Writing band descriptors, explained

What each Writing band actually requires

Pick the task, a criterion and a band. See what the examiner needs to read, what it looks like on the page, and what moves you up.

Writing band descriptor explorer

Task

Task Response Task 2

Band 7

What the examiner needs to read

  • Every part of the question is answered.
  • One clear position runs the whole way through, and nothing later in the essay quietly contradicts it.
  • Your main points are explained and backed up rather than merely mentioned.
  • Sweeping claims still appear, and a supporting sentence sometimes drifts off the point it was meant to support.

What it looks like

Illustration A point that is stated, taken further, and then given something concrete to stand on.

Charging for entry shifts the cost onto visitors rather than taxpayers. That sounds fair until you notice who stops visiting: school groups and low-income families drop away first, which is precisely the audience a public collection exists to reach.

What moves you to Band 8

  • Band 8 covers every part of the question to the depth it asks for, not just adequately.
  • Broad generalisations give way to claims you can actually stand behind.
  • Every supporting sentence earns its place under the point it sits beneath.

Common traps at this band

  • Stating a position and then arguing the other side more convincingly in the second body paragraph.
  • “Studies have shown” with no study in mind — invented evidence reads as invented.
  • Long examples that tell a story instead of proving the point they were chosen for.
The common target

Band 7 at a glance

One line per criterion, for each task. Follow any column to the full cell in the explorer.

Task 2 — the essay

Task 1 — the report or the letter

Task Achievement above is the Academic wording. For General Training, the same band asks for a clear purpose, a tone that fits the reader, and every prompt highlighted — see the General Training cell. Coherence and Cohesion, Lexical Resource and Grammar are identical for both tasks.

The arithmetic

How the Writing band is calculated

Each of the four criteria is awarded a whole band on each task — there are no half bands inside a criterion. The two tasks are not equal: Task 2 counts for twice as much as Task 1, which is why the standard advice is to give it about forty of the sixty minutes. Weight the two tasks that way, average them, and round the result to the closest whole or half band: a figure ending in .25 goes up to the next half band and one ending in .75 up to the next whole band — the same rule that turns your four section scores into an overall band.

Work it out on the band score calculator →
Set the record straight

Facts people get wrong

The word minimums are real

Task 1 has a 150-word minimum and Task 2 a 250-word one. An answer that comes in under that is marked down, and the penalty lands on Task Achievement or Task Response — the criterion that judges whether you answered the question at all.

No upper word limit, but there is a clock

Nothing stops you writing more than the minimum, and no rule docks you for it. The cost is time: an over-long Task 1 is paid for out of Task 2, which weighs twice as much toward your Writing band.

Memorised and off-topic writing is penalised

A paragraph learnt in advance and dropped into an essay it does not fit, or an answer that talks about the topic rather than the question, is marked down under Task Response or Task Achievement however well it is written.

Bullet points are not an answer

Notes and lists are not sentences, and an answer written in them is penalised. Whatever you would have bulleted has to become prose — a Task 1 report and a Task 2 essay are both continuous writing.

Academic and General Training share three criteria

Coherence and Cohesion, Lexical Resource and Grammatical Range and Accuracy are the same descriptors in both modules, and so is Task 2. Only Task Achievement differs: an overview and key features for the Academic report, purpose and tone for the General Training letter.

Spelling and punctuation are both marked

Writing is read, so spelling and word formation sit inside Lexical Resource, and punctuation sits inside Grammatical Range and Accuracy. Neither is a separate criterion, and neither is ignored.

Everything, written out

The full table

Every cell the explorer can show, written out in full. The explorer above is the interactive view of exactly this content.

Task 2 — four criteria, bands 4 to 9

Task ResponseBands 4–9
Task Response Task 2

Band 4

What the examiner needs to read
  • Only a corner of the question gets answered, or the essay slides onto a subject the prompt never raised.
  • What you hand in may not look like an essay at all — the shape can be wrong for the job.
  • A view is somewhere in the text, but a reader cannot say with confidence what it is.
  • The points you are making are hard to pick out, and they repeat, wander, or arrive with nothing behind them.
What it looks like

Illustration An essay asked whether museums should charge for entry, answered as a description of one museum.

Museums are very important for everybody in the society. Last year I visit a museum in my city and it was very interesting for me.

