IELTS Writing Band Descriptors Explained: What Examiners Want

Understanding how your IELTS Writing is scored is one of the most powerful things you can do for your preparation. Many candidates spend months practising essays without truly understanding what examiners are looking for. This leads to frustration when scores do not improve despite significant effort.

The IELTS Writing test is assessed on four criteria, each contributing equally to your final Writing band score. This guide breaks down each criterion in detail, explains what separates one band from the next, and provides a self-assessment checklist you can use to evaluate your own writing.

The Four Criteria Overview

Your IELTS Writing score is the average of four equally weighted criteria:

1. Task Achievement / Task Response (25%)
2. Coherence and Cohesion (25%)
3. Lexical Resource (25%)
4. Grammatical Range and Accuracy (25%)

Each criterion is scored independently from 0-9. Your Writing band score is the average of these four scores. For example, if you score 6 in Task Achievement, 7 in Coherence, 6 in Lexical Resource, and 7 in Grammar, your Writing score would be 6.5.

Criterion 1: Task Achievement (Task 2) / Task Response (Task 1)

This criterion assesses whether you have answered the question properly and fully.

Band 5

• Addresses the task only partially
• May express a position but development is limited
• Ideas are present but not fully developed
• May be repetitive

Band 6

• Addresses all parts of the task, though some parts may be more fully covered than others
• Presents a relevant position, though conclusions may become unclear or repetitive
• Presents relevant main ideas but some may be inadequately developed
• Uses some examples but they may not be fully extended

Band 7

• Addresses all parts of the task
• Presents a clear position throughout the response
• Presents, extends, and supports main ideas with relevant, specific examples
• May occasionally over-generalise or lack focus

Band 8

• Sufficiently addresses all parts of the task
• Presents a well-developed response with relevant, extended, and supported ideas
• Ideas are clearly presented and well-organised

What This Means for You

The biggest jump from Band 5 to 7 in Task Achievement is about fully developing your ideas. At Band 5, you state ideas. At Band 6, you explain them somewhat. At , you state an idea, explain why it is true, and support it with a specific, relevant example.

Self-check: For each main point in your essay, ask: "Have I explained WHY this is true?" and "Have I given a SPECIFIC example?" If the answer to either is no, your idea is underdeveloped.

Criterion 2: Coherence and Cohesion

This criterion assesses how well your ideas are organized and connected.

Band 5

• Presents information with some organisation but there may be a lack of overall progression
• Uses cohesive devices but may be inaccurate or repetitive
• May be repetitive because of lack of referencing
• Paragraphing may be inadequate

Band 6

• Arranges information and ideas coherently with clear overall progression
• Uses cohesive devices effectively but cohesion within or between sentences may be faulty
• Uses paragraphing but not always logically
• May not always use referencing clearly

Band 7

• Logically organises information and ideas with clear progression throughout
• Uses a range of cohesive devices appropriately, though occasionally with some under/over-use
• Presents a clear central topic within each paragraph
• Each paragraph has a clear focus

Band 8

• Sequences information and ideas logically
• Manages all aspects of cohesion well
• Uses paragraphing sufficiently and appropriately
• Each paragraph contains a clear, well-developed theme

What This Means for You

Coherence is about logical organization. Cohesion is about the language that connects ideas. At Band 5, you use linking words like "Firstly, Secondly, In conclusion" mechanically. At , you use a variety of cohesive devices naturally, and your paragraphs each have a clear, single focus.

Self-check questions:

• Does each paragraph focus on ONE main idea?
• Does each paragraph start with a clear topic sentence?
• Can a reader follow your argument from introduction to conclusion without getting lost?
• Are you using a variety of linking devices (not just "Firstly, Secondly, Finally")?
• Do you use reference words (this, such, these findings, the aforementioned approach)?

Criterion 3: Lexical Resource

This criterion assesses your vocabulary range, accuracy, and appropriateness.

Band 5

• Uses a limited range of vocabulary, minimally adequate for the task
• May make noticeable errors in spelling and word formation that cause some difficulty for the reader
• Errors in word choice and collocation are common

Band 6

• Uses an adequate range of vocabulary for the task
• Attempts to use less common vocabulary but with some inaccuracy
• Makes some errors in spelling and word formation but they do not impede communication
• Occasional errors in word choice

Band 7

• Uses a sufficient range of vocabulary to allow some flexibility and precision
• Uses less common lexical items with some awareness of style and collocation
• May produce occasional errors in word choice, spelling, or word formation
• Errors do not impede communication

Band 8

• Uses a wide range of vocabulary fluently and flexibly to convey precise meanings
• Skillfully uses uncommon lexical items with occasional inaccuracies in word choice and collocation
• Produces rare errors in spelling and word formation

What This Means for You

The progression in Lexical Resource is from basic to precise vocabulary. At Band 5, you use simple words that communicate your basic meaning. At Band 6, you try to use less common words but sometimes get them wrong. At , you use less common vocabulary accurately and with awareness of collocation (which words naturally go together).

