inland areas finally forming Rain-shadow desert. During this whole process the winds travel the mountains that if measured are thousands of kilometers long.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the main sequence accurately: winds approach from the sea, rise over the mountains, cool, form clouds and produce rain on the windward side, before dry air crosses the leeward side and reaches inland. The overview also identifies the process as linear and names its outcome. These features make the account relevant and clear. However, some details are less fully explained: the diagram’s thousands-of-kilometres label indicates the horizontal scale, not that the mountains themselves are thousands of kilometres long, so the final sentence misinterprets it. The description could also make the contrast between the wet windward side and dry inland rain-shadow more explicit. More precise reporting of these features would strengthen the summary.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement, with an introduction, an overview and a chronological account of the stages. Sequencing expressions such as “Overall,” “at first stage,” “subsequently” and “Finally” help the reader follow the process. The progression is generally logical, and the stages are grouped coherently. Some linking is mechanical or repetitive, however: “finally” appears more than once in the final sentence, and several stages are packed into one long paragraph and sentence. The reference in “the direction of these winds” is also somewhat vague. To make the organisation more flexible, use shorter sentences for key transitions and vary the linking language while keeping the sequence explicit.

Lexical Resource: Band 6.5

The vocabulary is adequate for describing a process, and the response uses relevant terms such as “moist air,” “windward side,” “leeward side” and “rain-shadow desert.” It also attempts more formal process language, including “formation” and “subsequently.” Some word choices and collocations are imprecise, though: “winds approaching coast by sea” is awkward, “rain falls down” is less natural than “rain falls,” and “the winds travel the mountains” does not clearly express movement over them. The phrase “mountains that … are thousands of kilometers long” also reflects a misunderstanding of the scale label. More precise verbs and natural collocations would improve clarity and show greater control of vocabulary.

Grammatical Range and Accuracy: Band 5.5

There is an attempt to use both simple and complex structures, including clauses with “where,” “because” and “after,” and the overall meaning remains understandable. However, errors in agreement and sentence construction are noticeable. For example, “The illustration display” should be “The illustration displays,” and “the dry winds reaches” should be “the dry winds reach.” In “the clouds starts to form,” the subject and verb do not agree; “clouds start to form” is needed. The overview also joins two independent clauses with a comma, while the final sentence becomes difficult to follow because several ideas are linked together. Check subject–verb agreement and divide long sentences into clearer units to improve accuracy.

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