Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-11-03

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 diagram illustrates the the process of forming a special type of desert called rain-shadow desert.

Overall, there are seven stages in total, beginning with winds approaching coast and ending with dry winds reaching inland areas with final form of the rain-shadow desert.

To begin with, the winds from the sea approach towards the coastline and mountain. Then the winds is pushed upwards flowing through the side of the mountain. In the next stage, as the the winds flow upwards, it helps to rise the moist air and to become it cool at windwart side of the hill. Farther, clouds are transformed from the moist air which (clouds) then fall on the mountain as rain.

Regarding the remaining stages, after the rainfall on the thousands of kilometres area of mountain, on the other hand, dry air continues flowing over the mountain towards the leeward side of the mountain at the penaltimate stage. Finally, the dry winds reach inland areas and form the final rain-shadow desert .

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main sequence, from winds approaching the coast to dry winds reaching inland, and identify the rain-shadow desert as the outcome. The overview also gives the number of stages and the process’s beginning and end. However, some important details are unclear or inaccurately described: the diagram shows moist air rising and cooling, followed by cloud formation and rain on the windward side, but “it helps to rise the moist air” makes the relationship difficult to follow. The phrase “rainfall on the thousands of kilometres area of mountain” misrepresents the scale label, which indicates horizontal distance rather than an area of rainfall. Clarifying these stages and the windward-to-leeward contrast would make the account more complete and precise.

Coherence and Cohesion: Band 6.0

The response has a clear overall arrangement: an introduction, an overview, and paragraphs describing the earlier and later stages. Sequencing expressions such as “To begin with,” “In the next stage,” and “Finally” help the reader follow the process. However, some links are mechanical or confusing. “Farther” does not clearly signal the next stage, while “on the other hand” suggests a contrast that is not present. The reference in “which (clouds) then fall” is also unclear, since rain—not clouds—falls. Organise the stages in a straightforward sequence and use linking phrases only when they express the relationship intended; this would make the progression smoother and referencing clearer.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “moist air,” “rainfall,” “leeward side,” and “inland areas,” and the key subject remains understandable. There is also an attempt to use more specific terms such as “rain-shadow desert.” However, several word choices and collocations are inaccurate or awkward, including “winds is pushed upwards,” “rise the moist air,” “clouds are transformed from the moist air,” and “rainfall on the … area of mountain.” “Windwart” is also misspelled, and “penaltimate” is not the correct spelling of “penultimate.” Choose standard process verbs and collocations, and check spelling of technical terms, so the vocabulary communicates the stages precisely.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex sentences, including a subordinate clause beginning “as the winds flow upwards” and a relative clause with “which.” The overall meaning is usually recoverable, but some grammatical errors remain. For example, “the winds is pushed” has subject–verb disagreement, and “the the winds” repeats an article. In “it helps to rise the moist air and to become it cool,” the verb pattern and pronoun placement are faulty. Articles and sentence boundaries also need attention, as in “approaching coast” and the space before the final full stop. Aim for accurate subject–verb agreement and simpler, controlled clause structures before adding complexity.

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