What moves you to Band 5
  • Band 5 gets some way into the question instead of brushing past it.
  • A view is stated openly, even if the essay never carries it through to the end.
  • Two or three points of your own appear, thin as they may still be.
Common traps at this band
  • Copying the prompt into the introduction and treating that as your position.
  • Answering the topic — museums, technology, education — rather than the question asked about it.
  • Filling the page with one idea said four different ways.
Task Response Task 2

Band 5

What the examiner needs to read
  • Some of the question is dealt with and some of it is left untouched.
  • In places the writing stops behaving like an essay — a list here, a note there.
  • You say what you think, but a reader cannot always follow how you got there, and the essay may simply stop rather than close.
  • A few points of your own are there; they run out before they are developed, and some detail belongs to a different question.
What it looks like

Illustration A two-part prompt — why has this happened, and what can be done — where the second half never arrives.

There are many reasons for this situation. Firstly, people are busy. Secondly, prices are high. In conclusion, this is a big problem for everyone today.

What moves you to Band 6
  • Band 6 puts something into every part of the question, even if the coverage is lopsided.
  • The position stays relevant from the opening paragraph to the last one.
  • Each main point is one a marker can recognise as an answer to this prompt.
Common traps at this band
  • Running out of time mid-argument, so the position never gets closed off.
  • A memorised paragraph about technology dropped into an essay about education.
  • Reading “discuss both views and give your own opinion” as one job instead of two.
Task Response Task 2

Band 6

What the examiner needs to read
  • Every part of the question gets an answer, though one part is given far more room than another.
  • Your view is on-topic and a reader can see what it is.
  • The closing lines can turn murky, or say again what has already been said twice.
  • The points you raise belong to the question; one or two of them stop short of being explained.
What it looks like

Illustration A clear position, and a body paragraph that names an idea without ever unpacking it.

I believe the advantages clearly outweigh the drawbacks.

Another benefit is convenience, which is very important for modern families. Moving on to my second point, the cost is also a factor.

What moves you to Band 7
  • Band 7 gives every part of the prompt its fair share, rather than most of the room to one.
  • A single position is held steadily from the introduction through to the conclusion.
  • Each main point is taken further and backed with a reason or an example a reader can test.
Common traps at this band
  • A conclusion that introduces a brand-new argument in its final sentence.
  • Three paragraphs on the half of the question you find easier and one line on the other half.
  • Examples so general — “in many countries, people often…” — that they support nothing in particular.
Task Response Task 2

Band 7

What the examiner needs to read
  • Every part of the question is answered.
  • One clear position runs the whole way through, and nothing later in the essay quietly contradicts it.
  • Your main points are explained and backed up rather than merely mentioned.
  • Sweeping claims still appear, and a supporting sentence sometimes drifts off the point it was meant to support.
What it looks like

Illustration A point that is stated, taken further, and then given something concrete to stand on.

Charging for entry shifts the cost onto visitors rather than taxpayers. That sounds fair until you notice who stops visiting: school groups and low-income families drop away first, which is precisely the audience a public collection exists to reach.

What moves you to Band 8
  • Band 8 covers every part of the question to the depth it asks for, not just adequately.
  • Broad generalisations give way to claims you can actually stand behind.
  • Every supporting sentence earns its place under the point it sits beneath.
Common traps at this band
  • Stating a position and then arguing the other side more convincingly in the second body paragraph.
  • “Studies have shown” with no study in mind — invented evidence reads as invented.
  • Long examples that tell a story instead of proving the point they were chosen for.
Task Response Task 2

Band 8

What the examiner needs to read
  • Every part of the question is handled to the depth that part asks for.
  • The essay is developed all the way; nothing important is left standing as a heading.
  • Each idea belongs to the prompt, is carried further, and is supported.
  • Over-generalisation is no longer doing the work that argument should be doing.
What it looks like

Illustration Each paragraph closes the idea it opened, and the support is specific enough to disagree with.

The revenue argument holds only if attendance survives the charge. Where entry fees have been introduced and later dropped, the visiting public that returned was not the same one that left — and rebuilding an audience takes far longer than losing one.

What moves you to Band 9
  • Band 9 leaves nothing in the question unanswered, at any depth.
  • Every idea is taken as far as it usefully goes rather than far enough.
  • The support under each point is chosen for that point, not simply present.
Common traps at this band
  • Adding a fifth idea instead of finishing the fourth.
  • Letting a well-drilled essay plan stand in for reading this particular prompt.
Task Response Task 2

Band 9

What the examiner needs to read
  • The question is answered in full, in every one of its parts.
  • Your position is developed completely and never wavers.
  • Every idea belongs to the prompt, is taken all the way, and is well supported.
What it looks like

Illustration Nothing in the essay is there to fill space: every paragraph answers part of the question, and every example was chosen because it settles something. A reader finishes it with no part of the prompt left open.

