ielts_writing_band_descriptors

Writing Band Descriptors Updated May 2023
Please visit IELTS.org for updates 2 Writing Task 1 Band Descriptors
Writing Task 1 Band Descriptors Updated May 2023
Please visit IELTS.org for updates
Scoring criteria for Academic and General Training tests Page 1
A script must fully fit the positive features of the descriptor at a particular level. Bolded text indicates negative features that will limit a rating. nd re Task Achievement
Coherence & Cohesion Lexical Resource
Grammatical Range & a o B cS Accuracy
Al the requirements of the task are ful y and appropriately satisfied.
The message can be followed effortlessly.
Ful flexibility and precise use are evident
A wide range of structures within the scope within the scope of the task.
of the task is used with ful flexibility and
There may be extremely rare lapses in content.
Cohesion is used in such a way that it very control. rarely attracts attention.
A wide range of vocabulary is used accurately 9
and appropriately with very natural and
Punctuation and grammar are used
Any lapses in coherence or cohesion are
sophisticated control of lexical features. appropriately throughout. minimal.
Minor errors in spel ing and word formation
Minor errors are extremely rare and have
Paragraphing is skilful y managed.
are extremely rare and have minimal impact
minimal impact on communication on communication.
The response covers al the requirements of the task appropriately, relevantly
The message can be followed with ease.
A wide resource is fluently and flexibly used
A wide range of structures within the scope and sufficiently.
to convey precise meanings within the scope
of the task is flexibly and accurately used.
Information and ideas are logical y of the task.
(Academic) Key features are skilful y selected, and clearly presented,
sequenced, and cohesion is wel managed.
The majority of sentences are error-free, and highlighted and il ustrated.
There is skilful use of uncommon and/or punctuation is wel managed. 8
Occasional lapses in coherence or
idiomatic items when appropriate, despite
(General Training) Al bul et points are clearly presented, and appropriately cohesion may occur.
occasional inaccuracies in word choice and
Occasional, non-systematic errors and il ustrated or extended. collocation.
inappropriacies occur, but have minimal
Paragraphing is used sufficiently and impact on communication.
There may be occasional omissions or lapses in content. appropriately.
Occasional errors in spel ing and/or word
formation may occur, but have minimal impact on communication.
The response covers the requirements of the task.
Information and ideas are logical y
The resource is sufficient to al ow some
A variety of complex structures is used with
organised and there is a clear progression flexibility and precision. some flexibility and accuracy.
The content is relevant and accurate – there may be a few omissions or lapses. throughout the response. A few lapses The format is appropriate. may occur.
There is some ability to use less common
Grammar and punctuation are general y wel and/or idiomatic items.
controlled, and error-free sentences are
(Academic) Key features which are selected are covered and clearly
A range of cohesive devices including frequent.
highlighted but could be more ful y or more appropriately il ustrated or
reference and substitution is used flexibly
An awareness of style and collocation is 7 extended.
but with some inaccuracies or some
evident, though inappropriacies occur.
A few errors in grammar may persist, but over/under use.
these do not impede communication.
(Academic) It presents a clear overview, the data are appropriately
There are only a few errors in spel ing and/or
categorised, and main trends or differences are identified.
word formation, and they do not detract from overal clarity.
(General Training) Al bul et points are covered and clearly highlighted but
could be more ful y or more appropriately il ustrated or extended. It presents
a clear purpose. The tone is consistent and appropriate to the task. Any lapses are minimal.
Writing Task 1 Band Descriptors Updated May 2023
Please visit IELTS.org for updates
Scoring criteria for Academic and General Training tests Page 2
A script must fully fit the positive features of the descriptor at a particular level. Bolded text indicates negative features that will limit a rating. nd re Task Achievement
Coherence & Cohesion Lexical Resource
Grammatical Range & a o B cS Accuracy
The response focuses on the requirements of the task and an appropriate Information and ideas are general y
The resource is general y adequate and
A mix of simple and complex sentence format is used.
arranged coherently and there is a clear appropriate for the task.
forms is used but flexibility is limited. overal progression.
