The IELTS writing test is graded in four different areas, as follows.

• Task Achievement
• Coherence and Cohesion
• Lexical Resource
• Grammatical Range and Accuracy

The following gives the criteria for each area, taken from the publically available band descriptors for task 1 and task 2. The criteria for Task Achievement are different for Task 1 and Task 2, while the other areas are the same for both tasks.

Marking Criteria - Task Achievement (Task 1)

The following are the criteria for Task Achievement (Task 1).

	Task Achievement (Task 1)
9	fully satisfies all the requirements of the task clearly presents a fully developed response
8	covers all requirements of the task sufficiently presents, highlights and illustrates key features/bullet points clearly and appropriately
7	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
6	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
5	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 detail
4	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
3	fails to address the task, which may have been completely misunderstood presents limited ideas which may be largely irrelevant/repetitive
2	answer is barely related to the task
1	answer is completely unrelated to the task

Marking Criteria - Task Achievement (Task 2)

The following are the criteria for Task Achievement (Task 2).

	Task Achievement (Task 2)
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
8	sufficiently addresses all parts of the task presents a well-developed response to the question with relevant, extended and supported ideas
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
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
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
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
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
2	barely responds to the task does not express a position may attempt to present one or two ideas but there is no development
1	answer is completely unrelated to the task

Marking Criteria - Coherence and Cohesion

The following are the criteria for Coherence and Cohesion.

	Coherence and Cohesion
9	uses cohesion in such a way that it attracts no attention skilfully manages paragraphing
8	sequences information and ideas logically manages all aspects of cohesion well uses paragraphing sufficiently and appropriately
7	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
6	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
5	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
4	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
3	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
2	has very little control of organisational features
1	fails to communicate any message

Marking Criteria - Lexical Resource

The following are the criteria for Lexical Resource.

	Lexical Resource
9	uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as 'slips'
8	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
7	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
6	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
5	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
4	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
3	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
2	uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling
1	can only use a few isolated words

Marking Criteria - Grammatical Range and Accuracy

The following are the criteria for Grammatical Range and Accuracy.

	Grammatical Range and Accuracy
9	uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as 'slips'
8	uses a wide range of structures the majority of sentences are error-free makes only very occasional errors or inappropriacies
7	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	uses a mix of simple and complex sentence forms makes some errors in grammar and punctuation but they rarely reduce communication
5	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	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	attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning
2	cannot use sentence forms except in memorised phrases
1	cannot use sentence forms at all

GET FREE EBOOK

Like the website? Try the books. Enter your email to receive a free sample from Academic Writing Genres.