Common traps at this band
  • Chasing this band as a style, when it describes an essay that already answers everything asked.
  • Assuming length equals development — an extra paragraph is not an extended idea.
Coherence and CohesionBands 4–9
Coherence and Cohesion Task 2

Band 4

What the examiner needs to read
  • The ideas are on the page, but not in an order that takes a reader anywhere.
  • The joining words you use are the simplest ones, and they turn up wrongly or over and over.
  • Paragraphs may be missing altogether, or break in places that confuse rather than help.
  • A reader ends up assembling the argument for you.
What it looks like

Illustration One unbroken block, with the same connector carrying every join.

And also the pollution is bad. And also people drive a lot. And also the government should do something and also the people.

What moves you to Band 5
  • Band 5 has some shape — a reader can see an attempt at an order.
  • A wider set of joining words appears, even if they are still overworked.
  • Paragraph breaks start to happen, however roughly.
Common traps at this band
  • One solid block of text, on the theory that paragraphs waste words.
  • Beginning three sentences in a row with the same connector.
  • Learning linking words without learning where a sentence actually needs one.
Coherence and Cohesion Task 2

Band 5

What the examiner needs to read
  • Some arrangement is visible, but the answer as a whole does not move forward.
  • The joining words are too few, wrongly chosen, or used far more often than the writing needs.
  • The same nouns keep coming back, because pronouns and shorter stand-ins are not doing their job.
  • Paragraphs are missing, or too rough to be any help.
What it looks like

Illustration A paragraph that repeats its own subject because nothing lighter is ever used in its place.

Moreover, the government should build more housing. Moreover, the government has money for this. Moreover, the government must act now because the government is responsible.

What moves you to Band 6
  • Band 6 arranges the whole answer so it visibly goes somewhere.
  • Linking words do real work instead of being sprinkled over the top.
  • Paragraphs are used on purpose, even if a break occasionally lands oddly.
Common traps at this band
  • Repeating a full noun phrase eleven times because a pronoun feels risky.
  • A one-sentence paragraph for every idea.
  • Treating a connector as decoration rather than as a signal of what comes next.
Coherence and Cohesion Task 2

Band 6

What the examiner needs to read
  • The whole answer is organised so a reader can see where it is going.
  • Your linking works at the level of the answer; inside and between sentences it can be clumsy or mechanical.
  • Words such as “this” and “they” do not always point clearly at what you meant them to.
  • You do write in paragraphs, though the places you break them are not always the logical ones.
What it looks like

Illustration The argument does progress, and the joins between sentences are bolted on rather than built in.

Firstly, city traffic is worse than before. Secondly, this is a serious issue. Thirdly, the government must act on this.

What moves you to Band 7
  • Band 7 organises logically, and the progression is clear inside each paragraph too.
  • Linking devices of several kinds turn up where each one genuinely belongs.
  • Every paragraph has one topic a reader could name in a word.
Common traps at this band
  • “Firstly, secondly, thirdly” doing the job the ideas themselves should be doing.
  • A paragraph that changes subject halfway through without a break.
  • “This” pointing back at a whole paragraph rather than at one thing in it.
Coherence and Cohesion Task 2

Band 7

What the examiner needs to read
  • The order of your ideas is logical, and the argument moves forward from the first line to the last.
  • You use a range of linking devices and put them where they fit.
  • One or two are still used a little too often, or missed where one was needed.
  • Each paragraph is about one thing, and a reader could say what that thing is.
What it looks like

Illustration A paragraph with a single topic, whose sentences follow from one another without being labelled.

Congestion charging works on the traffic it prices, not on the traffic it moves. Drivers who can pay keep driving; those who cannot shift onto buses that are already full. The measure therefore reduces cars before it improves journeys.

What moves you to Band 8
  • Band 8 sequences everything logically, with no join left awkward.
  • Every kind of cohesion — inside sentences, between them, across paragraphs — is under control.
  • Paragraphing is both sufficient and appropriate, with no break left to habit.
Common traps at this band
  • One paragraph carrying two topics because the second one felt too short to stand alone.
  • Signposting a four-paragraph essay as though it were a long report.
  • Referencing that is perfectly clear to you and ambiguous to a marker.
Coherence and Cohesion Task 2

Band 8

What the examiner needs to read
  • The sequence of your information and ideas is logical throughout.
  • Every kind of cohesion is handled well, from inside a sentence to across the whole answer.
  • There are enough paragraphs, and each break falls where it should.
What it looks like

Illustration Two paragraphs that hand over to each other, with no connector needed to make the handover visible.

Pricing the road changes who drives, not how many journeys a city needs to make. Those journeys land somewhere else — and in most cities, that somewhere is a bus network built for a smaller crowd.