(Academic) Key features which are selected are covered and adequately
The meaning is general y clear in spite of a
Examples of more complex structures are
highlighted. A relevant overview is attempted. Information is appropriately Cohesive devices are used to some good rather restricted range or a lack of
not marked by the same level of accuracy
selected and supported using figures/data.
effect but cohesion within and/or precision in word choice. as in simple structures.
between sentences may be faulty or
6 (General Training) All bulet points are covered and adequately
mechanical due to misuse, overuse or
If the writer is a risk-taker, there wil be a
Errors in grammar and punctuation occur,
highlighted. The purpose is general y clear. There may be minor omission.
wider range of vocabulary used but higher
but rarely impede communication inconsistencies in tone.
degrees of inaccuracy or inappropriacy.
The use of reference and substitution
Some irrelevant, inappropriate or inaccurate information may occur in
may lack flexibility or clarity and result in There are some errors in spel ing and/or
areas of detail or when il ustrating or extending the main points. some repetition or error
word formation, but these do not impede communication.
Some details may be missing (or excessive) and further extension or il ustration may be needed.
The response general y addresses the requirements of the task. The
Organisation is evident but is not whol y
The resource is limited but minimal y
The range of structures is limited and
format may be inappropriate in places.
logical and there may be a lack of overal adequate for the task. rather repetitive.
progression. Nevertheless, there is a
(Academic) Key features which are selected are not adequately covered.
sense of underlying coherence to the
Simple vocabulary may be used accurately
Although complex sentences are
The recounting of detail is mainly mechanical. There may be no data to response.
but the range does not permit much
attempted, they tend to be faulty, and the
support the description. variation in expression.
greatest accuracy is achieved on simple
The relationship of ideas can be fol owed sentences.
(General Training) All bul et points are presented but one or more may not but the sentences are not fluently linked
There may be frequent lapses in
5 be adequately covered. The purpose may be unclear at times. The tone to each other.
the appropriacy of word choice, and a lack
Grammatical errors may be frequent and
may be variable and sometimes inappropriate.
of flexibility is apparent in frequent
cause some difficulty for the reader.
There may be limited/overuse of cohesive simplifications and/or repetitions.
There may be a tendency to focus on details (without referring to the devices with some inaccuracy. Punctuation may be faulty. bigger picture).
Errors in spel ing and/or word formation
The writing may be repetitive due to
may be noticeable and may cause some
The inclusion of irrelevant, inappropriate or inaccurate material in key
inadequate and/or inaccurate use of difficulty for the reader.
areas detracts from the task achievement. reference and substitution.
There is limited detail when extending and il ustrating the main points.
Writing Task 1 Band Descriptors Updated May 2023
Please visit IELTS.org for updates
Scoring criteria for Academic and General Training tests Page 3
A script must fully fit the positive features of the descriptor at a particular level. Bolded text indicates negative features that will limit a rating. nd re Task Achievement
Coherence & Cohesion Lexical Resource
Grammatical Range & a o B cS Accuracy
The response is an attempt to address the task.
Information and ideas are evident but not
The resource is limited and inadequate for
A very limited range of structures is
arranged coherently, and there is no clear
or unrelated to the task. Vocabulary is basic and used.
(Academic) Few key features have been selected.
progression within the response. may be used repetitively.
Subordinate clauses are rare and
(General Training) Not all bullet points are presented.
Relationships between ideas can be unclear There may be inappropriate use of lexical chunks
simple sentences predominate. 4
and/or inadequately marked. There is some (e.g. memorised phrases, formulaic language
(General Training) The purpose of the letter is not clearly explained and may
use of basic cohesive devices, which may be and/or language from the input material).
