IELTS Writing Band Descriptors, Explained
The band descriptors are the public guide examiners use to mark IELTS Writing. Here they are in plain English for every criterion, with what changes from one band to the next and how to move up. Our IELTS writing checker scores your writing with this same guide.
Our own summary, not the official wording. The official version is the Writing band descriptors PDF (updated May 2023) from IELTS.
How IELTS Writing is marked
- Two tasks, four criteria each. Task 1 (a report or a letter) and Task 2 (an essay) are each marked on four criteria that count equally.
- The first criterion depends on the task. Task Achievement for Task 1, Task Response for Task 2. Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy are the same in both.
- Task 2 counts double. It carries twice the weight of Task 1 in your Writing band.
- Weak points cap the score. To be given a band, your writing has to show the positive features listed for it. Some problems, such as no overview in an Academic report, a missing bullet point in a letter, or an unclear position in an essay, hold a criterion down however good the rest is.
Task Response (Task 2)
Task Response asks one thing: did you answer this question, fully, with a clear opinion and ideas you develop?
| Band | What it looks like |
|---|---|
| 9 | Every part of the question fully answered; position fully developed; ideas extended and well supported throughout. |
| 8 | Every part answered well; ideas relevant, extended and supported; only an occasional lapse in focus or support. |
| 7 | Every part answered; a clear position runs through the essay; main ideas are extended and supported, though some may be over-general or drift a little. |
| 6 | Every part addressed, but some parts less fully than others; a relevant position, though the conclusion may be unclear or repetitive; some ideas not developed enough. |
| 5 | Only part of the question addressed, or the format is wrong in places; a position is given but not clearly developed; few main ideas, thinly developed, some irrelevant detail. |
| 4 | Answers the question only minimally or indirectly; the position is hard to find; ideas are few, repetitive or unsupported. |
How to move up a band
- Answer every part. "Discuss both views and give your opinion" is three jobs, and missing one caps the score however good your English is.
- Say where you stand in the introduction and keep to it in every paragraph and the conclusion.
- Extend each main idea: make the point, explain why it's true, then give a specific example or result. Band 6 essays list ideas; band 7 essays develop them.
- Stay on the exact question. An essay about technology in general doesn't answer a question about technology in schools.
Task Achievement (Task 1 Academic)
In Academic Task 1 you summarise a chart, table, map or process. Task Achievement is about choosing the important features and reporting them accurately.
| Band | What it looks like |
|---|---|
| 9 | Fully meets the task; a clear, complete and accurate report. |
| 8 | Covers everything the task needs; key features clearly presented, highlighted and illustrated with well-chosen figures. |
| 7 | Covers the task; a clear overview of the main trends, differences or stages; key features clearly highlighted, though some could be developed more. |
| 6 | Addresses the task; an overview is there and the information is sensibly selected; key features are covered, but some details are irrelevant, missing or inaccurate, and the reporting may be mechanical. |
| 5 | Generally addresses the task, but recounts details mechanically with no clear overview; key features not adequately covered; few or no figures, or wrong ones; the format may be unsuitable in places (for example written as a letter, or with personal opinions). |
| 4 | An attempt, but key features are missing or confused with minor details; parts are unclear, irrelevant, repetitive or inaccurate. |
| 3 | Does not address the task; very few relevant ideas, mostly irrelevant or repetitive. |
How to move up a band
- Write an overview: one or two sentences on the biggest trends, differences or stages, with no numbers. Without a clear one, Task Achievement doesn't reach 7.
- Select. Pick out the highest and lowest values, the biggest changes and the exceptions instead of listing every figure.
- Support the main points with accurate figures, and compare where the data invites it.
- Report only what the visual shows: no causes, predictions or opinions of your own.