What moves you to Band 9
  • Band 9 makes the joins invisible: nothing about them draws a reader's eye.
  • Paragraphing is not merely correct but skilful.
  • Nothing is left that a reader would notice as a device.
Common traps at this band
  • Sentence-level polish while the order of the paragraphs is still arguable.
  • A flawless join between two paragraphs that should have been one.
Coherence and Cohesion Task 2

Band 9

What the examiner needs to read
  • The joins are handled so well that no reader notices them at all.
  • Paragraphing is skilful: each break does something for the reader.
  • Nothing in the organisation asks for a second reading.
What it looks like

Illustration You cannot point at the cohesion, which is the point. The reader moves from idea to idea without ever registering the machinery that carried them, and each paragraph break arrives exactly where the thought turns.

Common traps at this band
  • Believing more connectors means more cohesion; at this band they stop being visible.
  • Treating paragraphing as a formula rather than as a decision about the reader.
Lexical ResourceBands 4–9
Lexical Resource Task 2

Band 4

What the examiner needs to read
  • The words available to you are the basic ones, and they come round again and again.
  • Some of them do not suit the subject you were given.
  • Word endings and word forms are shaky, and so is the spelling.
  • A reader has to work to get past the mistakes.
What it looks like

Illustration Illustration only — the misspellings below are deliberate.

Polution is a very big problem and the goverment must make a big action for stop it.

What moves you to Band 5
  • Band 5 has enough vocabulary to get the task done, even if barely.
  • Spelling and word-form errors stay noticeable but stop straining the reader.
  • The words you choose match the topic more often than not.
Common traps at this band
  • Learning word lists without the spelling — in Writing, spelling is marked.
  • Reaching for “very” plus a basic adjective where one precise word exists.
  • Reusing the prompt's own nouns because nothing else is available.
Lexical Resource Task 2

Band 5

What the examiner needs to read
  • You have just enough vocabulary to complete the task, with no room to spare.
  • The range is narrow, so a handful of words carry most of the weight.
  • Spelling and word-form mistakes are easy to spot.
  • They make a reader pause, though the meaning usually survives.
What it looks like

Illustration A word reached for in the wrong form, plus a long word spelled by ear.

This is a benefit society for all people, and the enviroment will be more better in the future.

What moves you to Band 6
  • Band 6 has a comfortable enough range for the task, not a bare minimum.
  • You start reaching for less ordinary words, and some of them land.
  • The spelling slips that remain no longer get in the reader's way.
Common traps at this band
  • Using an academic word you have only ever seen written down.
  • The same adjective in every paragraph because it is the safe one.
  • Proofreading for grammar and never for spelling.
Lexical Resource Task 2

Band 6

What the examiner needs to read
  • Your vocabulary is wide enough for what this task needs.
  • You try words that are less ordinary, and some of those attempts are not quite right.
  • There are spelling slips and word-formation slips.
  • None of them stops a reader understanding you.
What it looks like

Illustration A less common word attempted, with a pairing that is nearly right.

The rapid growth of cities has made a significant impact on public transport, and many governments have done research about this problem.

What moves you to Band 7
  • Band 7 has enough range to be flexible and exact at the same time.
  • Less common words arrive with a feel for register and for which words pair with which.
  • Errors in choice, spelling or word form fall to the occasional one.
Common traps at this band
  • A thesaurus word swapped in for a plain one that was already right.
  • “Utilise” and “plethora” in a sentence that needed “use” and “many”.
  • Spelling the same word two different ways in one answer.
Lexical Resource Task 2

Band 7

What the examiner needs to read
  • You have enough vocabulary to say things flexibly and precisely.
  • Less common words appear, and you show some sense of register and of natural word pairings.
  • Mistakes of word choice, of spelling and of word form are occasional.
  • Those occasional errors do not stop you reaching this band.
What it looks like

Illustration Precise choices doing work a general word could not, with the register held steady.

Congestion is not an inconvenience so much as a tax on time, and it falls hardest on the commuters least able to absorb it.

What moves you to Band 8
  • Band 8 uses a wide range readily and flexibly to land the exact meaning.
  • Uncommon words are handled skilfully rather than merely correctly.
  • Spelling and word-form errors become rare instead of occasional.
Common traps at this band
  • Idiomatic phrases in an academic essay, where they read as out of place.
  • A rare word with the wrong partner — “make a research”, “do a mistake”.
  • Precision slipping in the final paragraph, written against the clock.
Lexical Resource Task 2

Band 8

What the examiner needs to read
  • A wide vocabulary is available to you, and you use it easily and flexibly.
  • You say exactly what you mean rather than approximately.
  • Uncommon words are used with skill, with the odd inaccuracy in choice or pairing.
  • Spelling and word-formation errors are rare.
What it looks like

Illustration The uncommon word is there because it is the accurate one, not because it is uncommon.

