IELTS Writing band descriptors in plain English: what moves you from 6 to 7

The band descriptors are public, but they are written for examiners, not students. Here is what each criterion means in practice, and what typically separates the bands most people are stuck between.

Task Response (Task 2) and Task Achievement (Task 1)

What it asks: Did you answer every part of the question, with a clear position, and develop your ideas?

In practice: most 6s have ideas that are stated but not explained. Every main idea needs a "because" and an example. "Online learning saves time" is a 6. "Online learning saves time, because students who live far from campus no longer lose two hours a day travelling, time they can spend studying" is moving towards 7.

For Task 1, the big one is the overview. No overview of the main features puts a ceiling on this criterion.

Coherence and Cohesion

What it asks: Is the essay logically organised, with clear paragraphs, and are ideas linked smoothly?

• Band 6: organised, but linking can be faulty or mechanical. Paragraphing may not always be logical.
• Band 7: logically organised with clear progression. A range of linking devices, used appropriately, with some under- or over-use.
• Band 8: sequences ideas logically, manages all aspects of cohesion well, uses paragraphing sufficiently and appropriately.

In practice: "mechanical" means starting every sentence with "Firstly", "Moreover", "Furthermore", "In addition". Good writers link with pronouns ("this approach"), with repeated key nouns and with sentence structure, not just connectors. Each paragraph should have one central idea.

Lexical Resource

What it asks: Do you use a range of vocabulary, precisely and naturally?

• Band 6: adequate range. Attempts less common words with some inaccuracy. Spelling and word formation errors don't stop communication.
• Band 7: enough range for flexibility and precision. Uses less common words with some awareness of style and collocation. Occasional errors.
• Band 8: wide range, used fluently and flexibly. Skilful use of uncommon words, with only rare errors.

In practice: this is about precision, not long words. "Governments should spend more money on public transport" is fine. "Governments should invest more heavily in public transport" is more precise. Collocations ("heavily invest", "a growing concern", "pose a risk") matter more than rare words. Memorised "advanced" phrases that don't fit the context are marked down.

Grammatical Range and Accuracy

What it asks: Do you use a mix of simple and complex sentences, and how many are error-free?

• Band 6: mix of simple and complex forms. Some errors, which rarely reduce communication.
• Band 7: a variety of complex structures. Frequent error-free sentences. Good control, with a few errors.
• Band 8: wide range of structures. Most sentences are error-free. Only occasional errors.

In practice: the band 7 phrase "frequent error-free sentences" is the key. If most of your sentences contain one small error (an article, a plural, an agreement), you are at 6 no matter how complex your grammar is. Fix the small errors before adding complexity.

Where students usually lose the most

From the essays we mark, the order is fairly consistent:

1. Task Response: ideas listed but not developed.
2. Grammar: repeated small errors with articles (a/the), plurals and verb agreement.
3. Coherence: mechanical linking words.
4. Lexical Resource: repetition of the same few words from the question.

How to use the descriptors for practice

Mark your own essay against one criterion at a time. Underline every idea and ask, "Did I explain this and give an example?" Then circle every error and count the sentences without any. If fewer than half of your sentences are error-free, grammar accuracy is your fastest route to a higher band.

Get a criterion-by-criterion score

Our free Writing Task 2 checker scores an essay on all four criteria in about 30 seconds, so you can see which one is holding you back.