IELTS_task_2_Writing_band_descriptors
IELTS TASK 2 Writing band descriptors (public version)
Band Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy
9 fully addresses all parts of the
task
presents a fully developed
position in answer to the
question with relevant, fully
extended and well supported
ideas uses cohesion in such a way that it
attracts no attention
skilfully manages paragraphing
uses a wide range of vocabulary
with very natural and
sophisticated control of lexical
features; rare minor errors occur
only as ‘slips’
uses a wide range of structures with full
flexibility and accuracy; rare minor errors
occur only as ‘slips’
8 sufficiently addresses all parts
of the task
presents a well-developed
response to the question with
relevant, extended and
supported ideas sequences information and ideas
logically
manages all aspects of cohesion well
uses paragraphing sufficiently and
appropriately
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
7 addresses all parts of the task
presents a clear position
throughout the response
presents, extends and
supports main ideas, but there
may be a tendency to
overgeneralise and/or
supporting ideas may lack
focus 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
presents a clear central topic within
each paragraph
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
6 addresses all parts of the task
although some parts may be
more fully covered than others
presents a relevant position
although the conclusions may
become unclear or repetitive
presents relevant main ideas
but some may be
inadequately
developed/unclear 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 paragraphing, but not always
logically
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
5
addresses the task only partially; the format may be inappropriate in places expresses a position but the development is not always clear and there may be no conclusions drawn
presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail
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 may not write in paragraphs, or paragraphing may be inadequate 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
4
responds to the task only in a minimal way or the answer is
tangential; the format may be inappropriate
presents a position but this is
unclear
presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported
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 may not write in paragraphs or their use may be confusing 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
3
does not adequately address any part of the task does not express a clear position presents few ideas, which are largely undeveloped or irrelevant
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 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 2 barely responds to the task does not express a position may attempt to present one or two ideas but there is no development
has very little control of organisational features uses an extremely limited range
of vocabulary; essentially no control of word formation and/or spelling
cannot use sentence forms except in memorised phrases
1 answer is completely unrelated to the task fails to communicate any message can only use a few isolated words
cannot use sentence forms at all
does not attend
does not attempt the task in any way writes a totally memorised response