The policy does not reduce demand; it reallocates it, and a network already running at capacity absorbs that reallocation badly.

What moves you to Band 9
  • Band 9 sustains natural, sophisticated control right across the answer.
  • The occasional wrong pairing that Band 8 allows disappears.
  • What is left are slips rather than gaps.
Common traps at this band
  • Reaching for the rarest word when the precise word is a common one.
  • A brilliant opening paragraph and a plain closing one.
Lexical Resource Task 2

Band 9

What the examiner needs to read
  • Your range is wide, and your control of it is natural and subtle.
  • The word is always the one the sentence needed.
  • The few errors left are slips of the pen.
What it looks like

Illustration Nothing in the writing reads as a word chosen to be noticed. Register, precision and natural pairing hold from the first sentence to the last, and where a plain word is the right one, that is the word used.

Common traps at this band
  • Treating rarity as the measure; precision is what this band describes.
  • Assuming an essay with no spelling errors is automatically here.
Grammatical Range and AccuracyBands 4–9
Grammatical Range and Accuracy Task 2

Band 4

What the examiner needs to read
  • You have very few sentence patterns to work with.
  • Clauses tucked inside a sentence — the “which”, “because”, “although” kind — hardly appear.
  • A few structures come out right, but the mistakes outnumber them.
  • Commas and full stops are often in the wrong place, or missing entirely.
What it looks like

Illustration Illustration only — the punctuation below is deliberately as a Band 4 script would have it.

The city is very crowded, the buses is always full, people waiting long time and they is angry.

What moves you to Band 5
  • Band 5 attempts longer sentences, even when they go wrong.
  • The short sentences become reliable enough to build on.
  • Errors slow a reader down instead of stopping them.
Common traps at this band
  • Joining every idea with a comma and no full stop.
  • Avoiding the past by writing the whole answer in the present tense.
  • Learning rules you can recite but have never written out under time pressure.
Grammatical Range and Accuracy Task 2

Band 5

What the examiner needs to read
  • The range of structures you use is narrow.
  • You do attempt longer, more involved sentences, and they go wrong more often than your short ones do.
  • Grammar mistakes are frequent and the punctuation is unreliable.
  • Between them they make a reader work.
What it looks like

Illustration A simple sentence that holds, followed by a longer one that collapses in the middle.

Public transport is expensive in my country. Although the government say that they will improving the system, but the price is still increase every year which many people cannot affording it.

What moves you to Band 6
  • Band 6 mixes short and long sentences right through the answer.
  • The errors inside the longer sentences stop blocking the meaning.
  • Punctuation becomes steady enough to be ignored.
Common traps at this band
  • One enormous sentence per paragraph, held together with “and”.
  • Starting a complex sentence with no plan for how it ends.
  • The same fossilised error — an article, a plural, a preposition — in every paragraph.
Grammatical Range and Accuracy Task 2

Band 6

What the examiner needs to read
  • Simple and complex sentences both appear, mixed through the answer.
  • There are grammar mistakes and there are punctuation mistakes.
  • They rarely get in the way of what you are saying.
  • A reader gets your meaning without having to repair the sentence first.
What it looks like

Illustration The structure is right; the small agreement and article errors survive the proofread.

Although the government has invested in new buses, the number of passenger have not increased, which suggests that price is the real barrier.

What moves you to Band 7
  • Band 7 uses several kinds of complex sentence, not one pattern repeated.
  • Whole sentences with nothing wrong in them become frequent.
  • Punctuation is controlled well enough to disappear.
Common traps at this band
  • One rehearsed complex opener per paragraph, always the same shape.
  • Leaving repeat-offender errors alone because they never actually block meaning.
  • Comma splices that survive every check because they look like natural pauses.
Grammatical Range and Accuracy Task 2

Band 7

What the examiner needs to read
  • You write several different kinds of complex sentence, not one pattern over and over.
  • Whole sentences with nothing wrong in them are frequent.
  • Your grammar and your punctuation are both under good control.
  • A few errors remain, and at this band they are allowed to.
What it looks like

Illustration Different structures chosen for different jobs, punctuated so the reader never has to reread.

Had the network been expanded first, the charge might have worked. As it stands, drivers priced off the road arrive at bus stops that were already crowded before the policy began.

What moves you to Band 8
  • Band 8 widens the range further and moves around it freely.
  • Most sentences — not merely many of them — come out clean.
  • What is left is the very occasional error or odd choice.
Common traps at this band
  • Complex structures saved for the introduction and the conclusion.
  • The same small slip — a preposition, a plural — in sentence after sentence.
  • Punctuating a long sentence by feel instead of by its structure.
Grammatical Range and Accuracy Task 2

Band 8

What the examiner needs to read
  • Your range of structures is wide.
  • Most of your sentences contain no errors at all.
  • Errors and awkward choices turn up only very occasionally.
What it looks like

Illustration Long and short sentences alternating on purpose, with the punctuation doing the pacing.

