Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-13

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)

This map illustrates how a rain-shadow desert is formed.

Overall, moist air travel thousands of kilometres over mountain passage and by the time it reaches inland, the air turns dry and create a rain-shadow desert.

At first , wind approaching from the sea hit the coastal area and get pushed upwards towards the mountain where wet air cools down and form clouds in the windward side.All the water gets trapped inside the cloud and the air dries out over the long distance the air has to travel to pass the mountain region. Then rain falls down on the mountain region thus only the dry air remain on the leeward side.These dry air travel downward towards the inland resulting in rain-shadow desert.

On the sea side the air is moist. But because of the rainfall in the mountains the air becomes extremely dry towards the land. compared to the air in the sea and the land air has almost no moisture remaining at all.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

The response covers the main stages and gives a clear overall account: moist air comes from the sea, rises and cools over the mountains, rain falls on the windward side, and dry air continues inland to create the desert. This is a relevant overview, and the sequence is generally consistent with the diagram. However, some details are overgeneralised or imprecise. For example, “all the water gets trapped inside the cloud” is not shown; the diagram indicates that clouds form and rain falls, leaving dry air to cross the mountain. The final comparison between sea-side and inland air reinforces the contrast, but “almost no moisture” is stronger than the visual evidence supports. Keep the overview and describe the stages more literally.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, a process paragraph and a concluding comparison. The stages are mostly presented in a logical order, and connectors such as “At first,” “Then” and “But” help guide the reader. Cohesion is less controlled within the long process paragraph, where several stages and explanations are joined together, making the sequence harder to follow. The reference in “the air dries out over the long distance the air has to travel” is also repetitive and slightly unclear. The final paragraph repeats the moist-versus-dry contrast rather than adding a distinct stage. Use shorter sentences for the sequence and clearer references to the air on each side of the mountain.

Lexical Resource: Band 6.0

There is adequate vocabulary to describe the process, including “moist air,” “coastal area,” “windward side,” “leeward side” and “rain-shadow desert.” These terms show awareness of the diagram’s subject, and the meaning is generally clear. Some choices are imprecise or awkward for a process description: “mountain passage” is not a natural label for the route over the mountains, while “water gets trapped inside the cloud” does not accurately express the formation of rain. “Air dries out” and “dry air” are repeated, limiting flexibility. Aim for precise process collocations such as air “rises over” the mountain, “cools and condenses,” and “descends” on the leeward side. This would make the description more exact without requiring unnecessarily complex vocabulary.

Grammatical Range and Accuracy: Band 5.0

The response attempts a mix of simple and complex sentences, including clauses linked with “where,” “by the time” and “because.” However, errors in agreement and verb forms occur in several key sentences: “moist air travel” should be “moist air travels,” “the air turns dry and create” should be “turns dry and creates,” and “these dry air travel” needs a singular or plural subject with matching agreement. There are also article and sentence-boundary problems, such as “in the windward side.All” and the lower-case “compared” after a full stop. These errors do not prevent the overall process from being understood, but they reduce accuracy. Check subject–verb agreement and punctuation, and divide the long process sentence into clearer units.

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