IELTS Writing Task 2 Band Descriptors: What Examiners Look For
Every IELTS Writing Task 2 answer is marked against four official band descriptors. Each descriptor covers a distinct aspect of academic writing performance, and each contributes exactly 25% to the Task 2 mark. The four criteria are: Task Response (TR), Coherence and Cohesion (CC), Lexical Resource (LR), and Grammatical Range and Accuracy (GRA).
Cambridge Assessment English publishes the full band descriptor tables for each criterion from Band 1 to Band 9 in the IELTS Writing Band Descriptors (Public Version). Understanding what each descriptor says — not just knowing the four criteria names — is what separates candidates who improve systematically from those who plateau at Band 6 despite continued practice. This guide translates each descriptor into precise, actionable writing behaviours at the Band 6, 7, 8, and 9 levels.
For information on how the four criteria scores combine into a final Writing band, and how Task 2 relates to Task 1 in the overall score, see the guide to IELTS Writing Task 1 and Task 2 score weighting. For vocabulary to satisfy the Lexical Resource criterion, see the IELTS Writing Task 2 vocabulary guide.
Criterion 1: Task Response (TR)
Task Response measures whether you have answered the question fully, clearly, and relevantly. It is the criterion that examiners check first, because no amount of sophisticated vocabulary or elegant grammar will rescue an essay that misses the point of the prompt.
| Band | What the descriptor means in practice |
|---|---|
| 9 | Fully addresses all parts of the task. Position is consistently held and logically supported throughout. No irrelevant content. |
| 8 | Addresses all parts sufficiently. Position is clear and supported. Minor irrelevance or slightly underdeveloped reasoning. |
| 7 | Addresses all parts but some parts are more fully covered than others. Position is clear but conclusions may be inconsistent or ideas not always fully extended. |
| 6 | Addresses task, but main ideas may be unclear, repetitive, or not always relevant. Position may be unclear or inconsistent. |
The most common Band 6 Task Response failure is answering only half the question. A prompt that asks “What are the causes of this problem and what solutions do you propose?” requires coverage of both causes and solutions with roughly equal depth. Cambridge Assessment English (2024) reports that approximately 40% of candidates scoring Band 6 in Task Response fail to adequately address one part of a two-part question.
How to improve Task Response
- Read the prompt twice and underline the instruction verb (discuss, evaluate, explain, propose) and every content word separately.
- Write one sentence for each key element of the task in your plan before drafting — this forces you to confirm all parts are covered.
- Check your conclusion: does it directly answer the question asked, or is it a general summary that could apply to any essay?
Criterion 2: Coherence and Cohesion (CC)
Coherence refers to the logical organisation and progression of your argument. Cohesion refers to the linguistic devices that link sentences and paragraphs together — connectives, pronouns, reference words, and lexical chains. Both must be present; a well-organised essay that uses no linking devices, or an essay that overuses “However” and “Furthermore” mechanically, will be penalised on this criterion.
| Band | What the descriptor means in practice |
|---|---|
| 9 | Argument flows seamlessly. Cohesive devices are natural and varied. Paragraphing is perfectly controlled and serves the argument. |
| 8 | Logical sequence throughout. Wide range of cohesive devices. Rare mechanical over-use or occasional awkward reference. |
| 7 | Clear progression. Some under/over-use of cohesive devices. Central topic is clear in each paragraph though detail may shift. |
| 6 | Broadly coherent. Cohesive devices may be faulty or mechanical. Paragraphing is present but may not always be logical. |
The two most common Band 6 Coherence and Cohesion failures are: (1) using the same connectives at the start of every sentence (“Firstly”, “Moreover”, “In conclusion”) which signals memorised phrases, and (2) beginning a paragraph that introduces two unrelated ideas, which breaks the one-idea-per-paragraph principle. IDP Education (2024) data shows these two patterns account for over 60% of the CC errors flagged in candidate scripts at Band 6.
How to improve Coherence and Cohesion
- Use topic sentences. Each body paragraph should begin with a single clear sentence that states the central idea of that paragraph.
- Vary cohesive devices: use pronouns (“this”, “it”, “they”), demonstratives (“this approach”, “these factors”), and lexical repetition alongside traditional connectives.
- Read your draft aloud. If a sentence feels disconnected from the one before it, it needs a linking word or it belongs in a different paragraph.