What the charge achieves depends entirely on what the money funds. Spent on the network, it buys capacity; spent on general revenue, it buys nothing a commuter can see.

What moves you to Band 9
  • Band 9 has full flexibility as well as full accuracy.
  • Every structure suits the sentence it is doing work in.
  • Only the slips a careful writer makes anywhere are left.
Common traps at this band
  • A wide range in the first body paragraph that narrows under time pressure in the second.
  • Long structures used for display where a short sentence was the right choice.
Grammatical Range and Accuracy Task 2

Band 9

What the examiner needs to read
  • Every structure is available to you, and you handle them all with complete freedom and complete accuracy.
  • Each structure is the one that sentence needed.
  • The rare errors left are slips rather than gaps in what you know.
What it looks like

Illustration The grammar stops being visible as grammar. Sentence length, subordination and punctuation are all chosen by what the idea needs, and the only errors a marker could point to are the kind that survive any careful proofread.

Common traps at this band
  • Reading this band as “no mistakes ever” — the descriptors allow for slips.
  • Adding complexity to impress rather than to say something.

Task 1 — Task Achievement, bands 4 to 9

Task 1 is marked on the same four criteria as Task 2, and only Task Achievement is written differently. Coherence and Cohesion, Lexical Resource and Grammatical Range and Accuracy use the identical descriptors for both tasks — the cells above are the Task 1 cells too: Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy.

Task Achievement — Academic reportBands 4–9
Task Achievement Task 1 Academic

Band 4

What the examiner needs to read
  • You have made a start, but several of the things the visual is mainly about never get mentioned.
  • What you produce may not read as a report — an opinion, a greeting, a run of bullet points.
  • Small details are treated as though they were the main story.
  • Parts of the description are muddled, off the chart, said twice, or simply wrong against the figures.
What it looks like

Illustration A chart covering four countries, described as though it covered one, and closed with a personal view.

This country is the best one in the graph. In my opinion, the government there is doing a very good job with recycling.

What moves you to Band 5
  • Band 5 at least touches every part of what the visual shows.
  • The figures get reported in order, even if mechanically, with no summary standing above them.
  • Numbers start appearing as support instead of being left out altogether.
Common traps at this band
  • Explaining why a trend happened, which the visual never told you.
  • Copying the chart's title as your opening sentence instead of rewriting it.
  • Describing how the graph is drawn rather than what it shows.
Task Achievement Task 1 Academic

Band 5

What the examiner needs to read
  • The task is broadly answered, but in places the writing does not behave like a report.
  • You walk through the figures one at a time, in the order they sit on the page, and no sentence stands above them saying what the whole picture shows.
  • Sometimes no figures are quoted at all to hold the description up.
  • The features that matter are on the page but not properly covered, because small detail has crowded them out.
What it looks like

Illustration Six sentences, each carrying one number, and no line anywhere naming the overall pattern.

The graph shows the first country at the start of the period. The graph shows the second country next. After that the graph shows the third country.

What moves you to Band 6
  • Band 6 opens with a summary sentence naming the overall pattern.
  • What gets reported is chosen, rather than taken in the order it appears.
  • The main features are not only mentioned but made prominent.
Common traps at this band
  • Writing “the graph shows” eight times in eight sentences.
  • Listing every number in the table because leaving one out feels risky.
  • Saving the summary line for the end and then running out of time.
Task Achievement Task 1 Academic

Band 6

What the examiner needs to read
  • The report does what the task asked of it.
  • There is a summary of the overall picture, and the information you picked out to report is the right information.
  • The main features stand out; a reader can see which ones matter.
  • Some of the supporting detail is beside the point, badly chosen, or does not match the figures.
What it looks like

Illustration A genuine overview, followed by a detail sentence that misreads the chart it came from.

Overall, spending rose in every category across the period, with transport growing fastest.

Housing also grew steadily, overtaking transport by the end — which is not what the chart shows.

What moves you to Band 7
  • Band 7 makes the summary unmistakable: the main movements, contrasts or stages, in a line or two.
  • The detail underneath each feature stops contradicting the data.
  • Every feature you highlight is clearly presented, not merely present.
Common traps at this band
  • An overview that restates the introduction in different words.
  • Rounding a figure so loosely that it no longer matches the chart.
  • Giving equal space to the least interesting part of the visual.
Task Achievement Task 1 Academic

Band 7

What the examiner needs to read
  • Everything the task requires is covered.
  • Your summary states the main movements, contrasts or stages, and a reader does not have to hunt for it.
  • The key features are presented clearly and given prominence.
  • They could still be taken further — the report names them more fully than it develops them.
What it looks like

Illustration An overview that commits to a direction and a scale, before the body sorts the data into groups.

