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 process diagram illustrates the formation of rain-shadow desert on mountains and how rainfall begins, which subsequently forms rain-shadow desert on inland.

Overall, it is clear from the diagram that how winds from sea reaches the coast and starts the process of rainfall, and then this system moves towards its objective on inland. I will explain this developement in series of steps below paragraphs.

Looking at the details, the generation of this procedure starts with winds from sea and these winds hit the coast, before making steady growth upwards to windward side and produces cool moist air which rises and forms clouds. These clouds eventually results in the shape of rainfall.

In contrast, dry air continues over mountain towards leeward side and moves downward, which causes the creation of dry winds reach inland areas. There on inland areas rain-shadow desert established. This is the course of action through which one of desert type forms.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main stages and give an overall account of the process: winds arrive from the sea, rise on the windward side, produce clouds and rain, and then continue as dry air towards the inland desert. This is relevant and broadly accurate. The response also identifies the contrast between the rainy windward side and the dry leeward side. However, some details are unclear or imprecise: the opening says rainfall “begins” on the mountains, while the overview describes the winds as moving towards an “objective,” which does not explain the process. The sequence could be reported more precisely by stating that moist air cools as it rises, rain falls on the windward side, and the remaining dry winds travel inland over thousands of kilometres. This would make the key features more fully developed.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure, with an introduction, an overview, and paragraphs describing the stages. The sequence is generally easy to follow, and transitions such as “Looking at the details” and “In contrast” help distinguish the two sides of the mountain. This gives the account a coherent progression. However, some linking and referencing are mechanical or unclear. For example, “this system moves towards its objective on inland” does not clearly connect to a specific stage, and “There on inland areas” makes the relationship between dry winds and desert formation difficult to follow. The final sentence repeats the idea that the process forms a desert rather than adding a useful concluding detail. More direct links between each stage would make cohesion smoother.

Lexical Resource: Band 6.0

You use a relevant range of process vocabulary, including “windward side,” “leeward side,” “moist air,” “dry winds,” and “rain-shadow desert.” These terms show awareness of the diagram’s subject, and the meaning is generally understandable. There are also attempts to use less common wording, such as “generation” and “creation,” but some choices are inaccurate or unnatural in context. “Moves towards its objective” does not describe the movement of air, while “steady growth upwards” is not a natural way to describe winds rising. “The creation of dry winds reach inland areas” also combines words in a way that obscures the intended meaning. Aim for precise process verbs and natural collocations rather than replacing simple terms with more elaborate ones. Check spelling, including “development.”

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of sentence forms, including a complex sentence beginning “Looking at the details” and a contrastive sentence beginning “In contrast.” The stages can usually be understood, but some grammatical errors remain and occasionally make relationships unclear. For example, “it is clear from the diagram that how winds” uses an incorrect clause pattern; write “the diagram shows how winds…” instead. In “winds from sea reaches,” the plural subject requires “reach,” and “these clouds eventually results” should be “these clouds eventually result.” The phrase “dry winds reach inland areas” is also not grammatically integrated into its sentence. Review subject–verb agreement, articles, and clause construction, while keeping the useful variety of sentence structures you are attempting.

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