Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-24

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 depicts the methodology that leads to the formation of rain-shadow deserts. It is a very detailed process hence it is divided into several steps.

the wind approaches the coast and travels above the sea which is on the left side of the glacier mountain. After the wind moves upwards it contains moisture from the sea which leads to the formation of clouds, happens after the moist air rises and cools. Eventually the clouds start pouring rain because they carry alot of moisture in them.

This was the Windward side if we start moving down the mountain then that shows the Leeward side where we can see the dry air travelling downwards. This air reaches the inland area and as a result Rain-shadow deserts are formed.

The total distance from the coast to the Rain-shadow desert is a thousand kilometer and the wind has to travel above the mountain. The Windward side contains moist air while the Leeward side carried the dry air. In the Windward side the wind is converted into moist air as the wind is travelling upwards and in the Leeward side the dry air in converted in the wind as it is travelling downwards.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main sequence: winds approach the coast, rise over the mountains, cool, form clouds and produce rain before dry air reaches inland. The contrast between the windward and leeward sides is also relevant, and the final paragraph attempts to summarise the overall process. Some details, however, are unclear or inaccurate. The diagram shows the wind approaching from the sea; it does not say that it travels above the sea on the left side of a “glacier mountain.” Also, the distance is labelled “thousands of kilometres,” not “a thousand kilometer.” The explanation of how the air changes is repeated but not fully clear. A more precise overview and accurate reporting of the scale would make the key features more complete.

Coherence and Cohesion: Band 5.5

The response follows the process in a broadly logical order, moving from the coast to the mountains and then inland. Paragraphing also separates the initial stages from the leeward-side outcome. However, progression is weakened by unclear links between ideas, such as “which leads to the formation of clouds, happens after the moist air rises and cools,” where the relationship between the stages is difficult to follow. “This was the Windward side” is also an abrupt transition, and the final paragraph repeats the moist/dry contrast rather than adding a clearly organised summary. Use a concise overview followed by stages grouped in sequence, and make references such as “this” explicit. This would create smoother cohesion without relying on repeated statements.

Lexical Resource: Band 6.0

You use relevant process vocabulary, including “moist air,” “formation,” “Windward side,” “Leeward side,” and “inland area,” which gives the response an adequate range for describing the diagram. Some choices are imprecise or unnatural: “methodology” is not the best term for a natural process, “glacier mountain” is unsupported by the diagram, and clouds do not usually “start pouring rain.” “The dry air travelling downwards” communicates the idea, but could be expressed more precisely as air descending on the leeward side. There are also spelling and form issues in “alot” and “kilometer.” Aim for accurate process collocations and avoid adding labels or characteristics that the visual does not provide.

Grammatical Range and Accuracy: Band 5.5

You attempt a mixture of simple and complex sentences, using clauses such as “because they carry…” and “as the wind is travelling upwards.” The main stages are generally understandable, but some grammatical errors and punctuation choices make parts of the account less clear. For example, “which leads to the formation of clouds, happens after…” creates a faulty clause connection, while “the dry air in converted in the wind” has incorrect verb forms and prepositions. The opening “the wind approaches…” begins with a lowercase letter after a full stop, and several long sentences would benefit from clearer punctuation. Practise forming complete clauses and checking subject–verb relationships and verb forms, while retaining your attempts at complex sentences.

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