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IELTS Writing · Task 1 and Task 2
IELTS Writing band descriptors, explained
IELTS Writing band descriptors are the public criteria examiners use to award bands 0 to 9. Each task is marked on four criteria of equal weight: task achievement or task response, coherence and cohesion, lexical resource, and grammatical range and accuracy.
This page puts the May 2023 descriptors for bands 5 to 8 into plain English, with what to change to move up a band. It is a study summary in our own words. The official band descriptors (PDF) are the authority.
How examiners use the descriptors
- Four criteria, equal weight. Each task gets a band for each criterion, and the four count equally.
- Task 2 counts double. IELTS Australia says Task 2 is worth twice as many marks as Task 1.
- A band must be fully met. The descriptors say a script must “fully fit the positive features of the descriptor at a particular level”. One band 7 feature does not make a band 7.
- Weaknesses set a ceiling. Some negative features, shown in bold in the official descriptors, limit the band even when other parts of the response are strong.
- The whole response is judged. A single good sentence or paragraph cannot prove a band on its own.
The overall Writing band then joins Listening, Reading and Speaking in your overall score. See the IELTS band score calculator for how that average is rounded, or work out what Writing band you need for your target overall band.
Task response (Task 2): bands 5 to 8
Whether you answer the whole question with a clear position and ideas that are developed and supported.
| Band | What it looks like |
|---|---|
| 8 | Answers the question well. A clear, well-developed position, with ideas that are relevant, well extended and supported. Occasional gaps in content. |
| 7 | Addresses the main parts of the question. A clear, developed position, with main ideas extended and supported, though support may over-generalise or lose focus. |
| 6 | Addresses the main parts, some more fully than others. The position is relevant, but conclusions may be unclear or repetitive, and some ideas are underdeveloped or weakly supported. |
| 5 | Only partly addresses the question. A position is expressed, but development is not always clear; ideas are limited, with irrelevant detail or repetition. |
Moving from 6 to 7
Make your position clear in the introduction and keep it the same to the end. Give every main idea a specific reason and example, and answer every part of the question, not just the easiest one.
Coherence and cohesion: bands 5 to 8
How easily a reader can follow your ideas: the order, the paragraphs and the way sentences connect.
| Band | What it looks like |
|---|---|
| 8 | Easy to follow. Ideas are logically sequenced, cohesion is well managed with only occasional lapses, and paragraphing is used well. |
| 7 | Logically organised with clear progression throughout. A range of linking devices, including reference words such as “this” and “they”, is used flexibly, with some over- or under-use. Paragraphs generally work. |
| 6 | Generally coherent with clear overall progression. Linking works to some extent but can be faulty or mechanical, referencing can cause repetition, and a paragraph’s central topic is not always clear. |
| 5 | Some organisation, but not wholly logical and lacking overall progression. Sentences are not fluently linked, linking words are overused or inaccurate, and paragraphing may be inadequate or missing. |
Moving from 6 to 7
Give each paragraph one clear job and a topic sentence that says what it is. Replace stacked connectors such as “Moreover” and “Furthermore” with links that show the real relationship, and use “this”, “these” and “such” to refer back.
AI checkers judge some of these features better than others. See how accurate AI band scores are for Coherence and cohesion.
Lexical resource: bands 5 to 8
The range, precision and accuracy of your vocabulary, including collocation and spelling.
| Band | What it looks like |
|---|---|
| 8 | A wide vocabulary used fluently and flexibly for precise meanings, with skilful use of less common or idiomatic items and only occasional slips in word choice, collocation or spelling. |
| 7 | Enough range for some flexibility and precision. Some less common or idiomatic items and an awareness of style and collocation, with some inappropriate choices. A few spelling or word-form errors that do not affect clarity. |
| 6 | Adequate and appropriate for the task. Meaning is generally clear despite a restricted range or imprecise choices. Some spelling and word-form errors that do not stop communication. |
| 5 | Limited but just adequate. Simple words used accurately but with little variation, frequent lapses in appropriacy, repetition, and spelling errors that may cause difficulty. |
Moving from 6 to 7
Choose the precise word for your topic rather than a memorised “advanced” one, learn words with the words they go with (“tackle a problem”, not “do a problem”), and spell correctly the words you rely on most.
Grammatical range and accuracy: bands 5 to 8
The variety of sentence structures you use and how accurately you use them, including punctuation.
| Band | What it looks like |
|---|---|
| 8 | A wide range of structures used flexibly and accurately. Most sentences are error-free and punctuation is well managed; errors are occasional and not systematic. |
| 7 | A variety of complex structures with some flexibility and accuracy. Grammar and punctuation are generally well controlled and error-free sentences are frequent, though a few errors persist. |
| 6 | A mix of simple and complex sentences with limited flexibility. Complex sentences are less accurate than simple ones, and errors occur but rarely stop communication. |
| 5 | A limited, repetitive range. Complex sentences are attempted but tend to be faulty, the best accuracy is in simple sentences, and frequent errors can cause difficulty. |
Moving from 6 to 7
Aim for frequent error-free sentences rather than the longest ones. Check verb forms, articles and subject–verb agreement inside your complex sentences, and use a structure only where you can control it.