Overall, every category rose over the period, but the increase in transport was far steeper than the rest, and housing barely moved.

What moves you to Band 8
  • Band 8 covers every requirement to the depth it asks for.
  • Each key feature is not only highlighted but illustrated with the figures that prove it.
  • The support under each point is chosen to fit that point exactly.
Common traps at this band
  • An overview that names the trend without saying how big it was or which way it went.
  • Selecting three features and then giving two of them a single clause each.
  • Spending a paragraph on the part of the chart you have the vocabulary for.
Task Achievement Task 1 Academic

Band 8

What the examiner needs to read
  • Every requirement is met to the depth the task asks for.
  • Key features are named, made prominent and illustrated with data that fits them.
  • The figures you cite are the ones that carry the point you are making.
What it looks like

Illustration Grouped comparison, where each figure quoted is the one that settles the comparison it sits in.

Transport accounted for the sharpest rise of the four, climbing by roughly half again over the period, while housing — the largest category throughout — ended almost exactly where it began.

What moves you to Band 9
  • Band 9 satisfies the task completely, with nothing left thin.
  • The report is developed all the way rather than sufficiently.
  • Selection, highlighting and illustration all hold right across the report.
Common traps at this band
  • Adding a fourth feature at the cost of finishing the third.
  • Treating a strong overview as licence for a loose body.
Task Achievement Task 1 Academic

Band 9

What the examiner needs to read
  • The task is satisfied in full.
  • The report is developed completely: nothing important is left half-said.
  • Selection, summary, prominence and supporting data all do exactly what the task needs.
What it looks like

Illustration Every sentence is doing one of three jobs — summarising, selecting, or supporting — and none of them is doing two badly. A reader who never saw the visual could describe its shape afterwards.

Common traps at this band
  • Reading this band as longer; it describes a complete report, not a large one.
  • Adding commentary the data cannot support in the hope that it reads as depth.
Task Achievement — General Training letterBands 4–9
Task Achievement Task 1 General Training

Band 4

What the examiner needs to read
  • You have started the letter, but one or more of the prompts underneath the question is never answered.
  • The shape may be wrong for a letter — no greeting, no sign-off, or an essay's opening at the top.
  • The way you address the reader does not match who they are: a stranger written to like a friend, a friend like an official.
  • Parts of the letter are unclear, off the point, repeated, or do not fit the situation you were given.
What it looks like

Illustration A complaint to a landlord neither party has met, opened as though it were a message to a classmate.

Hey there! So the heating is broken again, it's really annoying me. Anyway, talk soon.

What moves you to Band 5
  • Band 5 gets something onto the page for each prompt under the question.
  • The writing behaves like a letter for most of its length.
  • The level of formality settles down, even if it still moves about.
Common traps at this band
  • Opening “Dear Sir or Madam” and signing off “Love”.
  • Answering two prompts thoroughly and forgetting the third exists.
  • Writing about the topic in general instead of writing to the person named.
Task Achievement Task 1 General Training

Band 5

What the examiner needs to read
  • The letter broadly does its job, but in places it stops looking like one.
  • Why you are writing is not obvious to the person opening it.
  • The level of formality moves about from paragraph to paragraph, or is wrong for this reader throughout.
  • All the prompts are touched and none is covered properly; small details take up the room.
What it looks like

Illustration Two paragraphs of background, and the actual request arriving in the final line.

I have lived in this flat for some time and I like the area very much. The neighbours are quiet and the shops are close. Could you send someone to fix the heating.

What moves you to Band 6
  • Band 6 makes the reason for writing clear early on.
  • Each prompt gets a visible answer with enough room to count as covered.
  • Formality stays close to right, even if it slips here and there.
Common traps at this band
  • Burying the request under the background that was supposed to introduce it.
  • Contractions and slang in a complaint to a company.
  • Spending the letter on the one prompt you have the vocabulary for.
Task Achievement Task 1 General Training

Band 6

What the examiner needs to read
  • The letter does what the task asked of it.
  • A reader can tell early on why you have written.
  • The register is broadly right for the reader, though it slides at moments.
  • Every prompt is answered and given room, but some detail is off the point, ill-judged for this reader, or does not fit the situation.
What it looks like

Illustration A formal complaint that is doing its job, with one line that belongs in a different letter.

