IELTS Writing Task 2 band descriptors explained (bands 5-8)

If you have ever received an IELTS Writing score and wondered why it was a 6 and not a 7, the answer lies in the band descriptors. These are the public criteria examiners use to mark your writing. This guide explains, in plain English, what changes between band 5, 6, 7 and 8 in Writing Task 2. It is a paraphrase to help you understand the ideas, so for the exact wording, read the public band descriptors published by the official IELTS partners.

How Task 2 is marked

Your Task 2 essay is assessed on four criteria:

• Task Response (TR): how fully and clearly you answer the question.
• Coherence and Cohesion (CC): how well your ideas are organised and connected.
• Lexical Resource (LR): the range and accuracy of your vocabulary.
• Grammatical Range and Accuracy (GRA): the range and accuracy of your grammar.

The four criteria carry equal weight. You should write at least 250 words, and the usual advice is to spend about 40 minutes on the task. Task 2 also counts for more of your Writing score than Task 1 (roughly twice as much), so it deserves most of your preparation time.

Examiners look for the band that best describes your performance on each criterion overall. One small mistake does not drop you a band, and one impressive word does not lift you a band. They are looking for patterns across the whole essay.

Task Response

Task Response asks a simple question: did you answer this question, completely and convincingly?

Band 5

• Only part of the question is answered, or the essay discusses the general topic instead of the specific task.
• The writer's opinion is there, but it is hard to find or not developed.
• Main ideas are few, thin, or sometimes off-topic.

Band 6

• Every part of the question is answered, but some parts get much more attention than others.
• There is a relevant opinion, but the conclusion may be vague or simply repeat earlier sentences.
• Ideas are relevant, but some are not explained enough.

Band 7

• All parts of the question are answered.
• The writer's position is clear from the introduction to the conclusion.
• Main ideas are extended and supported, though some points may be too general.

Band 8

• All parts of the question are answered fully enough.
• Ideas are relevant, well extended and well supported.
• There are only occasional, small lapses in focus or development.

Example. The question ends: Discuss both views and give your own opinion. A band 5 or 6 essay might spend three paragraphs on one view and one sentence on the other. A band 7 essay gives each view a developed paragraph and makes the writer's own view obvious at the start and the end.

Two more points matter here. Essays under 250 words are likely to be marked down, and memorised paragraphs that do not fit the question do not earn the same credit as original writing. Write about the question in front of you.

Coherence and Cohesion

Coherence is about logical order: does each paragraph have one clear purpose, and do the ideas move forward? Cohesion is about the tools that connect sentences, such as linking words, pronouns like this and they, and synonyms that avoid repetition.

Band 5

• There is some organisation, but the essay does not move forward clearly.
• Linking words are missing, wrong, or used far too often.
• The same nouns are repeated because the writer does not use referencing.
• Paragraphs may be missing or poorly divided.

Band 6

• The essay is organised and generally easy to follow.
• Linking words are used, but sometimes mechanically or incorrectly.
• Pronouns and other references are not always clear.
• Paragraphing is present but not always logical.

Band 7

• Information is ordered logically and the argument progresses clearly.
• A range of linking devices is used, with some overuse or underuse.
• Each paragraph has a clear central topic.

Band 8

• Ideas are sequenced logically throughout.
• Cohesion is handled well and rarely draws attention to itself.
• Paragraphs are used sensibly and consistently.

Example. Firstly, cars cause pollution. Moreover, cars are expensive. Furthermore, cars cause traffic. This is mechanical: three linkers, three repetitions of cars, and no development. A more cohesive version: Private cars are a major source of urban air pollution, and because they usually carry only one or two people, they also take up a large amount of road space.

Lexical Resource

Lexical Resource is about how precisely you use words, not how many rare words you know.

Band 5

• The range of vocabulary is limited and only just enough for the task.
• Spelling and word-formation errors are noticeable and sometimes make reading difficult.

Band 6

• The range is adequate for the task.
• The writer tries less common words, but sometimes uses them inaccurately.
• Some spelling or word-form errors appear, but the meaning stays clear.

Band 7

• There is enough range to express ideas flexibly and precisely.
• Less common words are used with some awareness of style and natural word combinations (collocations).
• There are occasional errors in word choice, spelling or word formation.

Band 8

• A wide range is used fluently and flexibly to express precise meanings.
• Uncommon vocabulary is used skilfully, with only occasional slips in word choice or collocation.
• Spelling and word-formation errors are rare.

Example. Crime is a big problem and people make crimes because of poorness. Compare: Crime is a serious concern, and some people commit offences because of poverty. The second sentence uses a correct collocation (commit offences) and the right word form (poverty, not poorness).

A common trap is forcing in advanced words you are not sure about. A simple, accurate word usually serves you better than an impressive word used wrongly.

Grammatical Range and Accuracy

This criterion looks at two things together: how many different structures you can use, and how accurately you use them.

Band 5

• The range of structures is limited.
• Complex sentences are attempted, but they are usually less accurate than simple ones.
• Grammar and punctuation errors are frequent and can make reading difficult.

Band 6

• There is a mix of simple and complex sentences.
• There are some errors, but they rarely stop the reader from understanding.

Band 7

• A variety of complex structures is used.
• Many sentences are completely error-free.
• Grammar and punctuation are generally well controlled, with a few errors.

Band 8

• A wide range of structures is used.
• Most sentences contain no errors at all.
• Errors are very occasional and minor.

Example. A band 5 writer might produce: If government will spend more money for public transport, the traffic will reduce and people can to travel faster. A band 7 writer might write: If the government invested more in public transport, congestion would ease, allowing commuters to travel more quickly. The second sentence uses a conditional and a participle clause accurately.

How the four scores combine

Your four criterion scores for Task 2 are combined, and the result is then combined with Task 1, with Task 2 weighted more heavily. This means one weak criterion can hold the whole score back. An essay at band 7 for Coherence and Cohesion, Lexical Resource and Grammatical Range and Accuracy, but band 5 for Task Response, averages 6.5 for that task, even though the language is strong.

The practical lesson is to find your weakest criterion and work on it first. For many candidates stuck at 6 or 6.5, it is Task Response (ideas not developed enough) or Grammatical Range and Accuracy (too many errors in complex sentences).

Check your own essay

Understanding the descriptors helps, but it is hard to judge your own writing objectively. You can paste a Task 2 essay into StudyChat to check your essay for free and get an estimated band score with feedback. The score is an AI estimate, not an official result, and StudyChat is not affiliated with IELTS or its official partners.