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IELTS Band Descriptors Task 1

The document summarizes the IELTS writing task 1 band descriptors. It outlines the criteria used to assess performance in task achievement, coherence and cohesion, lexical resource, and grammatical range and accuracy at each band level from 1 to 9. Higher bands are characterized by fully satisfying all requirements of the task, using complex structures accurately, and demonstrating sophisticated vocabulary. Lower bands show limited ability to address the task, make frequent grammatical errors, and use very basic vocabulary.

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Alejandro Rodriguez
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59 views

IELTS Band Descriptors Task 1

The document summarizes the IELTS writing task 1 band descriptors. It outlines the criteria used to assess performance in task achievement, coherence and cohesion, lexical resource, and grammatical range and accuracy at each band level from 1 to 9. Higher bands are characterized by fully satisfying all requirements of the task, using complex structures accurately, and demonstrating sophisticated vocabulary. Lower bands show limited ability to address the task, make frequent grammatical errors, and use very basic vocabulary.

Uploaded by

Alejandro Rodriguez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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IELTS Task 1 Writing band descriptors (public version)

Band
9

Page 1 of 2

Task Achievement
fully satisfies all the requirements of
the task
clearly presents a fully developed
response
covers all requirements of the task
sufficiently
presents, highlights and illustrates key
features / bullet points clearly and
appropriately

covers the requirements of the task


(Academic) presents a clear overview
of main trends, differences or stages
(General Training) presents a clear
purpose, with the tone consistent and
appropriate
clearly presents and highlights key
features / bullet points but could be
more fully extended
addresses the requirements of the task
(Academic) presents an overview with
information appropriately selected
(General Training) presents a purpose
that is generally clear; there may be
inconsistencies in tone
presents and adequately highlights key
features / bullet points but details may
be irrelevant, inappropriate or
inaccurate

Coherence and Cohesion


uses cohesion in such a
way that it attracts no
attention
skilfully manages
paragraphing
sequences information and
ideas logically
manages all aspects of
cohesion well
uses paragraphing
sufficiently and
appropriately

Lexical Resource
uses a wide range of vocabulary with
very natural and sophisticated control of
lexical features; rare minor errors occur
only as slips

Grammatical Range and Accuracy


uses a wide range of structures with full
flexibility and accuracy; rare minor errors
occur only as slips

uses a wide range of vocabulary fluently


and flexibly to convey precise meanings
skilfully uses uncommon lexical items but
there may be occasional inaccuracies in
word choice and collocation
produces rare errors in spelling and/or
word formation

uses a wide range of structures


the majority of sentences are error-free
makes only very occasional errors or
inappropriacies

logically organises
information and ideas; there
is clear progression
throughout
uses a range of cohesive
devices appropriately
although there may be
some under-/over-use

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 and/or word formation

uses a variety of complex structures


produces frequent error-free sentences
has good control of grammar and
punctuation but may make a few errors

arranges information and


ideas coherently and there
is a clear overall
progression
uses cohesive devices
effectively, but cohesion
within and/or between
sentences may be faulty or
mechanical
may not always use
referencing clearly or
appropriately

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/or
word formation, but they do not impede
communication

uses a mix of simple and complex sentence


forms
makes some errors in grammar and
punctuation but they rarely reduce
communication

generally addresses the task; the


format may be inappropriate in places
(Academic) recounts detail
mechanically with no clear overview;
there may be no data to support the
description
(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 details
attempts to address the task but does
not cover all key features / bullet
points; the format may be inappropriate
(General Training) fails to clearly
explain the purpose of the letter; the
tone may be inappropriate
may confuse key features / bullet
points with detail; parts may be
unclear, irrelevant, repetitive or
inaccurate
fails to address the task, which may
have been completely misunderstood
presents limited ideas which may be
largely irrelevant/repetitive

answer is barely related to the task

answer is completely unrelated to the


task

Page 2 of 2

does not attend


does not attempt the task in any way
writes a totally memorised response

presents information with


some organisation but there
may be a lack of overall
progression
makes inadequate,
inaccurate or over-use of
cohesive devices
may be repetitive because
of lack of referencing and
substitution

uses a limited range of vocabulary, but


this is minimally adequate for the task
may make noticeable errors in spelling
and/or word formation that may cause
some difficulty for the reader

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 and
punctuation may be faulty; errors can
cause some difficulty for the reader

presents information and


ideas but these are not
arranged coherently and
there is no clear
progression in the response
uses some basic cohesive
devices but these may be
inaccurate or repetitive

uses only basic vocabulary which may be


used repetitively or which may be
inappropriate for the task
has limited control of word formation
and/or spelling;
errors may cause strain for the
reader

uses only a very limited range of structures


with only rare use of subordinate clauses
some structures are accurate but errors
predominate, and punctuation is often
faulty

does not organise ideas


logically
may use a very limited
range of cohesive devices,
and those used may not
indicate a logical
relationship between ideas
has very little control of
organisational features

uses only a very limited range of words


and expressions with very limited control
of word formation and/or spelling
errors may severely distort the message

attempts sentence forms but errors in


grammar and punctuation predominate and
distort the meaning

uses an extremely limited range of


vocabulary; essentially no control of word
formation and/or spelling
can only use a few isolated words

cannot use sentence forms except in


memorised phrases

fails to communicate any


message

cannot use sentence forms at all

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