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 illustrates how a rain-shadow desert is formed.

Overall, the formation of rain-shadow consists of seven steps. The coastal winds gets pushed upwards a mountain which form clouds and rain on the peak. The dry air descends and reach inland areas which causes rain-shadow deserts formation.

First of all, the winds from sea reach coast. When wind hits mountain, it gets pushed upwards on the windward side. On the high altitude, the wind gets moist and cools which causes it to raise further and transforms into clouds. The winds from bottom causes clouds to raise to the peak of the mountain where it rains.

After clouds rains on the peak the dry air continues to move downward on the leeward side. Once the dry air reaches the sea level on leeward side it causes the formation of rain-shadow desert on the inland. The winds on the windward side of mountain is moist and cold while the wind on the leeward side is dry.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main sequence and give a clear overview: moist coastal air rises over the windward slope, rain falls, and drier air continues inland to create the desert. The final comparison between the moist windward side and dry leeward side is also relevant. This meets the task well, though some stages are less accurately or fully explained. For example, the diagram shows moist air rising and cooling before clouds form; it does not say that the air becomes moist at high altitude, as your account suggests. The description of air descending to sea level is also more specific than the diagram, which only shows dry air continuing over the mountain and reaching inland areas. More precise reporting of these stages would strengthen the response.

Coherence and Cohesion: Band 6.5

The response is arranged in a sensible sequence, with an introduction, an overview and two paragraphs describing the process. Phrases such as “First of all” and “After” help the reader follow the stages, and the final contrast between the two mountain sides gives the account a useful ending. The overall progression is clear, although some linking is mechanical and a few references are difficult to follow. For instance, “The winds from bottom” does not clearly identify which air movement is meant, and the transition from clouds forming to rain falling could be more direct. Use precise references to each stage and vary the linking language so that connections feel natural rather than formulaic.

Lexical Resource: Band 6.0

You use a suitable range of process vocabulary, including “windward side,” “leeward side,” “moist,” “dry air,” and “formation.” These terms help communicate the diagram’s main features, and the meaning is generally clear. However, some word choices and collocations are inaccurate or awkward, such as “wind gets moist,” “causes it to raise,” and “clouds rains.” The repeated use of “wind” and “air” also limits precision in places. Choose verbs that describe the process more naturally, such as air rising, cooling, and descending, and use “precipitation” or “rainfall” where appropriate. This would make the vocabulary more accurate and flexible.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex sentences, including clauses with “which” and “where,” and the sequence remains understandable. However, some grammatical errors recur and occasionally make relationships between stages unclear. Examples include “the coastal winds gets,” “which form clouds,” and “the wind on the leeward side is dry,” where agreement or number is inconsistent. There are also problems with articles and sentence construction in “When wind hits mountain” and “After clouds rains.” Practise checking subject–verb agreement, singular and plural forms, and articles in each sentence. More accurate control of these basic patterns, alongside your attempts at complex sentences, would improve clarity.

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

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