Quick Answer
IELTS Writing is marked by certified human examiners using four equally weighted criteria — Task Achievement or Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. Each criterion is scored on the 9-band scale and the four scores are averaged to produce the final Writing band. Task 2 carries twice the weight of Task 1 in the overall Writing band calculation. Understanding exactly what each criterion rewards and penalises is the most direct route to improving your Writing score.
Why Understanding Band Descriptors Changes How You Prepare
Students from Chennai, Velachery, and across Tamil Nadu who plateau at Writing Band 6.0 or 6.5 typically share a common preparation approach — they write essays, check grammar, and assume improvement will follow. It rarely does at the rate they expect.
The reason is straightforward. Without understanding what examiners are specifically looking for at Band 7 versus Band 6 in each criterion — students make the same errors repeatedly without realising it. They fix grammar while their Task Response remains underdeveloped. They improve vocabulary while their Coherence structure stays weak.
Band descriptors tell you precisely what an examiner rewards at every band level. Understanding them transforms unfocused writing practice into targeted improvement.
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How IELTS Writing Is Marked — The Process
Every IELTS Writing response is marked by a trained, certified IELTS examiner. There is no automated marking — human assessment applies to every response in both paper-based and computer-delivered formats.
Each examiner marks against official band descriptors — detailed descriptions of what writing at each band level looks like across all four criteria. Examiners are trained to apply these descriptors consistently through regular calibration and moderation exercises.
If you request an Enquiry on Results (EOR), a senior examiner independently re-marks your responses using the same descriptors. Score changes — upward or downward — are possible through this process.
The Four Marking Criteria — Fully Explained
Criterion 1: Task Achievement (Task 1) / Task Response (Task 2)
This criterion is named differently for Task 1 and Task 2 — reflecting the different nature of each task.
Task Achievement — Task 1: Assesses how completely and accurately you have addressed the task requirements. Examiners check:
- Have you covered all key features of the graph, chart, table, diagram, or process?
- Is there a clear overview identifying the most significant trends?
- Are data points accurately reported without significant errors?
- Is the response at least 150 words?
What Band 6 looks like: Key features are covered but the overview is missing or unclear. Some data inaccuracies present. Response may be slightly under 150 words.
What Band 7 looks like: All key features clearly presented with a well-developed overview. Data is accurately reported. Clear selection of relevant information with appropriate comparisons.
What Band 8 looks like: All key features fully and accurately covered with a skilfully written overview. Data comparisons are precise and insightful. Response demonstrates clear selection judgment — relevant details included, irrelevant ones excluded.
Task Response — Task 2: Assesses how fully and relevantly you have addressed the essay question. Examiners check:
- Have you answered all parts of the question?
- Is your position clear throughout the response?
- Are ideas fully developed with relevant support and examples?
- Is the response at least 250 words?
What Band 6 looks like: Main ideas are present but not fully developed. Position may be unclear or inconsistent. Some parts of the question may be partially addressed. Ideas supported but support is sometimes repetitive or generic.
What Band 7 looks like: All parts of the question addressed. Clear position maintained throughout. Main ideas are extended and supported though some ideas may be more developed than others.
What Band 8 looks like: All parts of the question thoroughly addressed. Position is clear, consistent, and well-developed throughout. Ideas are relevant, extended, and supported with specific, convincing examples.
Criterion 2: Coherence and Cohesion
Coherence refers to the logical flow and organisation of ideas. Cohesion refers to the linguistic devices that connect sentences and paragraphs — linking words, pronouns, and referencing.
Examiners assess:
- Is the response logically organised into clear paragraphs?
- Do ideas within each paragraph connect logically?
- Are linking words used accurately and varied — or mechanically repeated?
- Do pronouns and referencing devices work correctly?
What Band 6 looks like: Organisation is generally clear but paragraphing may be inconsistent. Linking devices are used but sometimes inaccurately or over-mechanically — “Firstly… Secondly… Thirdly… In conclusion” used as a template without genuine logical connection.
What Band 7 looks like: Clear and logical organisation throughout. Paragraphing is appropriate. A range of cohesive devices used flexibly — though occasional mechanical use or minor errors present.
What Band 8 looks like: Sequences information and ideas logically. Manages all aspects of cohesion well. Paragraphing is used sufficiently and appropriately throughout. Cohesive devices are used accurately and with full flexibility.
The most common Coherence and Cohesion error among Tamil Nadu students: Over-reliance on basic linking words — “However,” “Furthermore,” “In addition,” and “In conclusion” — used mechanically at the start of every paragraph without genuine logical connection between ideas. This pattern is immediately recognisable to examiners and caps Coherence scores at Band 6.0.
