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 explains the events that result in the formation of a rain-shadow desert.

The winds approaching the mountain are converted into rain clouds which causes the dry air to flow down twoards the hill eventually reaching the ground levels forming the rain-shadow desert.

The process starts at the coastal area where the strong winds approach from the nearby sea. These winds then start to blow in the upward direction along the windward side of the mountain. The air becomes moist as it travels upward which results in the formation of clouds which eventually turn into rain clouds at the peak of the mountain.

The rainfall starts and the dry wind continues to move downwards along the leeward side of the mountain eventually reaching the ground level where the rain-shadow desert is formed.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the diagram as a process and describe its main sequence: winds arrive from the sea, rise on the windward side, produce clouds and rain, and continue towards the inland desert. However, some details are unclear or inaccurate: the air is moist before it rises and cools, rather than becoming moist as it travels upward, and the diagram shows dry air continuing over the mountain, not simply moving down its leeward side. The overview also says the winds are “converted into rain clouds,” which does not accurately explain the stages. The response is 133 words, below the required 150, and several stages could be explained more fully, including the cooling of rising air and the inland reach of the dry winds. Add these details to complete the summary.

Coherence and Cohesion: Band 5.5

The response has a generally understandable order, moving from an introductory statement to the coastal winds, mountain ascent, rainfall and desert formation. Paragraphing also separates the overview from the stage-by-stage account. However, the second paragraph largely repeats the overview, and the final paragraph compresses several stages into one sentence. This limits the progression and makes the explanation feel somewhat repetitive. Some links are also imprecise: “which eventually turn into rain clouds” does not clearly show how clouds form, while “The rainfall starts and the dry wind continues” joins two stages without explaining their relationship. Develop each stage in sequence and use clear references to the air as it changes from moist to dry.

Lexical Resource: Band 6.0

You use relevant process vocabulary, including “windward side,” “leeward side,” “coastal area,” “rainfall” and “rain-shadow desert,” which gives the response an adequate range for describing the diagram. Some choices, however, are imprecise or repetitive. “Converted into rain clouds” is not a natural description of the process, and “ground levels” is less suitable than a direct reference to inland areas. The spelling “twoards” is also an error. Aim for precise process language and avoid repeating “eventually” several times. For example, describe air as rising, cooling and forming clouds, then state that dry winds continue inland beyond the mountain.

Grammatical Range and Accuracy: Band 6.0

The response includes both simple sentences and more complex structures, such as “These winds then start to blow in the upward direction along the windward side of the mountain.” Most of the meaning remains clear, but some grammatical errors occur. In “which causes the dry air,” the verb does not agree with the plural noun “events”; the long opening sentence also makes the relationship between the stages difficult to follow. In “The rainfall starts and the dry wind continues,” the singular “wind” is inconsistent with the general process description. Some sentences rely on repeated “which” and “eventually” constructions. Use a wider range of controlled sentence patterns, check agreement, and punctuate longer sequences so each stage is easy to follow.

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

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