Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-10-30

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 given diagram illustrates the steps involved in the formation of a type of desert, which is known as rain-shadow desert.

Overall, it is evident that the process consists of seven distinct stages. Beginning with the winds approaching the coast from the sea and culminating by the dry winds reaching inland areas. The entire process happens in a cycle, involving various landforms like sea, mountains and inlands.

To begin with, the winds from the sea aproach the coast and this wind is pushed upwards, towards the mountains. In the further stage, the moist air raises and cools and reaches the windward side. At this point, the clouds are formed.

In the fifth step of the process, the rain starts to pour.

Moving on to the further phases of the process, the sixth stage is when dry air continues to move downwards towards the inland and gets in touch with leeward side of the mountain. In the final stage of formation of the rain shadow desert, the dry winds reaches the inland area.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the process as a sequence and cover its main stages, from winds approaching the coast to dry winds reaching inland. The overview also notes the sea, mountains and inland setting, and most details correspond to the diagram. However, some stages are less fully or precisely described: for example, the diagram shows moist air rising and cooling before clouds form and rain falls on the windward side, while your account says it “reaches the windward side” without clearly explaining that relationship. The claim that the process happens “in a cycle” is not supported; it is presented as a sequence. To strengthen the response, give a concise overview of how the mountain causes rain on one side and dry conditions inland on the other.

Coherence and Cohesion: Band 6.0

The response has a clear overall arrangement: an introduction and overview are followed by stages in sequence, with paragraphing that separates the main phases. Connectors such as “To begin with,” “In the fifth step,” and “Moving on” help the reader follow the order. However, the linking can feel mechanical because it relies heavily on stage labels, and the standalone sentence about rain interrupts the flow of the process description. The overview’s “Beginning with … and culminating …” is also a sentence fragment, which weakens the connection between ideas. For stronger progression, group related stages into fuller paragraphs and use cause-and-effect links to show how rising air leads to clouds and precipitation, then to dry inland winds.

Lexical Resource: Band 6.0

You use an adequate range of process vocabulary, including “formation,” “moist air,” “windward side,” “leeward side,” and “dry winds,” which makes the topic clear. Some less common terms are used appropriately, although a few choices are imprecise or repetitive. “Inlands” is not the natural term for the area beyond the mountains, and “gets in touch with” is an informal, awkward way to describe air moving over the leeward side. There is also a spelling error in “aproach.” Aim for more precise process verbs and natural collocations, such as describing air as “crossing” the mountain and “descending” on its leeward side. This would improve precision without requiring more elaborate vocabulary.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex forms, including the opening relative clause and the sequence of present-tense process descriptions. Meaning is generally clear, but some errors in sentence structure and agreement remain. “Beginning with the winds … and culminating …” is a fragment rather than a complete overview sentence. In “the dry winds reaches,” the plural subject requires “reach,” while “the moist air raises and cools” should use a verb form that describes the air’s movement. The sentence “the sixth stage is when dry air continues…” is also awkwardly constructed. To improve accuracy, check subject–verb agreement and make sure introductory participle phrases attach to a complete main clause; continue practising varied sentence patterns while keeping them controlled.

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