Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-17

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 supplied diagram illustrates the process how the rain-shadow desert is formed.

Overall it can be seen that it is a complex process involving a 7 stages, beginning from rising of moist air from sea and ends at formation of rain-desert shadow thousand of kilometers away from coast.

To comence, in the first stage, when winds from sea approaches the coast carries vapors of waters and risies after hitting the mountain. Then the winds pushed upward with slope of mountain in the fourth stage. After that the moist air cools down as it reaches altitude and transform into cloudes.

Furthermore, at specific altitude, the cloudes combines into rainy cloudes and loose their moisture in form of rain. The dried air continues to move leeward slope over the mountain in the sixth stage, during this time it covers thousands of kilometers. Finally, the moistureless winds reached in land areas and formed a rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the main sequence and gives an overview: moist air rises from the sea, rain falls on the mountain’s windward side, and dry air reaches inland to create the desert. This is a relevant account of the process, and the final stage is linked to the diagram’s long distance from the coast. Some details, however, are incomplete or unclear. The overview says the process begins with “rising of moist air,” rather than winds approaching the coast, and the description does not clearly distinguish the windward and leeward sides until later. The claim that clouds combine into “rainy clouds” is not shown in the diagram. To strengthen the response, report the stages more precisely and avoid adding unsupported details.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure, with an overview followed by a chronological account, and sequencing phrases such as “To commence,” “After that,” and “Finally” help the reader follow the process. The progression is generally logical, and the paragraphs separate the overview from the details. However, some links between stages are confusing: “Then the winds pushed upward … in the fourth stage” misidentifies the stage, and “Furthermore” does not clearly signal the next step in the sequence. The account would be easier to follow if each stage were presented in order without incorrect stage references, and if transitions showed cause and effect—for example, rising air cools, clouds form, and rain removes moisture.

Lexical Resource: Band 5.5

The response uses some relevant process vocabulary, including “moist air,” “altitude,” “leeward slope,” and “rain-shadow desert,” which helps convey the diagram’s subject. However, several noticeable spelling, word-form, and collocation errors reduce precision, including “comence,” “risies,” “cloudes,” “loose their moisture,” and “moistureless winds.” Some expressions are also unnatural, such as “rain-desert shadow” and “thousand of kilometers away.” These choices do not prevent the reader from understanding the general process, but they make parts of the description less clear and controlled. Aim for accurate, conventional terms such as “water vapour,” “precipitation,” and “dry air,” and check spelling and word forms carefully.

Grammatical Range and Accuracy: Band 5.5

There is an attempt to use both simple and more complex structures, including a time clause beginning “when winds from sea approaches the coast” and a sequence of process descriptions. The overall meaning is usually recoverable, but some grammatical errors affect clarity. For example, “the process how” needs a different construction, and “involving a 7 stages” has an article and plural mismatch. In “when winds … approaches … carries,” the subject and verbs do not agree, while “the winds pushed upward” shifts tense and lacks a clear passive form. Articles and prepositions are also inconsistent, as in “from sea” and “in land areas.” Review agreement, articles, and consistent present-tense passive forms for describing processes.

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