Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · 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 6.5)

The diagram illustrates how the rain-shadow deserts are formed.

Overall, the mountains separate the sea from the rain-shadow desert. The moist air that comes from the sea is pushed near to the top of the mountains by the wind, during this process clouds are formed and the rain falls. The air that reaches the inland area is dryed.

Firstly, there are thousands of kilometres that separate the coast from the inland, containing mountains between them both. Regarding the sea stage, the winds approach the coast and is pushed upwards to the top of the mountains. During this process, the moist air rises and cools, helping to form clouds. Near the top of the mountains, the rain falls before it can reach the other side.

After the rain falls, the air becomes dry and goes to the other side of the mountain. Finally, dry winds achieve the inland areas. The sea and the inland area are at the same level, and this process is responsible for creating the rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main stages in the diagram and give a relevant overview: moist air rises over the mountains, clouds form, rain falls on the windward side, and dry air continues inland to create the desert. This captures the process accurately and addresses the task. The description is not equally developed throughout, however. For example, the opening overview says the air is “dryed” but does not clearly explain the contrast between the wet windward side and the dry leeward side. The statement that the sea and inland are “at the same level” is not a key process feature and is not clearly supported by the diagram. To strengthen the response, focus more precisely on the windward/leeward contrast and explain how the rain shadow forms beyond the mountains.

Coherence and Cohesion: Band 6.5

The response has a clear overall sequence, moving from an overview to the approach of the winds, the formation of rain, and the dry air’s movement inland. Paragraphing also helps distinguish the overview from the stages. Some links are effective, particularly “Firstly” and “Finally,” but cohesion is occasionally mechanical or unclear. The phrase “Regarding the sea stage” does not describe a distinct stage, and “After the rain falls” repeats information immediately before the final stage. In the overview, the long sentence joining cloud formation and rainfall with a comma makes the relationship between ideas less controlled. Use clearer stage-to-stage links, and make each paragraph advance the process without repeating earlier points.

Lexical Resource: Band 6.0

You use an adequate range of process vocabulary, including “moist air,” “rises and cools,” “clouds,” “rain falls,” and “inland areas,” so the reader can follow the diagram. Some less precise or unnatural choices limit the flexibility of the description. “Dryed” is an incorrect spelling and word form, while “achieve the inland areas” is an unsuitable collocation for winds reaching a location. “Pushed near to the top” is also less precise than language describing air being forced up the windward slope. Repeated use of “rain falls” and “mountains” makes the vocabulary somewhat repetitive. Aim for accurate process verbs and collocations, such as “becomes dry,” “reaches inland,” and “is forced upwards.”

Grammatical Range and Accuracy: Band 6.0

You use a mix of simple and complex forms, including the relative clause in “the moist air that comes from the sea” and the time clause “before it can reach the other side.” Meaning is generally clear, but some grammatical errors remain. In “the winds approach the coast and is pushed upwards,” the plural subject requires “are pushed,” or the sentence should be recast to make “air” the subject. The overview sentence joining “by the wind” and “during this process” is a comma splice; separate the clauses or use a conjunction. “The sea and the inland area are at the same level” is grammatically formed, but the article and number pattern is inconsistent with the plural “areas” used elsewhere. More consistent agreement and sentence-boundary control would improve accuracy.

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