Band 7.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.0 · Cambridge IELTS 21 · 2026-10-22

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 7.0)

The given diagram shows different stages of the formation of rain-shadow deserts.

Overall, this natural process of creation starts with winds approaching towards coast and ends with the formation of rain-shadow desert on the inland side of the mountain range. From this process, it is clear that the mountain works as a barrier between coast side and inland side which ultimately causes for falling rain only on the windward side of the mountain and keeping the leeward side dry completely.

In the first stage of this formation process, winds travel from the sea towards coastline and hits the mountain. After hitting the mountain, winds move upwards with moist air. As the moist air rises, the winds become cool and forms clouds. Ultimately, the moisture in the clouds is released as the rain on the windward side of the mountain only.

After raining on the windward side, the cloud loses its coolness and dry air continues to fly over mountain towards the leeward side. In the last stage, we can see that dry winds reach inland areas and it ultimately causes for the creation of rain-shadow desert because the arriving air completely lacks moisture and coolness.

AI examiner evaluation

Task Achievement / Task Response: Band 7.5

The response clearly summarises the process and gives a relevant overview: winds move from the sea, rain falls on the windward side, and dry air reaches inland to create the desert. The stages are reported in a logical order and broadly match the diagram. This is a strong account, though a few explanations go beyond what the visual establishes. For example, saying the air “completely lacks moisture and coolness” and that rain falls “only” on the windward side is more absolute than the diagram’s labels, which show dry winds continuing inland and rain on the windward side. Keep causal explanations closely tied to the displayed stages, and describe the mountain’s role without adding unsupported detail.

Coherence and Cohesion: Band 7.0

The response is organised effectively into an introduction, an overview and two paragraphs describing the sequence. Progression is easy to follow, with signposting such as “In the first stage” and “In the last stage,” and the stages are presented in the correct order. Some linking and reference are less controlled: “After raining on the windward side, the cloud loses its coolness” is not a clear transition between the rainfall and the dry air crossing the mountain, and “this process” is repeated in the overview. Use more precise references to the air and clouds, and let the sequence itself carry some of the organisation rather than relying on repeated stage markers. Overall, the structure is clear, with some room for more flexible cohesion.

Lexical Resource: Band 6.5

You use a suitable range of process vocabulary, including “moist air,” “windward side,” “leeward side,” “barrier” and “formation.” These terms help communicate the diagram’s main features, and the meaning remains clear. However, some word choices and collocations are imprecise or repetitive: “creation” is used several times, “winds travel … and hits the mountain” is awkward, and “the cloud loses its coolness” does not accurately express the change shown. The phrase “causes for falling rain” is also unnatural. This range is adequate and includes some relevant less common terms, but greater precision and more natural collocations would make the description more flexible and fluent.

Grammatical Range and Accuracy: Band 6.0

The response includes a mix of simple and complex forms, such as the overview sentence beginning “From this process” and the time clause “As the moist air rises.” Most sentences communicate the sequence successfully, but some grammatical errors remain. In “winds … hits the mountain,” the plural subject requires “hit”; “winds become cool and forms clouds” also has faulty agreement, and “winds approaching towards coast” is missing an article and uses an unnecessary preposition. The final sentence has an unclear structure around “it ultimately causes for the creation.” These errors do not generally prevent understanding, but they limit accuracy. Check subject–verb agreement, articles and sentence construction, especially in longer clauses.

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