Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-11-02

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 shows the formation of rain-shadow deserts by one type of desert.

Overall, the process consists of seven steps beginning with winds approaching to coast and pushed toward upwards and ending with dry winds reaching inlands areas and forming a rain-shadow desert. There are different sides of mountains from which winds travel, firstly from windward side then after rain falls it passes from leeward side.

First, winds approaches to coast areas and then winds are pushed toward upwards. Next, moist air rises and cools which formed the clouds while passing through windward side of mountain. Following this, it reached at the peak of the mountains and then rain falls.

In sixth step, the dry air continues over the mountain and passes from leeward side. In final step, dry winds reached to inland areas and formed a rain-shadow desert. These formation are carried through a thousands of kilometres from one side of mountain to other.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response covers the main sequence and gives an overview: winds move from the coast, rise and cool, produce rain on the mountain’s windward side, and continue as dry air towards the inland desert. This captures the central cause-and-effect process, and the reference to the windward and leeward sides adds relevant detail. Some points are less fully or accurately explained, however. The overview says the winds end by “forming” the desert, while the diagram shows dry winds reaching inland areas where the rain-shadow desert is located; it does not explicitly show the winds creating it. The description also says clouds form “while passing through” the windward side, rather than clearly linking cloud formation to rising, cooling air. A more precise account of these relationships would strengthen the summary.

Coherence and Cohesion: Band 6.0

The response has a clear overall arrangement: an introduction and overview are followed by the early stages and then the final stages. Sequencing phrases such as “First,” “Next,” “Following this,” and “In sixth step” help the reader follow the process. However, some links are mechanical or unclear. The overview’s “firstly … then after rain falls” compresses the sequence, and “it reached at the peak” has an unclear reference. The paragraphing is also limited, with the stages presented in a single block after the overview. Grouping the process into clearer stages and using references that identify whether “it” means the air or the wind would make the progression smoother and cohesion more controlled.

Lexical Resource: Band 6.0

There is adequate process vocabulary, including “moist air,” “clouds,” “rain falls,” “dry air,” and the technical labels “windward” and “leeward.” These terms make the main stages understandable, and the writer attempts to describe movement and change. Some word choices and collocations are inaccurate or awkward, such as “pushed toward upwards,” “inlands areas,” and “carried through a thousands of kilometres.” “Formed the clouds” is also less natural for this process than a phrase describing clouds forming. These slips do not prevent the reader from understanding the sequence, but they limit precision and naturalness. Using the diagram’s labels consistently and choosing standard process collocations would improve lexical control.

Grammatical Range and Accuracy: Band 5.5

The response uses both simple sentences and some longer clauses, for example, “Next, moist air rises and cools which formed the clouds while passing through windward side of mountain.” The sequence remains generally understandable, but some grammatical errors recur. There are subject–verb and tense problems in “winds approaches” and “dry winds reached,” as well as article and plural errors in “through windward side of mountain” and “These formation.” The clause beginning “which formed” also shifts tense and attaches awkwardly to the preceding idea. Aim to keep the process description consistently in the present simple, check agreement, and use articles with singular countable nouns. More accurate control of these patterns would make the range of sentence forms clearer and more reliable.

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

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