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)

The picture illustrates, the formation of rain shadow desert.

Overall, the image showed how air traveled from sea to the top of the mountain and continues the journy toward the island area, which ended up forming the rain-shadow desert.

First of all, the wind started from sea area, following this the wind directed to upwords. After that, the moist air rises and cools down. Subsequently it converts into clouds; as a result, rain falls in the windward side of the mountain.

On the other hand, the leward side remain dry, because the cloud didn't form on the other side. Consequently the dry air continues over mountain through the leeward side. Following this the dry wind reach island area, which formed the rain-shadow desert.

In conclution, the wind travels from sea through the mountain by traveling thousand of kilometres and end its journy in the rain-shadow desert. The mountain tip was responsible for not forming clouds in the leeward side, which results in not having rain in the island area.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the main stages of the diagram and gives a clear overall account: moist air rises and cools, clouds form, rain falls on the windward side, and dry air continues inland to create the desert. This is a relevant summary, and the contrast between the wetter windward side and dry leeward side is useful. Some details, however, are less fully or accurately explained. The overview says the journey ends in the “island area,” although the diagram labels this as inland, and the final claim that the mountain tip prevents clouds from forming on the leeward side oversimplifies the process. To strengthen the response, describe the air becoming dry after precipitation and reaching inland beyond the leeward side, while avoiding unsupported causal claims.

Coherence and Cohesion: Band 6.5

The response has a coherent overall arrangement: an introduction and overview are followed by the windward stages and then the leeward stages. Sequencing expressions such as “First of all,” “After that,” and “Consequently” help the reader follow the process. The contrast marker “On the other hand” also signals the shift to the leeward side. However, several transitions feel mechanical or repetitive, and the concluding paragraph repeats information already given rather than adding a concise synthesis. Some references are also unclear, particularly “the island area,” which makes the destination harder to follow. For a stronger progression, group the stages into a clear sequence and use fewer, more varied linking phrases, with precise references to the inland area and the two mountain sides.

Lexical Resource: Band 5.5

The response uses relevant process vocabulary, including “moist air,” “windward side,” “leeward side,” and “rain-shadow desert,” so the topic is generally clear. However, the range is limited and several word choices or collocations are inaccurate: “directed to upwords,” “converts into clouds,” and “island area” do not express the diagram’s meaning naturally. Spelling errors such as “journy,” “leward,” and “conclution” are noticeable, while “wind” and “area” are repeated. These issues do not prevent the reader from understanding the main process, but they reduce precision. Use standard geographical terms consistently and choose verbs such as “is forced upwards,” “condenses,” and “reaches inland” to describe the stages more accurately.

Grammatical Range and Accuracy: Band 5.5

There is an attempt to use both simple and complex sentences, including cause-and-effect structures such as “because the cloud didn't form on the other side” and “which results in not having rain.” The sequence is usually understandable, but some grammatical errors remain. For example, “the leward side remain dry” has a subject–verb agreement error, and “the dry wind reach” also needs a plural verb or a singular subject. The opening comma in “The picture illustrates, the formation…” is misplaced, and tense use shifts between “showed,” “rises,” and “continues.” Articles and number are also inconsistent in phrases such as “from sea area” and “thousand of kilometres.” Improve control by keeping the process description in the present tense and checking agreement, articles, and punctuation.

See this exact question answered at other band scores. The same prompt compared across bands.

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