IELTS Writing Band Descriptors

IELTS Writing Band Descriptors explained: learn how every point of your IELTS Writing score is decided. This page unpacks the four assessment criteria—Task Response, Coherence & Cohesion, Lexical Resource, and Grammatical Range & Accuracy—so you can target each area and climb to a higher band.

Four Key Assessment Criteria | IELTS Writing Band

Task Response (TR)

Examiners check if you have fully answered the question, supplied a clear position, and supported it with relevant ideas and data. Strong task response is the backbone of a high IELTS Writing Band score.

Coherence & Cohesion (CC)

This criterion measures how logically your ideas flow and how well you use paragraphing and linking devices. A fluent progression of information boosts your overall IELTS Writing score.

Lexical Resource (LR)

Examiners look for a wide range of precise vocabulary, appropriate collocations, and correct spelling. Mastery of lexical variety signals the advanced proficiency needed for higher writing bands.

Grammatical Range & Accuracy (GRA)

You are assessed on the variety of sentence structures and the frequency of errors. Consistent control over complex grammar is essential for securing a top IELTS Writing band descriptor.

IELTS Writing Band Scores

Copyright of the full descriptors belongs to Cambridge, IDP & the British Council. The grid below is an abridged study guide.

Band	Task Response	Coherence & Cohesion	Lexical Resource	Grammatical Range & Accuracy
9	Fully addresses every part of the task; presents a crystal-clear, fully developed position with rich, relevant support.	Information flows flawlessly; paragraphs are logically segmented; cohesive devices are used with complete naturalness.	Uses a wide, precise and idiomatic vocabulary; word choice and spelling are error-free.	Shows flexible command of a full range of complex structures; produces error-free sentences throughout.
8	Covers all requirements; well-supported ideas; only very minor omissions or irrelevancies.	Seamless logical progression; cohesive devices are used skilfully with only rare over/under-use.	Wide range of lexis; occasional inaccuracies, repetition or inappropriate collocation.	Uses a variety of complex sentence forms effectively; very few, non-systematic errors.
7	Addresses the task; clear position; some parts may lack full extension or detail.	Logically organises information; cohesive devices generally appropriate though may be overused at times.	Sufficiently wide vocabulary to discuss topics flexibly; occasional inaccuracies in word choice, spelling or word formation.	Produces frequent error-free sentences; shows good control of complex structures with some noticeable errors.
6	Responds to main points but may miss some details; position may be present but unclear or inconsistently developed.	Overall coherence is clear, though mechanical or faulty cohesion may appear.	Adequate range; errors or repetition sometimes cause awkwardness or slight ambiguity.	Mixes simple and complex forms; frequent minor errors and some more serious ones, but meaning is generally clear.
5	Only partially satisfies the task; ideas may be insufficient, unclear or tangential.	Organisation is evident but not always logical; over- or under-use of linking devices.	Limited range; frequent repetition and noticeable spelling or word-formation errors.	Mainly simple sentence forms; regular grammatical mistakes that can obscure meaning.
4	Responds to the task in a minimal or incomplete way; may misunderstand the question.	Information is loosely organised; faulty cohesion makes relationships hard to follow.	Very narrow lexis; frequent errors noticeably limit communication.	Very limited sentence range; frequent, intrusive errors reduce intelligibility.
3	Attempts the task only in the most basic manner; ideas are largely irrelevant or undeveloped.	Little logical organisation; sentences or ideas are disconnected.	Extremely limited vocabulary; errors predominate and frequently impede meaning.	Almost no control of grammar; errors are overwhelming and make comprehension difficult.
2	Barely addresses the task; may copy the prompt with minimal original content.	No apparent logical structure.	Only isolated words or memorised phrases; meaning is unclear.	Cannot produce coherent sentences; grammatical control is virtually absent.
1	No meaningful response to the task.	No coherence.	Essentially no usable vocabulary.	No control of grammatical structures.

Note:How examiners apply the descriptors？Each script receives four separate band scores for TR, CC, LR and GRA in both Task 1 and Task 2. The four scores for each task are averaged, then Task 2 is weighted double, and the overall Writing score is rounded to the nearest half-band.

IELTS Writing Score Calculation

Understanding how the IELTS Writing Band score is produced helps you set realistic targets and track progress.

Task 1 vs Task 2 Weighting

1.Two separate tasks, one overall IELTS Writing Band score.

2.Task 2 is worth twice as much as Task 1.
• Think of the ratio as 1 : 2 (Task 1 : Task 2) or 33 % vs 67 %.

3.Example
• Task 1 band = 6.5
• Task 2 band = 7.5
• Overall = (6.5 + 7.5 + 7.5) ÷ 3 = 7.17 → rounded to 7.0

Averaging the Four Criteria & Rounding Rules

1.Step-by-step workflow used by certified examiners,

2.Score each task on the four criteria—Task Response (TR), Coherence & Cohesion (CC), Lexical Resource (LR), Grammatical Range & Accuracy (GRA).

3.Average the four numbers to obtain a Task Band for Task 1 and again for Task 2.

4.Combine the two task bands using the 1 : 2 weighting described above.
Apply official rounding:
• ≥ 0.25 but < 0.75 → round to .5
• ≥ 0.75 → round to next whole band
• < 0.25 → round down to the previous whole band

Quick cheat sheet

Weighted Average	Final IELTS Writing Band
6.25 → 6.74	6.5
6.75 → 7.24	7.0

Practical Ways to Raise Your IELTS Writing Band

Below are three field-tested tactics that directly target the four official criteria and can lift your overall IELTS Writing Band score.

Task 1 High-Band Framework

• Spend 3–4 minutes analysing the chart; identify overall trends first.

• Write a two-sentence introduction: ① paraphrase the question, ② give an overall summary (biggest rise, highest figure, etc.).

• Body = 2 clear paragraphs organised by either time periods or data groupings; start each with a linking phrase (e.g. "Between 2000 and 2010…”).

• Use comparative structures and percentages precisely; avoid raw copying of the numbers in every sentence.

Task 2 Three-Paragraph Universal Template

Paragraph 1 – Introduction

1.Paraphrase the statement.

2.State your clear position.

Paragraph 2 – Main Idea & Support

• Present your strongest argument first.

• Develop with one explanation + one specific example (study, statistic, personal experience).

Paragraph 3 – Counterpoint + Conclusion

• Acknowledge an opposing view in one sentence, then refute it with evidence.

• Finish with a concise restatement of your opinion and its wider implication.

This compact structure keeps your essay within 260–280 words, ideal for control of coherence, cohesion and timing.

High-Frequency Lexical Toolkit

1.Connectors for CC: "Not only… but also…”, "Conversely”, "By contrast”, "A key consequence is…”.

2.Synonym sets for LR:

• "important” → crucial / pivotal / imperative

• "increase” → surge / escalate / climb

• Present your strongest argument first.

• Develop with one explanation + one specific example (study, statistic, personal experience).

Paragraph 3 – Counterpoint + Conclusion

• Acknowledge an opposing view in one sentence, then refute it with evidence.

Raise Your IELTS Writing Band Now!

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