I am writing to report a recurring fault with the heating in flat 4B, which has now failed three winters running.

Anyway, hope you're keeping well in this weather!

What moves you to Band 7
  • Band 7 holds one level of formality from the greeting to the sign-off.
  • The purpose is stated so plainly that nobody has to infer it.
  • Every detail under a prompt suits this reader and this situation.
Common traps at this band
  • A formal letter that relaxes into chat in its final paragraph.
  • Inventing circumstances that contradict the situation the prompt gave you.
  • One prompt answered in a clause tacked onto a sentence about another.
Task Achievement Task 1 General Training

Band 7

What the examiner needs to read
  • Everything the task asks for is there.
  • Your reason for writing is clear, and the tone matches the reader all the way through.
  • Each prompt is answered visibly and given weight.
  • They could still be taken further — the prompts are covered rather than developed.
What it looks like

Illustration Purpose in the first line, one consistent register, and a request a reader could act on.

I am writing to ask that the heating in flat 4B be repaired before the end of the month. The fault has recurred each winter since I moved in, and on each occasion the flat has been without heat for several days.

What moves you to Band 8
  • Band 8 answers every prompt to the depth the situation asks for.
  • Each point is not only made but shown with a detail that fits the reader.
  • Nothing is left standing as a bare statement.
Common traps at this band
  • A perfectly polite letter that never quite asks for anything.
  • The same formality for a close friend and for a bank.
  • Three tidy sentences where three short paragraphs were wanted.
Task Achievement Task 1 General Training

Band 8

What the examiner needs to read
  • Every requirement is met to the depth the task asks for.
  • Each prompt is answered, made prominent, and filled out with detail that fits the situation.
  • Tone and purpose need no work at all from the reader.
What it looks like

Illustration The request, the evidence for it and the consequence of ignoring it, in a register that never wobbles.

Since the fault has now been reported three times without a lasting repair, I would ask that the boiler be replaced rather than patched again. If that is not possible before the end of the month, I would be grateful for written confirmation of when it will be.

What moves you to Band 9
  • Band 9 satisfies the task completely.
  • The letter is developed all the way rather than sufficiently.
  • Purpose, tone and detail are all exactly what this reader needed.
Common traps at this band
  • Polish carrying a letter that never states what it wants to happen.
  • Adding a fourth subject the task never raised.
Task Achievement Task 1 General Training

Band 9

What the examiner needs to read
  • The task is satisfied in full.
  • Every prompt is developed completely.
  • Purpose, tone and detail all land precisely where the situation puts them.
What it looks like

Illustration The letter reads as though a real person wrote it to a real reader for a real reason, and every paragraph moves that reason forward. Nothing in it would have to be explained twice.

Common traps at this band
  • Reading this band as a formality contest rather than a complete answer.
  • Adding length once the letter has already done its job.

Frequently Asked Questions

The questions candidates ask most about how the Writing criteria are applied.

What is the difference between Task Response and Task Achievement?

They are the same slot on the mark sheet filled by two different tasks. Task Response is the Task 2 criterion, and it asks whether your essay answers every part of the question, states a position and holds it, and develops its ideas with support. Task Achievement is the Task 1 criterion, and what it asks for depends on the module: an Academic report has to summarise the overall picture and pick out the features that matter, while a General Training letter has to make its purpose clear, keep a tone that suits the reader, and cover each prompt under the question. Both criteria are also where an under-length, memorised or off-topic answer is marked down.

Is Task 2 worth more than Task 1?

Yes. In your Writing band, Task 2 counts for twice as much as Task 1, which is why the usual advice is to spend about forty of the sixty minutes on it. Each of the four criteria is awarded a whole band on each task; the two task scores are then combined in that two-to-one ratio, and the result is rounded to the closest whole or half band.

Do spelling mistakes lower my Writing band?

Yes, because Writing is read rather than heard, spelling sits inside Lexical Resource alongside word formation. The descriptors describe a scale rather than a count: at the lower bands, spelling and word-form errors are frequent enough to make a reader work; around Band 6 they are present but do not get in the way; by Band 7 they are occasional, and at Band 8 they are rare. Punctuation is marked too, but it belongs to Grammatical Range and Accuracy rather than to vocabulary.

Are the Writing descriptors the same for Academic and General Training?

Three of the four are identical. Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy are the same descriptors whichever module you sit, and Task 2 is marked the same way in both. The difference is Task 1: Task Achievement for an Academic report is about the overview and the key features of a visual, while for a General Training letter it is about purpose, tone and the prompts you were asked to cover.

Put it to the test

See where your essay lands

IELTS Mentor AI marks a Task 1 report and a Task 2 essay on these same four Writing criteria and shows you which sentences moved the band.