Some structures are produced accurately
be confused. The tone may be inappropriate. inaccurate or repetitive.
but grammatical errors are frequent and
Inappropriate word choice and/or errors in word may impede meaning.
The format may be inappropriate.
There is inaccurate use or a lack of
formation and/or in spel ing may impede substitution or referencing. meaning.
Punctuation is often faulty or inadequate.
Key features/bul et points which are presented may be irrelevant, repetitive, inaccurate or inappropriate.
The response does not address the requirements of the task (possibly because There is no apparent logical organisation.
The resource is inadequate (which may be due to
Sentence forms are attempted, but
of misunderstanding of the data/diagram/situation).
Ideas are discernible but difficult to relate
the response being significantly underlength).
errors in grammar and punctuation to each other.
predominate (except in memorised
Key features/bul et points which are presented may be largely irrelevant.
Possible over-dependence on input material or
phrases or those taken from the input 3
Minimal use of sequencers or cohesive memorised language.
material). This prevents most meaning
Limited information is presented, and this may be used repetitively.
devices. Those used do not necessarily from coming through.
indicate a logical relationship between
Control of word choice and/or spel ing is very ideas.
limited, and errors predominate. These errors may Length may be insufficient to provide severely impede meaning.
evidence of control of sentence forms.
There is difficulty in identifying referencing.
The content barely relates to the task.
There is little relevant message, or the
The resource is extremely limited with few
There is little or no evidence of sentence
entire response may be off-topic.
recognisable strings, apart from memorised
forms (except in memorised phrases). 2 phrases.
There is little evidence of control of organisational features.
There is no apparent control of word formation and/or spel ing.
Responses of 20 words or fewer are rated at Band 1.
Responses of 20 words or fewer are
Responses of 20 words or fewer are rated at
Responses of 20 words or fewer are rated at Band 1. Band 1. rated at Band 1.
1 The content is wholly unrelated to the task.
The writing fails to communicate any
No resource is apparent, except for a few isolated
No rateable language is evident.
Any copied rubric must be discounted.
message and appears to be by a virtual words. non-writer.
0 Should only be used where a candidate did not attend or attempt the question in any way, used a language other than English throughout, or where there is proof that a candidate’s answer has been totally memorised. 6 Writing Task 2 Band Descriptors
Writing Task 2 Band Descriptors Updated May 2023
Please visit IELTS.org for updates
Scoring criteria for Academic and General Training tests Page 1
A script must fully fit the positive features of the descriptor at a particular level. Bolded text indicates negative features that will limit a rating. nd re Task Response
Coherence & Cohesion Lexical Resource
Grammatical Range & a o B cS Accuracy
The prompt is appropriately addressed and explored in depth.
The message can be followed effortlessly.
Ful flexibility and precise use are widely
A wide range of structures is used with ful evident. flexibility and control.
A clear and ful y developed position is presented which directly
Cohesion is used in such a way that it very answers the question/s. rarely attracts attention.
A wide range of vocabulary is used
Punctuation and grammar are used 9
accurately and appropriately with very appropriately throughout.
Ideas are relevant, ful y extended and wel supported.
Any lapses in coherence or cohesion are
natural and sophisticated control of lexical minimal. features.
Minor errors are extremely rare and have
Any lapses in content or support are extremely rare.
minimal impact on communication.
Paragraphing is skilful y managed.
Minor errors in spel ing and word
formation are extremely rare and have
minimal impact on communication.
The prompt is appropriately and sufficiently addressed.
The message can be fol owed with ease.
A wide resource is fluently and flexibly
A wide range of structures is flexibly and
used to convey precise meanings. accurately used.
A clear and wel -developed position is presented in response to the
Information and ideas are logical y sequenced, question/s. and cohesion is wel managed.
There is skilful use of uncommon and/or
The majority of sentences are error-free, 8
idiomatic items when appropriate, despite
and punctuation is wel managed.
