Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-29

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 illustration below gives information about the formation of desert, known as rain-shadow desert.

Overall, seven distinct stages of desert formation are demonstrated in the picture starting from the winds reaching the coastal site and ending at the dry winds reaching the inland areas. This whole process is assisted by the mountains that are spread over thousands of kilometers.

To begin with the initial stage, the wet and moist wind from the sea approaches the windward side of mountain as its pushed upwards after striking the mountain surface. The tempertaure of this wet air drops further which results in the formation of clouds up in the sky and suddenly, the rain starts falling on the higher areas of the mountain.

As all the moisture of the dry air resulted in rain, now this wind gets completely dry as it reaches the leeward side of the mountain. This dry wind with relatively higher temperature acts as a gaint hairdryer and tends to dry the surface on the other side of the mountsin. That hot air removes all the moisture , if any, from the soil and that completely dry combination of sand and soil is termed as a rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response identifies the process as a sequence and gives a clear overall summary: winds move from the coast towards inland areas, with the mountains central to the formation of the desert. It also reports the main stages of uplift, cooling, cloud formation, rainfall and dry air continuing over the mountain. This covers the diagram’s key features. However, some details are less fully or accurately explained: the diagram shows dry winds reaching inland areas, but the response adds that they are hotter and remove moisture from the soil, which is not shown. The claim that the air has lost “all” its moisture is also stronger than the visual evidence. To develop the account further, describe the windward and leeward sides more precisely and avoid adding unsupported causes or effects.

Coherence and Cohesion: Band 6.5

The information is arranged in a clear sequence, with an overview followed by the stages before and after rainfall. Phrases such as “To begin with” and “As all the moisture…” help signal progression, and the reader can follow the broad movement from sea to inland desert. The paragraphing is also appropriate for separating the overview from the process details. However, some links are mechanical or unclear: “As all the moisture of the dry air resulted in rain” is difficult to interpret and does not clearly connect the rainfall to the air becoming dry. The final explanation also moves from the diagram’s process into speculation about soil. Use more precise transitions and keep each paragraph focused on the stages shown.

Lexical Resource: Band 6.0

The response uses a suitable range of process vocabulary, including “approaches,” “formation,” “moisture,” “windward side” and “leeward side.” These terms help communicate the main stages and show some awareness of the topic’s specific language. There are, however, several inaccurate or awkward choices: “wet and moist” is repetitive, “giant hairdryer” is informal and not appropriate for an academic process description, and “dry combination of sand and soil” is not a precise description of the diagram. Spelling errors such as “tempertaure,” “gaint” and “mountsin” also reduce accuracy. Aim for concise, neutral wording and check spelling carefully; use established terms such as “precipitation” and “inland region” where appropriate.

Grammatical Range and Accuracy: Band 5.5

There is a mix of simple and complex sentence forms, including the overview sentence beginning “Overall” and clauses linked with “which results in.” The sequence remains understandable despite some grammatical errors. For example, “as its pushed upwards” needs the passive form “as it is pushed upwards,” while “the wet and moist wind … approaches … as its pushed” also has an unclear subject relationship. Articles and number are inconsistent in “formation of desert” and “wind … approaches the windward side of mountain.” The long sentence about the air cooling, clouds forming and rain falling would be clearer if divided or punctuated more carefully. Greater control of passive constructions, articles and sentence boundaries would make the process description more accurate.

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