IELTS TASK 1 Writing band descriptors (public version)
Band Task Achievement
9 ƒ fully satisfies all the
requirements of the task
ƒ clearly presents a fully
developed response
8 ƒ covers all requirements of the
task sufficiently
ƒ presents, highlights and
illustrates key features/bullet
points clearly and
appropriately
7 ƒ covers the requirements of the
task
ƒ (Academic) presents a clear
overview of main trends,
differences or stages
ƒ (General Training) presents a
clear purpose, with the tone
consistent and appropriate
ƒ clearly presents and highlights
key features/bullet points but
could be more fully extended
6 ƒ addresses the requirements of
the task
ƒ (Academic) presents an
overview with information
appropriately selected
ƒ (General Training) presents a
purpose that is generally
clear; there may be
inconsistencies in tone
ƒ presents and adequately
highlights key features/bullet
points but details may be
irrelevant, inappropriate or
inaccurate
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Coherence and Cohesion
ƒ uses cohesion in such a way that it
attracts no attention
ƒ skilfully manages paragraphing
ƒ sequences information and ideas
logically
ƒ manages all aspects of cohesion well
ƒ uses paragraphing sufficiently and
appropriately
ƒ logically organises information and
ideas; there is clear progression
throughout
ƒ uses a range of cohesive devices
appropriately although there may be
some under-/over-use
ƒ arranges information and ideas
coherently and there is a clear overall
progression
ƒ uses cohesive devices effectively, but
cohesion within and/or between
sentences may be faulty or mechanical
ƒ may not always use referencing clearly
or appropriately
Lexical Resource Grammatical Range and Accuracy
ƒ uses a wide range of vocabulary ƒ uses a wide range of structures with full
with very natural and sophisticated flexibility and accuracy; rare minor
control of lexical features; rare errors occur only as ‘slips’
minor errors occur only as ‘slips’
ƒ uses a wide range of vocabulary ƒ uses a wide range of structures
fluently and flexibly to convey ƒ the majority of sentences are error-free
precise meanings ƒ makes only very occasional errors or
ƒ skilfully uses uncommon lexical inappropriacies
items but there may be occasional
inaccuracies in word choice and
collocation
ƒ produces rare errors in spelling
and/or word formation
ƒ uses a sufficient range of ƒ uses a variety of complex structures
vocabulary to allow some flexibility ƒ produces frequent error-free sentences
and precision ƒ has good control of grammar and
ƒ uses less common lexical items punctuation but may make a few errors
with some awareness of style and
collocation
ƒ may produce occasional errors in
word choice, spelling and/or word
formation
ƒ uses an adequate range of ƒ uses a mix of simple and complex
vocabulary for the task sentence forms
ƒ attempts to use less common ƒ makes some errors in grammar and
vocabulary but with some punctuation but they rarely reduce
inaccuracy communication
ƒ makes some errors in spelling
and/or word formation, but they do
not impede communication
5 ƒ generally addresses the task; ƒ presents information with some ƒ uses a limited range of vocabulary, ƒ uses only a limited range of structures
the format may be organisation but there may be a lack of but this is minimally adequate for ƒ attempts complex sentences but these
inappropriate in places overall progression the task tend to be less accurate than simple
ƒ (Academic) recounts detail ƒ makes inadequate, inaccurate or over- ƒ may make noticeable errors in sentences
mechanically with no clear use of cohesive devices spelling and/or word formation that ƒ may make frequent grammatical errors
overview; there may be no ƒ may be repetitive because of lack of may cause some difficulty for the and punctuation may be faulty; errors
data to support the description referencing and substitution reader can cause some difficulty for the reader
ƒ (General Training) may
present a purpose for the
letter that is unclear at times;
the tone may be variable and
sometimes inappropriate
ƒ presents, but inadequately
covers, key features/bullet
points; there may be a
tendency to focus on detail
4 ƒ attempts to address the task ƒ presents information and ideas but ƒ uses only basic vocabulary which ƒ uses only a very limited range of
but does not cover all key these are not arranged coherently and may be used repetitively or which structures with only rare use of
features/bullet points; the there is no clear progression in the may be inappropriate for the task subordinate clauses
format may be inappropriate response ƒ has limited control of word ƒ some structures are accurate but errors
ƒ (General Training) fails to ƒ uses some basic cohesive devices but formation and/or spelling; predominate, and punctuation is often
clearly explain the purpose of these may be inaccurate or repetitive ƒ errors may cause strain for the faulty
the letter; the tone may be reader
inappropriate
ƒ may confuse key
features/bullet points with
detail; parts may be unclear,
irrelevant, repetitive or
inaccurate
3 ƒ fails to address the task, ƒ does not organise ideas logically ƒ uses only a very limited range of ƒ attempts sentence forms but errors in
which may have been ƒ may use a very limited range of words and expressions with very grammar and punctuation predominate
completely misunderstood cohesive devices, and those used may limited control of word formation and distort the meaning
ƒ presents limited ideas which not indicate a logical relationship and/or spelling
may be largely between ideas ƒ errors may severely distort the
irrelevant/repetitive message
2 ƒ answer is barely related to the ƒ has very little control of organisational ƒ uses an extremely limited range of ƒ cannot use sentence forms except in
task features vocabulary; essentially no control of memorised phrases
word formation and/or spelling
1 ƒ answer is completely ƒ fails to communicate any message ƒ can only use a few isolated words ƒ cannot use sentence forms at all
unrelated to the task
0 ƒ does not attend
ƒ does not attempt the task in any way
ƒ writes a totally memorised response

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