Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-19

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 diagram illustrates the cyclic steps how a perticular type of desert such like rain-shadow desert is formed over the time.

Overall, for creating a rain-shadow desert a mountain and sea are needed. Where the moistures of wind are dried up and the land behind the moutain becomes a desert.

Initially, the sea coast which is bank of the mountain bring winds to the coast line and it is pushed up by the resistance of the mountain. The level of moisture of the wind rise and cool down on this process. Then, the cool wind forms into the clouds and rainned on top of the mountain.

Thats why the moisture of the wind level down and the wind becomes dry. The dry wind continue to flow over the mountain and get down to the flat land. For lack of moisture there has no rain in this land and it becomes a rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main sequence from onshore winds rising over the mountains to rainfall on the windward side, then dry air moving inland and a desert forming beyond the leeward side. The overview also identifies the sea and mountain as key features. This is a relevant account of the process, but some details are imprecise: “the sea coast which is bank of the mountain” does not clearly describe the sea, coast and mountain’s positions, and the claim that the wind is pushed up “by the resistance” is not shown in the diagram. The final explanation that the inland area receives no rain is a reasonable inference, but could be tied more clearly to the loss of moisture. A more precise overview and clearer stage descriptions would strengthen coverage.

Coherence and Cohesion: Band 6.5

The response has a clear overall progression, with an overview followed by the stages in sequence. Paragraphing separates the summary from the process, and transitions such as “Initially,” “Then,” and “Thats why” help the reader follow the account. However, some links are mechanical or unclear. For example, “Thats why the moisture of the wind level down” does not clearly connect the rainfall to the air becoming dry, while “Where the moistures…” is a fragment rather than a complete overview sentence. The sequence would be easier to follow if each stage were linked with precise cause-and-effect language and references such as “this air” or “the resulting dry air.”

Lexical Resource: Band 5.0

You use relevant process vocabulary, including “moist,” “clouds,” “rain,” “dry wind,” and “rain-shadow desert,” so the topic remains understandable. There are also attempts at more specific language, such as “windward” and “flat land.” However, several word choices and collocations are inaccurate or awkward: “cyclic steps” suggests a cycle, “the level of moisture … rise,” and “the wind becomes dry” do not express the process naturally. Spelling errors such as “perticular,” “moutain,” and “rainned” also reduce accuracy. Build a more reliable set of process terms and collocations—for example, “moist air rises,” “condenses,” and “precipitation falls”—and check spelling before submitting.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex forms, including the sequence “The dry wind continue to flow over the mountain and get down to the flat land.” However, control is inconsistent, and errors occur in basic agreement, verb forms, articles and sentence construction. Examples include “the wind rise,” “the dry wind continue,” and “it is pushed up,” where the subject and verb forms do not consistently agree or match the intended meaning. “Overall, for creating a rain-shadow desert a mountain and sea are needed. Where…” also leaves the second part as a fragment. Practise forming complete sentences with a clear subject and verb, and check agreement and tense in each clause. More accurate control of these patterns would make the process easier to understand.

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