Task 1: what changes for reports and letters
In Task 1 the first criterion is task achievement, and it differs between Academic reports and General Training letters. The other three criteria read much like Task 2, applied within the scope of a shorter task.
| Band | Academic report | General Training letter |
|---|---|---|
| 8 | Key features are skilfully selected, clearly presented, highlighted and illustrated. | Every bullet point is clearly presented and appropriately illustrated or extended. |
| 7 | A clear overview; data grouped sensibly with the main trends or differences identified. Key features are clearly highlighted but could be illustrated more fully. | Every bullet point is covered and clearly highlighted. The purpose is clear and the tone is consistent and suitable. |
| 6 | An overview is attempted. Key features are covered and supported with figures, though some detail may be irrelevant, inaccurate, missing or excessive. | Every bullet point is covered adequately. The purpose is generally clear, with minor inconsistencies in tone. |
| 5 | Key features are not adequately covered and detail is recounted mechanically, sometimes without data or the bigger picture. | Every bullet point appears but at least one is not adequately covered. The purpose may be unclear and the tone can be inappropriate. |
For Academic reports, band 7 needs a clear overview of the main trends or differences, where band 6 only attempts one. For letters, band 7 needs every bullet point clearly highlighted in a consistent tone that suits the reader. Our guides to Academic Task 1 and General Training letters show both in worked examples, and the Task 1 checker estimates them for your own writing.
Rules that cap a band
- Very short answers: responses of 20 words or fewer are rated band 1, and the lowest bands describe answers that are significantly under length. Task 1 asks for at least 150 words and Task 2 for at least 250.
- Copied wording: any language copied from the question is not counted.
- Memorised language: memorised phrases and formulaic language are listed as a weakness, and a response proven to be totally memorised can be rated band 0.
- Off-topic content: a response wholly unrelated to the task is rated band 1 for task achievement or task response.
Our guide to the IELTS writing word count shows how to develop a short answer and trim a long one.
Four band descriptor myths
Myth: More linking words mean a higher band.
Band 6 coherence includes cohesion that is “mechanical” through overuse. Links should show real relationships between ideas.
Myth: Rare words guarantee band 7 vocabulary.
Band 7 needs precision, appropriate style and collocation. A rare word in the wrong place is an inappropriate choice.
Myth: Band 7 grammar means no mistakes.
Band 7 allows a few errors as long as error-free sentences are frequent and communication is clear.
Myth: A long essay always scores higher.
Length gives you room to develop ideas, but bands are awarded for how well the four criteria are met, not for word count.
For worked examples of each criterion and short exercises, use our writing criteria lessons.
Questions about the Writing band descriptors
What are the IELTS Writing band descriptors?
They are the public criteria examiners use to award bands 0 to 9 for each Writing task. There are four criteria of equal weight: task achievement (Task 1) or task response (Task 2), coherence and cohesion, lexical resource, and grammatical range and accuracy. The current public version was updated in May 2023.
How can I get 6.5 in IELTS Writing?
A Writing band of 6.5 usually means band 6 features across the criteria, with band 7 features in some. Answer every part of the question, develop each main idea with a specific reason or example, and make error-free sentences frequent. Task 2 is worth twice as much as Task 1, so a stronger essay helps most.
How can I get 8 or 8.5 in IELTS Writing?
Band 8 needs a well-developed position and fully supported ideas, writing that is easy to follow, a wide and precise vocabulary, and mostly error-free sentences. At this level, small lapses in support, word choice or accuracy are what hold a response back.
Are the band descriptors the same for Academic and General Training?
The Task 2 descriptors are the same for both. In Task 1, the first criterion differs: Academic reports are judged on the overview and key features, General Training letters on the bullet points, purpose and tone.
How many spelling mistakes are allowed in IELTS Writing?
There is no fixed number. Spelling is judged under Lexical Resource: at higher bands errors are rare and do not get in the way of meaning, while frequent errors that make the writing hard to follow keep the band lower. Check your spelling in the last few minutes, especially words you use often.
Does IELTS penalise memorised answers?
Yes. Memorised phrases and formulaic language are listed as a weakness, copied question wording is not counted, and a response proven to be totally memorised can be rated band 0.
Find out which criterion is holding you back
Write or paste a Task 1 or Task 2 response and get an estimated band for each of the four criteria, the passages behind each judgement and what to fix first. Your first check needs no account.
Source: IELTS Writing band descriptors, updated May 2023 (ielts.org), summarised in our own words; IELTS Australia for task weighting. Checked 13 October 2026. English Test Coach is independent of IELTS, the British Council, IDP and Cambridge.