Task Achievement (Task 1 letter, General Training)
In the General Training letter, Task Achievement is about covering all three bullet points with a clear purpose and the right tone for the reader.
| Band | What it looks like |
|---|---|
| 9 | Fully meets the task; every bullet point fully covered; the purpose is completely clear; the tone is right throughout. |
| 8 | All bullet points covered and well extended; a clear purpose; a consistent, appropriate tone. |
| 7 | All bullet points covered and clearly highlighted, though some could be developed more; a clear purpose; a consistent, appropriate tone. |
| 6 | All bullet points addressed, some more fully than others; the purpose is generally clear; the tone may slip in places; some details irrelevant or inaccurate. |
| 5 | Generally addresses the task, but a bullet point is missing or only touched on; the purpose is unclear at times; the tone may be unsuitable; details may be irrelevant or repetitive. |
| 4 | An attempt, but bullet points are missing or barely covered; the purpose is unclear; the tone or format is unsuitable. |
| 3 | Does not address the task; the purpose is unclear; very few relevant ideas. |
How to move up a band
- Give each bullet point its own paragraph and at least one useful detail.
- Make the reason for writing clear in the first sentence or two.
- Pick a tone that fits the reader (formal for a company, friendly for a friend) and keep it to the end, including the opening and closing.
Coherence and Cohesion
Coherence is whether your ideas come in a logical order; cohesion is how you join them. It's marked the same way in both tasks.
| Band | What it looks like |
|---|---|
| 9 | Organisation is effortless to follow; linking never draws attention to itself. |
| 8 | Ideas sequenced logically; all aspects of linking handled well; paragraphing sufficient and appropriate. |
| 7 | Logically organised with clear progression; a range of linking devices used appropriately with some over- or under-use; each paragraph has a clear central topic. |
| 6 | A clear overall progression; linking devices used effectively but sometimes mechanically or faultily; referencing not always clear; paragraphing not always logical. |
| 5 | Some organisation but no clear overall progression; linking devices missing, inaccurate or overused; repetition from weak referencing; paragraphing weak or missing. |
| 4 | Ideas not arranged coherently; only basic linking, often inaccurate or repetitive; may not use paragraphs. |
How to move up a band
- Give every paragraph one central idea, stated in its first sentence.
- Use linking words where they add meaning, not at the start of every sentence. Overusing them is a band 5 and 6 feature.
- Refer back instead of repeating: "this policy", "such changes", "these students".
Lexical Resource
Lexical Resource covers the range and accuracy of your vocabulary: word choice, natural word partners, spelling and word forms.
| Band | What it looks like |
|---|---|
| 9 | Wide, natural and precise vocabulary; only rare slips. |
| 8 | Wide vocabulary used fluently and flexibly for precise meaning; uncommon words used skilfully; occasional slips in word choice or collocation; rare spelling or word-form errors. |
| 7 | Enough range for some flexibility and precision; some less common words used with awareness of style and collocation; occasional errors in word choice, spelling or word form. |
| 6 | Adequate range for the task; tries less common words with some inaccuracy; some spelling or word-form errors that do not block meaning. |
| 5 | Limited range, just adequate; noticeable spelling or word-form errors that may make the reader work. |
| 4 | Basic, repetitive or inappropriate vocabulary; weak control of spelling and word form; errors may strain the reader. |
How to move up a band
- Learn words in partnerships (collocations): commit a crime, a significant increase, raise awareness.
- Paraphrase the question in your own words rather than copying it.
- Use a less common word only when you're sure of its meaning and grammar. A wide range used inaccurately still sits around band 6.
Grammatical Range and Accuracy
This criterion looks at how varied your sentences are and how many are free of errors, including punctuation.
| Band | What it looks like |
|---|---|
| 9 | Wide range of structures used with full flexibility and accuracy; only rare slips. |
| 8 | Wide range; most sentences are error-free; only very occasional errors. |
| 7 | A variety of complex structures; frequent error-free sentences; good control though a few errors remain. |
| 6 | A mix of simple and complex sentences; some grammar and punctuation errors that rarely reduce communication. |
| 5 | Limited range; complex sentences attempted but less accurate than simple ones; frequent errors that can make the reader work. |
| 4 | Very limited range, few subordinate clauses; errors dominate; punctuation often faulty. |
How to move up a band
- Count your error-free sentences. Band 7 needs them to be frequent; band 8 needs most sentences to be error-free.
- Mix in complex structures you control well: relative clauses, conditionals, the passive, and clauses starting with although or because.
- Fix the errors you repeat, such as articles, subject-verb agreement and comma splices, before you add new structures.