Criterion 3: Lexical Resource
Lexical Resource assesses the range, accuracy, and appropriateness of vocabulary throughout your response.
Examiners assess:
- Is a wide range of vocabulary used — or are the same basic words repeated?
- Are less common words used accurately — or used incorrectly to appear sophisticated?
- Are collocations and word forms used correctly?
- Are spelling errors present?
What Band 6 looks like: Adequate vocabulary for the task. Some attempts at less common vocabulary but with noticeable inaccuracies. Spelling errors present but generally do not impede communication.
What Band 7 looks like: Sufficient range of vocabulary to allow some flexibility and precision. Less common vocabulary used with some awareness of style and collocation — though occasional inaccuracies present. Rare spelling errors.
What Band 8 looks like: Wide resource of vocabulary used with fluency and flexibility. Skilful use of uncommon lexical items with occasional inaccuracies. Rare errors in spelling and word formation — these do not detract from overall communication.
Critical insight for Tamil Nadu students: Using rare or complex vocabulary incorrectly lowers your Lexical Resource score more than using accurate common vocabulary. An incorrectly used sophisticated word signals poor lexical control — which is penalised. A correctly used common word signals competent control — which is rewarded at Band 6–7.
Band 8 Lexical Resource requires not just rare vocabulary but collocational accuracy — the correct pairing of words that native speakers use naturally together.
Examples of collocation accuracy:
- “Make a decision” — not “do a decision”
- “Raise awareness” — not “increase awareness” (though both exist, “raise” is the natural collocation)
- “Play a role” — not “do a role”
- “Have an impact” — not “make an impact on”
Criterion 4: Grammatical Range and Accuracy
This criterion assesses the variety of grammatical structures used and the accuracy with which they are applied.
Examiners assess:
- Is a variety of sentence structures used — simple, compound, and complex?
- Are complex structures — conditionals, relative clauses, passive voice, reported speech — used correctly?
- How frequent and significant are grammatical errors?
- Does punctuation support meaning accurately?
What Band 6 looks like: Mix of simple and complex structures but errors in complex structures are frequent. Grammar errors are noticeable and may cause some difficulty for the reader in places.
What Band 7 looks like: Variety of complex structures used with some flexibility. Frequent error-free sentences. Some grammatical mistakes present but they rarely reduce communication.
What Band 8 looks like: Wide range of structures used with flexibility and accuracy. Majority of sentences are error-free. Occasional minor errors — punctuation slips, article omissions — present but do not affect communication.
The most common grammatical errors among Tamil Nadu students:
Article errors: Missing or incorrect use of “a,” “an,” and “the” — one of the most persistent error types for Indian English speakers. “Government should take action” instead of “The government should take action.”
Subject-verb agreement: “The data shows” not “The data show.” “Each of the countries has” not “Each of the countries have.”
Tense consistency: Shifting between past and present tense within the same paragraph without logical reason.
Run-on sentences: Joining multiple clauses with commas rather than appropriate conjunctions or full stops — a very common pattern in Tamil Nadu student writing that reduces punctuation accuracy scores.
FAQ — IELTS Writing Band Descriptors
Q1. Can I score differently on each of the four Writing criteria? Yes. Each criterion is assessed independently. It is entirely possible — and common — to score Band 7 for Grammatical Range and Accuracy while scoring Band 6 for Coherence and Cohesion. Your final Writing band is the average of all four criterion scores.
Q2. Does handwriting quality affect Writing scores in paper-based IELTS? Examiners are trained to assess content not presentation — but illegible handwriting that prevents the examiner from reading your response will inevitably affect your score. Write clearly and avoid excessive crossing out. If your handwriting is consistently illegible under time pressure, computer-delivered IELTS eliminates this risk entirely.
Q3. If I write more than 250 words in Task 2, do I get extra marks? No. There are no bonus marks for exceeding word limits. However, responses of 270–310 words typically allow fuller idea development that naturally supports higher Task Response and Coherence scores. Padding responses with unnecessary repetition to increase word count actively lowers Lexical Resource and Coherence scores.
Q4. Does using academic vocabulary I am not fully confident about help or hurt my score? It hurts — if used inaccurately. Incorrect use of sophisticated vocabulary signals poor lexical control and lowers Lexical Resource scores. Use vocabulary you can deploy accurately — then gradually expand your range through consistent reading and vocabulary building practice.
Q5. How does ECS IELTS in Chennai use band descriptors in student preparation? ECS IELTS in Velachery, Chennai marks every practice essay against all four band descriptor criteria — providing students with criterion-specific feedback that identifies exactly which aspect of Writing to improve, rather than generic comments that do not translate into measurable score improvement.
Want your IELTS Writing marked against official band descriptors by experienced trainers? Visit ecsielts.in or walk into our Velachery,
