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 process graph illustrates the steps involved how one type of desert, called as rain-shadow desert, is formed .

Overall, it is clear that the process consists of seven steps. The process begins with the winds approach coast and ends with the dry winds reach inland areas.

In the first step, winds aproach coast above the sea. Next, winds pushed upwards before tackling with mountains. Then, these winds turns into moist air rises and cools on windward side. Next, clouds are formed above windward side. Then, these clouds start raining on the windward side.

In the second last step, dry air continuous over the mountain to the leeward side which is at opposite side of windward side. In the final step, dry winds reach in land areas, winds has travelled thousands of kilometres to reach inland. As a result, rain shadow desert are formed on the other side of mountains.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the main sequence and gives a clear overview: winds approach the coast, rise over the mountains, produce rain on the windward side, and continue as dry air inland, where the desert forms. These details match the diagram, including the contrast between the windward and leeward sides and the long inland distance. This meets the task well, though some stages are less fully explained: for example, the account does not clearly explain that rising moist air cools and thereby leads to cloud formation and rainfall. The overview identifies the start and end but could better summarise the key cause-and-effect pattern. A more explicit explanation of how moisture is lost before the air reaches inland areas would make the report more complete.

Coherence and Cohesion: Band 6.5

The information is arranged in a sensible order, with an overview followed by the stages of the process. Sequencing expressions such as “In the first step,” “Next,” and “In the final step” help the reader follow the diagram, and the shift to the leeward side is signalled clearly. However, the repeated use of “Next” and “Then” makes the progression somewhat mechanical. Some links between stages are also unclear: “these winds turns into moist air rises and cools” combines several steps without showing their relationship cleanly. The final sentence repeats the desert outcome already mentioned. To strengthen cohesion, group related stages and use clearer cause-and-effect links, while varying transitions and avoiding repetition.

Lexical Resource: Band 6.0

The response uses relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” and “dry winds,” so the reader can identify the main features. There is also some useful variation in describing movement, such as “approach,” “pushed upwards,” and “reach.” However, several word choices and collocations are inaccurate or awkward, including “process graph,” “tackling with mountains,” and “winds has travelled.” Spelling and word-form slips such as “aproach” and “in land” also reduce precision. The range is adequate for describing the diagram, but greater control of standard process language would improve clarity. Prefer concise terms such as “rise,” “cool,” “condense,” and “precipitate” where they accurately describe the stages.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more complex sentences, and the overall sequence remains understandable. However, errors in verb forms, agreement, articles, and sentence construction are frequent enough to limit accuracy. For example, “the winds approach coast” needs an article and a consistent verb form, while “these winds turns into moist air rises and cools” contains a faulty structure and agreement. “Dry air continuous” and “winds has travelled” also show problems with verb forms and subject–verb agreement. The opening phrase “steps involved how” is not grammatically complete, and spacing before the full stop is incorrect. Use a consistent present simple for process descriptions and build each stage as a clear clause, checking agreement and articles.

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