Band 6, 7 and 8: what changes
Most candidates sit between 6 and 7, and most targets are 7 or above. Here is the same idea from a Task 2 essay on free public transport, written the way it typically appears at each level. One sentence can't earn a band on its own, because examiners judge the whole response, but it shows the kind of difference they look for.
around 6 Free public transport is good because it helps people. Many people can not pay for the bus, so they use car and this make more pollution.
The idea is relevant but general, the linking is simple, and there are errors (can not, use car, this make) that don't block meaning.
around 7 Making public transport free would help lower-income families, who often cannot afford daily fares and may therefore rely on older, more polluting cars.
The idea is extended with a reason and a result, a relative clause carries it, and the vocabulary is more precise (lower-income, daily fares).
around 8 Abolishing fares would make buses and trains a realistic option for lower-income households, many of whom now depend on ageing cars simply because a monthly pass is out of reach.
Precise, natural word choice (abolishing fares, out of reach), a complex structure used with control, and a specific cause behind the claim.
| Criterion | Band 6 | Band 7 | Band 8 |
|---|---|---|---|
| Task Response | All parts addressed, some thinly | All parts answered, clear position, ideas extended | All parts answered well, ideas fully supported |
| Coherence and Cohesion | Clear overall order, linking sometimes mechanical | Clear progression, one topic per paragraph | Logical throughout, linking handled well |
| Lexical Resource | Adequate range, some errors | Some less common words used with care | Wide, precise, natural vocabulary |
| Grammatical Range and Accuracy | Simple and complex mixed, some errors | Varied complex structures, frequent error-free sentences | Wide range, most sentences error-free |
Rules people get wrong
- "Every word under 250 loses a mark." There's no fixed deduction. A short essay can't develop its ideas enough, so Task Response falls. Words copied from the question don't count, and answers of 20 words or fewer get band 1.
- "Memorised phrases raise your score." The descriptors treat memorised and formulaic language as a sign of a lower band, and an answer that is entirely memorised can be scored 0.
- "More linking words, higher Coherence." Overused or forced linking words are part of the band 5 and 6 descriptions. Band 7 and above use them flexibly and only where they fit.
- "Big words mean band 8." Less common words help only when they're precise and correct. A wide range with frequent mistakes is a band 6 profile.
- "Band 7 needs perfect grammar." It needs frequent error-free sentences, not zero errors.
- "Longer essays score higher." Going well past the minimum earns nothing by itself. It leaves less time to plan and check, and more room for errors.
Check your writing against the descriptors
Paste a Task 2 essay, an Academic Task 1 report with its chart, or a General Training letter. The checker gives a band for each criterion with a reason, and lists the problems costing you the most marks. 1 free check a day, no sign-up.
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Need a question to practise with? Pick one of our IELTS Writing Task 2 practice questions.
Questions
Where can I find the official IELTS Writing band descriptors?
IELTS publishes them as a PDF, Writing band descriptors (updated May 2023), with one page for each task. This page is our own plain-English summary of them.
Are the band descriptors the same for Academic and General Training?
Task 2 is marked the same way in both tests. In Task 1 only the first criterion differs: an Academic report is judged on how it summarises a visual, and a General Training letter on how it covers the bullet points with the right purpose and tone. The other three criteria are the same.
What's the difference between Task Response and Task Achievement?
Task Response is the first criterion for the Task 2 essay: answering the question with a clear, developed position. Task Achievement is the first criterion for Task 1: covering what the report or letter has to include.
How is the Writing band worked out?
Each task gets a band for each of its four criteria, which count equally. Task 2 counts twice as much as Task 1 in your Writing band, so a weak essay costs more than a weak report or letter.
Can I get band 7 with some grammar mistakes?
Yes. Band 7 grammar needs frequent error-free sentences and good control, not perfection. Even band 8 allows occasional errors. What lowers the band is errors that are frequent or make the reader work out the meaning.
Is there a penalty for writing under 250 words?
There's no fixed deduction per word. A short essay simply has less room to answer every part and develop its ideas, so Task Response drops, and words copied from the question don't count. Answers of 20 words or fewer get band 1.