Ideas are relevant, wel extended and supported.
Occasional lapses in coherence and cohesion
occasional inaccuracies in word choice and may occur. col ocation.
Occasional, non-systematic errors and
There may be occasional omissions or lapses in content.
inappropriacies occur, but have minimal
Paragraphing is used sufficiently and
Occasional errors in spel ing and/or word impact on communication. appropriately.
formation may occur, but have minimal impact on communication.
The main parts of the prompt are appropriately addressed.
Information and ideas are logical y organised,
The resource is sufficient to al ow some
A variety of complex structures is used
and there is a clear progression throughout flexibility and precision.
with some flexibility and accuracy.
A clear and developed position is presented.
the response. (A few lapses may occur, but these are minor.)
There is some ability to use less common
Grammar and punctuation are general y
Main ideas are extended and supported but there may be a and/or idiomatic items.
wel control ed, and error-free sentences
tendency to over-generalise or there may be a lack of focus and
A range of cohesive devices including are frequent.
7 precision in supporting ideas/material.
reference and substitution is used flexibly but
An awareness of style and col ocation is
with some inaccuracies or some over/under
evident, though inappropriacies occur.
A few errors in grammar may persist, but use.
these do not impede communication.
There are only a few errors in spel ing
Paragraphing is general y used effectively to
and/or word formation and they do not
support overal coherence, and the sequencing detract from overal clarity.
of ideas within a paragraph is general y logical.
Writing Task 2 Band Descriptors Updated May 2023
Please visit IELTS.org for updates
Scoring criteria for Academic and General Training tests Page 2
A script must fully fit the positive features of the descriptor at a particular level. Bolded text indicates negative features that will limit a rating. nd re Task Response
Coherence & Cohesion Lexical Resource
Grammatical Range & a o B cS Accuracy
The main parts of the prompt are addressed (though some may be
Information and ideas are general y arranged
The resource is general y adequate and
A mix of simple and complex sentence
more ful y covered than others). An appropriate format is used.
coherently and there is a clear overal appropriate for the task.
forms is used but flexibility is limited. progression.
A position is presented that is directly relevant to the prompt,
The meaning is general y clear in spite of a
Examples of more complex structures are
although the conclusions drawn may be unclear, unjustified or
Cohesive devices are used to some good effect
rather restricted range or a lack of
not marked by the same level of accuracy repetitive.
but cohesion within and/or between sentences precision in word choice. as in simple structures.
may be faulty or mechanical due to misuse,
6 Main ideas are relevant, but some may be insufficiently developed overuse or omission.
If the writer is a risk-taker, there wil be a
Errors in grammar and punctuation occur,
or may lack clarity, while some supporting arguments and evidence
wider range of vocabulary used but higher
but rarely impede communication.
may be less relevant or inadequate.
The use of reference and substitution may lack
degrees of inaccuracy or inappropriacy.
flexibility or clarity and result in some repetition or error.
There are some errors in spel ing and/or
word formation, but these do not impede
Paragraphing may not always be logical and/or communication.
the central topic may not always be clear.
The main parts of the prompt are incompletely addressed. The
Organisation is evident but is not whol y logical
The resource is limited but minimal y
The range of structures is limited and
format may be inappropriate in places.
and there may be a lack of overal progression. adequate for the task. rather repetitive.
Nevertheless, there is a sense of underlying
The writer expresses a position, but the development is not always coherence to the response.
Simple vocabulary may be used accurately
Although complex sentences are clear.
but the range does not permit much
attempted, they tend to be faulty, and the
The relationship of ideas can be fol owed but variation in expression.
greatest accuracy is achieved on simple
Some main ideas are put forward, but they are limited and are not
the sentences are not fluently linked to each sentences.
sufficiently developed and/or there may be irrelevant detail. other.
There may be frequent lapses in the 5
appropriacy of word choice and a lack of
Grammatical errors may be frequent and There may be some repetition.
