IELTS Writing Band Descriptors Explained (Task 1 and Task 2)

The Writing band descriptors are the public version of the scales examiners use to mark Task 1 and Task 2. IELTS publishes them as a PDF on IELTS.org (IELTS Writing band descriptors (IELTS.org PDF)). The current file is marked "Updated May 2023" and has separate tables for Task 1 and Task 2, each with nine bands and four criteria. This guide explains that PDF for Writing only. If you want a quick reference for every skill, including Speaking and the overall band scale, use our Band Descriptors tool instead.

Two lines at the top of the PDF matter more than anything else. First, a script must fully fit the positive features of the descriptor at a level. Second, bolded text marks negative features that will limit a rating. In practice this means one serious weakness can hold a criterion down even if everything else in that column looks like a higher band. A Band 7 vocabulary range does not rescue a Task Response that leaves part of the question unanswered.

The descriptors are not a checklist of phrases. Nothing in them rewards a particular linking word, idiom or sentence template. They describe behaviours: how fully you answer, how clearly ideas progress, how precisely you choose words, and how well you control grammar. That is why memorised essays tend to score lower than candidates expect. The PDF itself warns about memorised and formulaic language at the lower bands.

Task Response is the criterion most candidates misread. It is not about having clever ideas. It asks three questions: did you address every part of the prompt, did you give a position that answers the question, and did you develop your main ideas with explanation and support?

At Band 9 the PDF says the prompt is "explored in depth" with a "fully developed position". Band 8 drops to "sufficiently addressed" with ideas that are "well extended and supported". Band 7 asks that the main parts of the prompt are addressed and a "clear and developed position" is presented, but it allows a tendency to over-generalise or a lack of focus in supporting ideas. Band 6 is where the warning signs start: some parts may be covered more fully than others, and conclusions may be "unclear, unjustified or repetitive". At Band 5 the main parts are only incompletely addressed and the development is not always clear.

Task 1 uses Task Achievement instead of Task Response, and the PDF describes it slightly differently for Academic and General Training. For Academic Task 1, the key word is overview. The Band 7 descriptor expects a "clear overview" in which "main trends or differences are identified". Band 6 says only that a relevant overview is "attempted". At Band 5 the selected key features are not adequately covered, the recounting of detail is "mainly mechanical", and there may be no data to support the description.

For General Training Task 1 (the letter), Band 7 asks that all bullet points are covered and clearly highlighted, that the letter presents a clear purpose, and that the tone is consistent and appropriate. A letter that answers every bullet but switches between formal and chatty language is a typical Band 6 Task Achievement profile.

Coherence is about whether the reader can follow your ideas. Cohesion is about the language that connects them. The Band 8 descriptor says the message "can be followed with ease" and that paragraphing is used "sufficiently and appropriately". Band 7 asks for logical organisation and "a clear progression throughout", with a range of cohesive devices, including reference and substitution, used flexibly but with some inaccuracies or some over or under use.

Band 6 is the level most learners recognise in their own essays. The PDF says cohesion may be "faulty or mechanical" because of misuse, overuse or omission of linking devices, and that paragraphing may not always be logical. Mechanical cohesion is the classic pattern of starting every sentence with Firstly, Moreover, Furthermore, In addition. It shows linking, but not control.

The fastest way to move from Band 6 to Band 7 here is usually to link with fewer connectors and more reference words. Pronouns (this, these, such), synonyms and summary nouns (this trend, this approach) connect sentences without announcing the connection.

Lexical Resource rewards precise vocabulary more than rare vocabulary. The Band 7 descriptor says the resource allows "some flexibility and precision", with some ability to use less common or idiomatic items, and an awareness of style and collocation even though inappropriacies occur. Band 8 raises this to a "wide resource" that is "fluently and flexibly used to convey precise meanings", with only occasional slips in word choice or collocation.

Band 6 says the meaning is generally clear "in spite of a rather restricted range or a lack of precision". It also includes a useful note for ambitious writers: "If the writer is a risk-taker", the range of vocabulary will be wider but with "higher degrees of inaccuracy or inappropriacy". In other words, the descriptors accept some errors from attempting more advanced language at Band 6, but by Band 7 errors in spelling and word formation should be few and should not reduce clarity.

At the lower bands, the PDF flags inappropriate use of lexical chunks such as memorised phrases, formulaic language and language copied from the input material. Openers like "In this day and age" or "Every coin has two sides" are exactly the kind of formulaic language that does not earn credit.

Grammar is judged on range and accuracy together. Band 7 asks for "a variety of complex structures" used with some flexibility and accuracy, and says "error-free sentences are frequent". Band 8 says "the majority of sentences are error-free". Band 6 describes a mix of simple and complex forms where flexibility is limited and the complex structures are less accurate than the simple ones. At Band 5, complex sentences are attempted but tend to be faulty.

The practical lesson is to count error-free sentences, not complex ones. A Band 6 writer often has plenty of long sentences but makes errors in most of them. Writing one fewer clause and getting the sentence right is usually the better trade.

Self-assessment works best when you mark one criterion at a time and look for evidence in the script, not impressions. Use the steps below on a timed essay you wrote at least a day ago, so you read it as an examiner would.