Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 21 · 2026-11-04

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 map illustrates the formation of rain shadow desserts.

Overall, the wind from sea approaches and pushed towards the mountain's slope; it steadily converts into cloud form and consequently it rains. While raining the dry air runs over tip of the mountain, which goes downwards and reaches to inland areas and forms rain shadow desert.

The formation of rain shadow deserts often took place over the mountains, which have spread over thousands of kilometres. In these mountainous regions, when wind approaches from sea/coastel areas it gets pushed upwards through and converts itself into cool, moist air and travels through windward side and gradually converts into the cloud forms. Continuing from that after the conversion, when moisture of clouds starts faliing as a rain it also leave after a dry air over the tip of the mountain. That dry air travels through the leeward side and gradually comes downwards from mountain and reaches to inland areas and forms a rain shadow dessert .

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main sequence and give an overview: moist air rises, clouds form, rain falls on the windward side, and dry air continues inland to create a rain-shadow desert. This captures the diagram’s central cause-and-effect process, and the reference to the mountains extending over “thousands of kilometres” is relevant. The response also distinguishes the windward and leeward sides. However, some stages are not fully clear or precise: for example, the wind is pushed upwards by the mountain, and the air cools as it rises, but these details are muddled in the body. The overview is present, though it could more clearly summarise the contrast between rainfall on the windward side and dry conditions inland. More precise reporting of each stage would strengthen the account.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an opening, an overview and a paragraph describing the process. The stages are generally presented in the correct order, and connectors such as “consequently,” “while,” and “after that” help show sequence. However, progression is not consistently smooth: the overview repeats much of the body, and the long final paragraph contains several stages in one sentence, making the relationships harder to follow. Some linking is awkward or unclear, particularly “Continuing from that after the conversion.” Separate the process into clearer steps and use concise, accurate transitions such as “As a result” and “Once the rain has fallen.” This would make the organisation easier to follow without relying on repeated sequencing language.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “windward side,” “leeward side,” “moist air,” and “inland areas,” which helps communicate the diagram’s key features. There is also some attempt to vary wording, such as “approaches,” “pushed upwards,” and “reaches.” However, noticeable spelling and word-choice errors reduce precision: “desserts” is used for “deserts,” “coastel” for “coastal,” and “faliing” for “falling.” Some combinations are unnatural, including “converts into cloud form” and “leave after a dry air.” Prefer direct process language such as “forms clouds” and “leaves dry air behind.” More accurate collocations and careful spelling would make the description clearer and more natural.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and complex sentences, including clauses beginning with “when” and “which,” and the overall process can usually be understood. However, errors in verb forms, articles and sentence construction are noticeable. For example, “the wind from sea approaches and pushed” mixes present and past forms, while “the formation … often took place” uses an unsuitable past tense for a general process. Articles are also missing in phrases such as “over tip of the mountain” and “from sea.” The sentence beginning “While raining the dry air runs…” has an unclear grammatical relationship between the rain and the dry air. Use the present simple consistently for a diagram, check articles, and divide long sentences where the subject or sequence becomes unclear.

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