There may be limited/overuse of cohesive
flexibility is apparent in frequent
cause some difficulty for the reader. devices with some inaccuracy.
simplifications and/or repetitions. Punctuation may be faulty.
The writing may be repetitive due to
Errors in spel ing and/or word formation
inadequate and/or inaccurate use of reference
may be noticeable and may cause some and substitution. difficulty for the reader.
Paragraphing may be inadequate or missing.
Writing Task 2 Band Descriptors Updated May 2023
Please visit IELTS.org for updates
Scoring criteria for Academic and General Training tests Page 3
A script must fully fit the positive features of the descriptor at a particular level. Bolded text indicates negative features that will limit a rating. nd re Task Response
Coherence & Cohesion Lexical Resource
Grammatical Range & a o B cS Accuracy
The prompt is tackled in a minimal way, or the answer is Information and ideas are evident but not arranged
The resource is limited and inadequate for
A very limited range of structures is
tangential, possibly due to some misunderstanding of
coherently and there is no clear progression within the
or unrelated to the task. Vocabulary is used.
the prompt. The format may be inappropriate. response.
basic and may be used repetitively.
Subordinate clauses are rare and
A position is discernible, but the reader has to read
Relationships between ideas can be unclear and/or
There may be inappropriate use of lexical
simple sentences predominate. 4 carefuly to find it.
inadequately marked. There is some use of basic cohesive
chunks (e.g. memorised phrases, formulaic
devices, which may be inaccurate or repetitive.
language and/or language from the input Some structures are produced
Main ideas are difficult to identify and such ideas that material).
accurately but grammatical errors are
are identifiable may lack relevance, clarity and/or
There is inaccurate use or a lack of substitution or
frequent and may impede meaning. support. referencing.
Inappropriate word choice and/or errors in
word formation and/or in spel ing
Punctuation is often faulty or
Large parts of the response may be repetitive.
There may be no paragraphing and/or no clear main topic may impede meaning. inadequate. within paragraphs.
No part of the prompt is adequately addressed, or the
There is no apparent logical organisation. Ideas are
The resource is inadequate (which may be
Sentence forms are attempted, but prompt has been misunderstood.
discernible but difficult to relate to each other.
due to the response being significantly
errors in grammar and punctuation
underlength). Possible over-dependence on
predominate (except in memorised
No relevant position can be identified, and/or there is
There is minimal use of sequencers or cohesive devices.
input material or memorised language.
phrases or those taken from the input
3 little direct response to the question/s.
Those used do not necessarily indicate a logical relationship
material). This prevents most meaning between ideas.
Control of word choice and/or spel ing is from coming through.
There are few ideas, and these may be irrelevant or
very limited, and errors predominate. These insufficiently developed.
There is difficulty in identifying referencing.
errors may severely impede meaning.
Length may be insufficient to
provide evidence of control of
Any attempts at paragraphing are unhelpful. sentence forms.
The content is barely related to the prompt.
There is little relevant message, or the entire response may
The resource is extremely limited with few
There is little or no evidence of be off-topic.
recognisable strings, apart from memorised
sentence forms (except in memorised
2 No position can be identified. phrases. phrases).
There is little evidence of control of organisational features.
There may be glimpses of one or two ideas without
There is no apparent control of word development. formation and/or spel ing.
Responses of 20 words or fewer are rated at Band 1.
Responses of 20 words or fewer are rated at Band 1.
Responses of 20 words or fewer are rated Responses of 20 words or fewer are 1 at Band 1. rated at Band 1.
The content is wholly unrelated to the prompt.
The writing fails to communicate any message and appears to be by a virtual non-writer.
No resource is apparent, except for a few
No rateable language is evident.
Any copied rubric must be discounted. isolated words.
0 Should only be used where a candidate did not attend or attempt the question in any way, used a language other than English throughout, or where there is proof that a candidate’s answer has been totally memorised.