IELTS Writing Band Descriptors Explained

IELTS Writing band descriptors are the public marking criteria that examiners use to score every script on four criteria, and they are published on IELTS.org as a PDF with separate tables for Task 1 and Task 2 across bands 0 to 9. Task 1 is marked on Task Achievement and Task 2 on Task Response, while both tasks share Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. Reading them closely shows what separates one band from the next, which makes practice far more targeted.

Certificated IELTS examiners assess each Writing task, and the two task results combine into a single Writing band in which Task 2 counts twice as much as Task 1. Academic and General Training candidates meet the same four criteria, with Task 1 wording that differs only in what counts as meeting the task. Rules for short, off-topic or copied answers appear inside the descriptors, and a criterion-by-criterion check lets you apply them to your own practice scripts.

Where are the official IELTS Writing band descriptors published?

Official public descriptors are published on IELTS.org in a PDF called Writing Band Descriptors, which holds one set of tables for Task 1 and one for Task 2, each covering bands 0 to 9 for Academic and General Training. IELTS.org also links a four-page Writing marking criteria document and a Writing band score descriptors document from its page of resources for organisations that set score requirements. IDP IELTS reproduces the descriptors band by band, and the PDF itself asks readers to check IELTS.org for updates.

Every table opens with a rule that a script must fully fit the positive features of a band's descriptor, and bolded wording marks negative features that limit a rating. Band 0 is for scripts that were not attempted, are in another language or are proven to be totally memorised, and responses of 20 words or fewer are rated at band 1. Reading a band across all four columns tells you what a script needs to show on each criterion at once.

What are the four IELTS Writing criteria?

Both tasks are marked on four criteria: Task Achievement for Task 1 or Task Response for Task 2, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. Task Achievement asks whether you met the task's requirements. For Academic that means selecting key features, presenting a clear overview and supporting points with data, and for General Training it means covering every bullet point with a clear purpose and a consistent, appropriate tone. Task Response asks whether you addressed the prompt, presented a position and developed ideas with support.

General Training Task 1 is a letter that responds to a situation, and Task 2 gives a point of view, argument or problem to discuss, so reading each prompt for its exact requirements is the first habit that matches the marking.

• Coherence and Cohesion: logical organisation, clear progression, cohesive devices including reference and substitution, and paragraphing
• Lexical Resource: range and precision of vocabulary, less common or idiomatic items, collocation, spelling and word formation
• Grammatical Range and Accuracy: variety of structures, how many sentences are error-free, and punctuation

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How are the criteria weighted, and how much does Task 2 count?

All four criteria carry equal weight, each contributing 25 per cent, and the four scores are averaged and rounded. Task 2 contributes twice as much as Task 1 to the Writing score, which matches a 60-minute paper where Task 1 should take no more than 20 minutes and Task 2 no more than 40 minutes.

Preparation follows from that split. Practise Task 2 first and most often, writing at least 250 words in 40 minutes, then add Task 1 at a minimum of 150 words in 20 minutes. Because every criterion counts equally, a weak criterion lowers the average that the strong ones build, so balanced work across the four columns usually serves you better than polishing one.

What changes between band 6 and band 7 on each criterion?

Band 7 differs from band 6 mainly in control and flexibility, with ideas developed more fully, progression made clearer and complex language handled more accurately. On Task Response, band 6 addresses the main parts of the prompt, though some receive fuller coverage than others, and its conclusions may be unclear, unjustified or repetitive. Band 7 addresses the main parts appropriately, presents a clear and developed position, and extends and supports main ideas, with some tendency to over-generalise.

On Coherence and Cohesion, band 6 shows overall progression, but cohesive devices can be faulty or mechanical and paragraphing may not always be logical. Band 7 organises ideas logically, uses a range of cohesive devices including reference and substitution flexibly despite some over or under use, and paragraphs effectively.

Lexical Resource at band 6 is generally adequate, with meaning clear despite a restricted range or imprecise word choice; band 7 adds some flexibility and precision, some less common or idiomatic items, and an awareness of style and collocation. Grammatical Range and Accuracy at band 6 mixes simple and complex forms with limited flexibility, and complex structures contain more errors than simple ones. Band 7 uses a variety of complex structures with some flexibility and accuracy, and error-free sentences are frequent.

What changes between bands 5 and 6, and between bands 7 and 8?

Band 5 addresses the main parts of the prompt incompletely, with a position whose development is not always clear, organisation that is evident but not wholly logical, vocabulary that is minimally adequate, and a limited, fairly repetitive range of structures. Band 6 addresses the main parts, presents a relevant position, shows a clear overall progression, and combines simple and complex forms with errors that rarely impede communication.

At Band 8, the prompt is addressed sufficiently with a well-developed position and well-extended ideas, information is sequenced logically with only occasional lapses, and a wide vocabulary is used fluently, including uncommon or idiomatic items. Most of its sentences are error-free, and the errors that remain are occasional and non-systematic. Band 7 shows these qualities with more over-generalising, some inaccurate cohesion and a few persisting grammar errors.

How do word counts and off-topic answers affect the Writing band?

Task 1 requires at least 150 words and Task 2 at least 250 words, and the descriptors treat length as evidence of control. A response of 20 words or fewer is rated at band 1 on every criterion, and at band 3 the descriptors note that length may be too short to show control of sentence forms. The official pages give no set deduction for falling short.

Content that barely relates to the prompt sits at band 2 for Task Response, any copied rubric must be discounted, and band 0 applies where there is proof that an answer was totally memorised. A wholly unrelated response sits at band 1 for task content, and an entirely off-topic response is described at band 2 for Coherence and Cohesion.

Practise building your own sentences around the exact prompt, since memorised phrases and language taken from the input material appear among the negative features at lower bands.

How can a Writing script be self-assessed criterion by criterion?

Read your script four times, once per criterion, and for each one find the highest band whose positive features your writing fully fits. Begin with a Task 2 script written in 40 minutes at 250 words or more, since Task 2 carries double weight.

Once all four are noted, the lowest criterion shows what to practise next, because the four count equally. Repeat with Task 1 in 20 minutes, checking the Academic or General Training wording for Task Achievement, and keep earlier scripts so you can compare the same criterion across several attempts.

• Task Response or Task Achievement: underline each part of the prompt, then check it has a developed, supported idea and that your position or purpose is clear
• Coherence and Cohesion: write a one-line topic for each paragraph, check the order shows progression, and note where linking words or pronouns are overused or missing
• Lexical Resource: highlight repeated words and imprecise choices, then check collocations, spelling and word formation
• Grammatical Range and Accuracy: count the error-free sentences, then compare the accuracy of your complex structures with your simple ones

Related guides

• What is IELTS? Format, versions and scoring
• IELTS Academic or General Training?
• IELTS band scores explained
• IELTS Listening and Reading raw scores to bands
• IELTS Speaking band descriptors
• IELTS Writing Task 1 (Academic)
• Task 1 line graph model answer

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