Key improvements needed:

• Replace common words with more precise alternatives: "important" becomes "crucial," "significant," or "vital" (each with slightly different meaning)
• Learn collocations: "make a decision" (not "do a decision"), "pose a threat" (not "give a threat")
• Use topic-specific vocabulary: For an environment essay, use "sustainability," "carbon footprint," "biodiversity" rather than "helping the environment"
• Avoid repetition: If you use "important" in paragraph 1, use "crucial" in paragraph 2 and "significant" in paragraph 3

Self-check: Underline every "big" vocabulary word in your essay. Are there at least 8-10 less common words? Are they used correctly? Do they fit the context naturally?

Criterion 4: Grammatical Range and Accuracy

This criterion assesses the variety and correctness of your sentence structures.

Band 5

• Uses only a limited range of structures
• Attempts complex sentences but these tend to be less accurate than simple sentences
• May make frequent grammatical errors
• Errors can cause some difficulty for the reader

Band 6

• Uses a mix of simple and complex sentence forms
• Makes some errors in grammar and punctuation but they rarely reduce communication
• Complex structures attempted but may contain errors

Band 7

• Uses a variety of complex structures
• Produces frequent error-free sentences
• Has good control of grammar and punctuation but may make a few errors
• Errors do not impede communication

Band 8

• Uses a wide range of structures
• The majority of sentences are error-free
• Makes only very occasional errors or inappropriacies
• Has full flexibility and accuracy

What This Means for You

At Band 5, you mostly write simple sentences (Subject + Verb + Object). At Band 6, you try complex sentences but make errors in them. At , you use complex sentences frequently and most of them are correct.

Essential structures for Band 7:

• Complex sentences with subordinating conjunctions (although, while, because, if, since)
• Passive voice (It is widely believed that..., measures should be taken...)
• Relative clauses (Students who develop critical thinking...)
• Conditional sentences (If governments invested more..., this would lead to...)
• Participle clauses (Having considered both sides, I believe...)

Self-check: Count the sentence types in your essay. Aim for approximately 40-50% complex sentences. Check each complex sentence for grammatical accuracy. One perfect complex sentence is worth more than three flawed ones.

Practice applying these criteria with AI feedback on our writing practice page.

Self-Assessment Checklist

Use this checklist to evaluate your own essays before submitting them:

Task Achievement

• [ ] I have addressed ALL parts of the question
• [ ] My position is clear throughout the essay
• [ ] Each main idea is explained AND supported with an example
• [ ] My conclusion summarises my position without introducing new ideas

Coherence and Cohesion

• [ ] Each paragraph focuses on one main idea
• [ ] Each paragraph starts with a clear topic sentence
• [ ] I use a variety of cohesive devices (not just Firstly/Secondly)
• [ ] My ideas flow logically from one to the next

Lexical Resource

• [ ] I use at least 8-10 less common vocabulary words
• [ ] My vocabulary is used accurately (correct meaning and collocation)
• [ ] I avoid repeating the same words
• [ ] My word choice is appropriate for formal academic writing

Grammatical Range and Accuracy

• [ ] I use a mix of simple and complex sentences
• [ ] My complex sentences are grammatically correct
• [ ] I have checked for common errors: articles, tenses, subject-verb agreement
• [ ] I have proofread for spelling and punctuation

Frequently Asked Questions

How can I find out which criterion is my weakest?

The most effective way is to have your essays evaluated against each criterion separately. CambPrep's writing practice tools provide criterion-by-criterion feedback, showing you exactly where you are strongest and weakest. Alternatively, use the self-assessment checklist above on your recent essays to identify patterns.

Is it possible to score different bands in different criteria?

Yes, and it is very common. Many candidates score higher in some criteria than others. For example, a candidate might score Band 7 in Task Achievement and Coherence but Band 5 in Grammar, resulting in an overall Writing score of Band 6. This is why identifying and targeting your weakest criterion is so important.

Do examiners read the whole essay or just parts of it?

Examiners read your entire essay carefully. They are trained to assess each criterion individually across the whole response. This means every paragraph matters — a strong introduction does not compensate for a weak body, and a few grammar errors at the end can affect your Grammar score even if the rest is accurate.

How can I improve from Band 6 to Band 7 in Writing specifically?

The most common blockers at Band 6 are: (1) underdeveloped ideas in Task Achievement, (2) mechanical use of linking words in Coherence, (3) limited less common vocabulary in Lexical Resource, and (4) errors in complex structures in Grammar. Focus on whichever of these applies to your writing. Take a level test for a detailed assessment.