Understanding IELTS Writing Band Descriptors

Understand how your IELTS Writing Task 1 and Task 2 responses are marked. Knowing the criteria helps you focus your preparation effectively.

Examiners use detailed band descriptors to assess your writing across four key areas. Below is a simplified explanation of what is generally expected at different band levels (based on public versions of the descriptors).

Note: These are simplified summaries. For full details, refer to the official IELTS public band descriptors.

The Four Assessment Criteria

1. Task Achievement (Task 1) / Task Response (Task 2):
How well you answered the question and fulfilled all requirements of the task.
2. Coherence and Cohesion:
How well your writing is organized, structured into paragraphs, and linked together smoothly.
3. Lexical Resource:
Your range of vocabulary, your ability to use words accurately and appropriately, and spelling.
4. Grammatical Range and Accuracy:
Your range of sentence structures, your ability to use grammar correctly, and punctuation.

Each criterion contributes equally to your final writing band score for each task.

Simplified Expectations by Band Level (Examples)

  • TA/TR: Addresses all parts of the task; presents a clear position/overview throughout; presents, extends and supports main ideas (but may over-generalise or lack focus sometimes).
  • CC: Logically organises information; clear progression throughout; uses a range of cohesive devices appropriately (though some over/under-use). Clear paragraphing.
  • LR: Uses a sufficient range of vocabulary with flexibility and precision; uses less common lexical items with some awareness of style and collocation; may produce occasional errors in word choice, spelling and/or word formation.
  • GRA: Uses a variety of complex structures; produces frequent error-free sentences; has good control of grammar and punctuation but may make a few errors.

  • TA/TR: Addresses all parts of the task (though some parts may be more fully covered); presents a relevant position/overview (though conclusions may be unclear or repetitive); presents relevant main ideas but some may be inadequately developed or unclear.
  • CC: Arranges information coherently; clear overall progression; uses cohesive devices effectively (but cohesion within/between sentences may be faulty or mechanical); paragraphing may not always be logical.
  • LR: Uses an adequate range of vocabulary for the task; attempts to use less common vocabulary but with some inaccuracy; makes some errors in spelling and/or word formation, but they do not impede communication.
  • GRA: Uses a mix of simple and complex sentence forms; makes some errors in grammar and punctuation but they rarely reduce communication.

  • TA/TR: Generally addresses the task (but format may be inappropriate); addresses task only partially, or response is tangential; presents a position but it's unclear; presents some main ideas but these are limited and not well developed; may present irrelevant detail. (Task 1: Recounts detail mechanically with no clear overview; may be no data to support description).
  • CC: Presents information with some organisation but lacks overall progression; makes inadequate, inaccurate or overuse of cohesive devices; may be repetitive; paragraphing may be inadequate or missing.
  • LR: Uses a limited range of vocabulary, but minimally adequate for the task; makes noticeable errors in spelling and/or word formation that may cause difficulty for the reader.
  • GRA: Uses only a limited range of structures; attempts complex sentences but these tend to be less accurate than simple sentences; makes frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader.
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