Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 21 · 2026-11-01

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 6.5)

The illustrated diagram shows how a rain-shadow desert is formed. A rain-shadow desert is one where no rainfall occurs, so it remains dry for the entire period. It can be found near high mountain regions beside coastal areas. It can be located thousands of kilometres away from the sea.

The mountain has two sides, namely the windward side and the leeward side. The windward side faces towards the sea, and the leeward side faces towards the desert side. Usually, the air blows from the sea to the land.

To know more about a rain-shadow desert, first we need to understand the process involved in the formation of rain. Initially, wind approaches the coast, and it is pushed upwards towards the mountain. Due to the higher altitude, the wind cools. producing moist air and rises further, which in turn forms clouds. Then the rain starts to pour. These are the processes happening on the windward side. After the rainfall, dry air continues over the other side of the mountain and reaches the inland areas.

As all the moisture is removed on the other side of the mountain, only dry air reaches the land areas. So, no rainfall occurs on the land side. Hence, it is known as a rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main sequence accurately: coastal winds rise over the mountains, cool, form clouds and produce rain on the windward side; dry air then crosses the leeward side towards inland areas. The opening also identifies the sea-facing and inland-facing slopes. This gives the response a clear account of the process, with relevant details. However, the overview is not fully precise: saying that a rain-shadow desert is a place “where no rainfall occurs” overstates the diagram, which shows rain falling on the windward side and dry conditions inland. The claim that it is “near high mountain regions beside coastal areas” is also potentially misleading given the stated distance of thousands of kilometres. A concise overview focused on moisture loss and the resulting dry inland region would strengthen the response.

Coherence and Cohesion: Band 7.0

The response is organised into clear paragraphs, moving from an introduction and location to the mountain sides, the process, and its outcome. Sequencing expressions such as “Initially,” “Then,” and “After the rainfall” help the reader follow the stages, and the final sentence links the process to the desert’s name. This is a logical progression. Some connections are less effective: “To know more … first we need to understand” shifts into an instructional tone rather than directly summarising the diagram, while “These are the processes happening on the windward side” interrupts the sequence. The repeated explanation that the inland area is dry also makes the ending somewhat redundant. More direct transitions and a tighter conclusion would make cohesion more flexible and less repetitive.

Lexical Resource: Band 6.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” “altitude,” and “inland areas,” and the meaning is generally clear. There is some useful variation in describing movement, such as “approaches,” “pushed upwards,” and “continues over.” However, several choices are imprecise or awkward for a diagram summary. “The rain starts to pour” is conversational, and “the desert side” is less exact than “leeward side” or “inland area.” “As all the moisture is removed” also makes the process sound absolute, rather than describing air that becomes dry after precipitation. Aim for precise, neutral process language and avoid repeating “rain” and “dry air” where a more exact term can clarify the stages.

Grammatical Range and Accuracy: Band 6.0

You attempt a mix of simple and complex sentences, including cause-and-effect structures such as “Due to the higher altitude…” and “As all the moisture is removed…”. Most of the process remains understandable. Some grammatical and punctuation errors, however, reduce control. In “Due to the higher altitude, the wind cools. producing moist air and rises further,” the full stop incorrectly separates the participial phrase, and the subject of “rises” is unclear. The sentence also presents cooling as producing moist air, rather than describing moist air rising and cooling. “The mountain has two sides” is understandable, but the diagram refers to mountains generally. Review sentence boundaries and make sure each verb has a clear subject; these changes would improve accuracy while preserving your range of structures.

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