IELTS TASK 1 Writing band descriptors (public version)

Band Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy
9  fully satisfies all the  uses cohesion in such a way that it  uses a wide range of vocabulary with  uses a wide range of structures with full
requirements of the task attracts no attention very natural and sophisticated control flexibility and accuracy; rare minor errors
 clearly presents a fully  skilfully manages paragraphing of lexical features; rare occur only as ‘slips’
developed response minor errors occur only as ‘slips’
8  covers all requirements of the  sequences information and ideas  uses a wide range of vocabulary  uses a wide range of structures
task sufficiently logically fluently and flexibly to convey  the majority of sentences are error-free
 presents, highlights and  manages all aspects of cohesion well precise meanings  makes only very occasional errors or
illustrates key features/bullet  uses paragraphing sufficiently and  skilfully uses uncommon lexical inappropriacies
points clearly and appropriately items but there may be occasional
appropriately inaccuracies in word choice and
collocation
 produces rare errors in spelling
and/or word formation
7  covers the requirements of the  logically organises information and  uses a sufficient range of vocabulary  uses a variety of complex structures
task ideas; there is clear progression to allow some flexibility and  produces frequent error-free sentences
 (Academic) presents a clear throughout precision  has good control of grammar and
overview of main trends,  uses a range of cohesive devices  uses less common lexical items with punctuation but may make a few errors
differences or stages appropriately although there may be some awareness of style and
 (General Training) presents a some under-/over-use collocation
clear purpose, with the tone  may produce occasional errors in
consistent and appropriate word choice, spelling and/or word
 clearly presents and highlights formation
key features/bullet points but
could be more fully extended
6  addresses the requirements of the  arranges information and ideas  uses an adequate range of  uses a mix of simple and complex
task coherently and there is a clear overall vocabulary for the task sentence forms
 (Academic) presents an progression  attempts to use less common  makes some errors in grammar and
overview with information  uses cohesive devices effectively, but vocabulary but with some punctuation but they rarely reduce
appropriately selected cohesion within and/or between sentences inaccuracy communication
 (General Training) presents a may be faulty or mechanical  makes some errors in spelling and/or
purpose that is generally clear;  may not always use referencing clearly or word formation, but they do not
there may be inconsistencies in appropriately impede communication
tone
 presents and adequately
highlights key features/bullet
points but details may be
irrelevant, inappropriate or
inaccurate

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5  generally addresses the task; the  presents information with some  uses a limited range of vocabulary,  uses only a limited range of structures
format may be inappropriate in organisation but there may be a lack of but this is minimally adequate for the  attempts complex sentences but these tend
places overall progression task to be less accurate than simple sentences
 (Academic) recounts detail  makes inadequate, inaccurate or over- use  may make noticeable errors in  may make frequent grammatical errors and
mechanically with no clear of cohesive devices spelling and/or word formation that punctuation may be faulty; errors can cause
overview; there may be no data  may be repetitive because of lack of may cause some difficulty for the some difficulty for the reader
to support the description referencing and substitution reader
 (General Training) may present
a purpose for the letter that is
unclear at times; the tone may
be variable and sometimes
inappropriate
 presents, but inadequately
covers, key features/bullet
points; there may be a
tendency to focus on detail
4  attempts to address the task but  presents information and ideas but these  uses only basic vocabulary which  uses only a very limited range of
does not cover all key are not arranged coherently and there is may be used repetitively or which structures with only rare use of
features/bullet points; the no clear progression in the response may be inappropriate for the task subordinate clauses
format may be inappropriate  uses some basic cohesive devices but  has limited control of word  some structures are accurate but errors
 (General Training) fails to these may be inaccurate or repetitive formation and/or spelling; predominate, and punctuation is often
clearly explain the purpose of  errors may cause strain for the faulty
the letter; the tone may be reader
inappropriate
 may confuse key
features/bullet points with
detail; parts may be unclear,
irrelevant, repetitive or
inaccurate
3  fails to address the task,  does not organise ideas logically  uses only a very limited range of  attempts sentence forms but errors in
which may have been  may use a very limited range of cohesive words and expressions with very grammar and punctuation predominate and
completely misunderstood devices, and those used may not indicate a limited control of word formation distort the meaning
 presents limited ideas which logical relationship between ideas and/or spelling
may be largely  errors may severely distort the
irrelevant/repetitive message
2  answer is barely related to the  has very little control of organisational  uses an extremely limited range of  cannot use sentence forms except in
task features vocabulary; essentially no control of memorised phrases
word formation and/or spelling
1  answer is completely  fails to communicate any message  can only use a few isolated words  cannot use sentence forms at all
unrelated to the task
0  does not attend
 does not attempt the task in any way
 writes a totally memorised response

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