Criterion 3: Lexical Resource (LR)
Lexical Resource assesses the range, accuracy, and appropriateness of the vocabulary you use. It is not simply a count of how many unusual words appear in your essay — it evaluates how naturally, precisely, and contextually appropriately you deploy vocabulary across the full range of your word choices, including common words used with exact precision.
| Band | What the descriptor means in practice |
|---|---|
| 9 | Full flexibility and precision. Sophisticated control of lexical features. Rare minor errors only in very unusual usages. |
| 8 | Wide resource, fluently deployed. Occasional errors in word choice, collocation, or spelling — do not obscure meaning. |
| 7 | Sufficient range to discuss complex issues. Some awareness of style and collocation. Errors in word choice, spelling, or word formation do not impede communication. |
| 6 | Adequate range for the task. Attempts to use less common vocabulary but with inaccuracies. Spelling and/or word formation errors but meaning is generally clear. |
The difference between Band 6 and Band 7 in Lexical Resource often comes down to collocation accuracy. Native and near-native writers know that “make a decision” is natural but “do a decision” is not; that “economic growth” collocates but “economical growth” does not. Cambridge Assessment English (2024) identifies collocation errors as the most frequent single cause of Band 6 ceiling in Lexical Resource.
How to improve Lexical Resource
- Learn vocabulary in collocations (adjective + noun, verb + noun), not as isolated words. “Drastic measures” not just “drastic”.
- Use a mix of formal synonyms and specific academic terms — do not replace every simple word with a rare one; precision matters more than rarity.
- Proofread specifically for word formation: “economic” vs “economical”, “affect” vs “effect”, “rise” vs “raise” are the error types that cost most marks at Band 6.
Criterion 4: Grammatical Range and Accuracy (GRA)
Grammatical Range and Accuracy measures both the variety of structures you use and the correctness with which you use them. Range means deploying complex sentences, conditionals, passive voice, and relative clauses alongside simple structures. Accuracy means subject-verb agreement, correct tense usage, article usage, and punctuation are reliable throughout.
| Band | What the descriptor means in practice |
|---|---|
| 9 | Full range of structures used naturally and accurately. Rare minor errors as slips only. Punctuation and sentence boundaries fully controlled. |
| 8 | Wide range of structures. Majority of sentences error-free. Occasional non-systematic errors in complex structures. |
| 7 | Good variety of complex structures. Errors occur but rarely impede communication. Frequent error-free sentences. |
| 6 | Mix of simple and complex structures. Some errors in complex forms. Punctuation and sentence construction sometimes faulty. |
British Council (2024) analysis of Band 6 scripts shows the two most common GRA errors are: incorrect article use (“the government should take a action”) and run-on sentences where two independent clauses are joined with a comma rather than a conjunction or full stop. Both are systematic errors — they appear throughout the essay — and systematic errors push the GRA score down regardless of how sophisticated the complex structures are.
How to improve Grammatical Range and Accuracy
- Vary sentence structure deliberately: aim for at least one complex sentence with a relative clause, one conditional, and one passive construction per body paragraph.
- Identify your recurring error type from AI or examiner feedback and drill that specific structure until it becomes automatic before your test date.
- Check every complex sentence you write: does the subordinate clause have a subject and verb? Is the punctuation correct (comma before “but”, no comma before “that” in restrictive clauses)?
Band 9 Sample: How the Four Criteria Apply to One Paragraph
The following annotated paragraph demonstrates how a Band 9 response satisfies all four criteria simultaneously. The topic is government investment in public transport.
“One compelling reason for governments to prioritise public transport investment is the substantial reduction in urban congestion that follows. Cities that have expanded metro and bus-rapid-transit networks — Seoul and Bogotá being notable examples — have recorded measurable declines in peak-hour road traffic within five years of opening new lines. This outcome benefits not only commuters, who experience shorter journey times, but also the broader economy through reduced fuel consumption and lower infrastructure maintenance costs.”
Task Response: Directly supports the argument that government investment in public transport is beneficial. Specific, relevant, no padding.
Coherence and Cohesion:“This outcome” refers back to the congestion reduction. “not only… but also” links two related benefits. Paragraph has a single clear central idea.
Lexical Resource:“compelling”, “substantial reduction”, “bus-rapid-transit”, “peak-hour road traffic”, “fuel consumption” — all precise, contextually appropriate, no repetition.
Grammatical Range and Accuracy:Relative clause (“Cities that have…”), non-restrictive clause with dash, complex noun phrases, passive (“have recorded”), and subordinate clause in the last sentence — all accurate.
Vocabulary for IELTS Writing Band Descriptor Discussions
Task Response vocabulary
- address all parts of the task— the core Task Response requirement at Band 7 and above
- develop ideas fully / extend ideas— what distinguishes Band 7 from Band 8 in Task Response
- consistent position— at Band 9, opinion does not shift between introduction and conclusion
Coherence and Cohesion vocabulary
- cohesive device— any word or phrase that links parts of a text (conjunctions, pronouns, reference words)
- lexical chain— a series of related words across a text (e.g. “climate”, “temperature”, “warming”, “emissions”)
- topic sentence— the opening sentence of a paragraph that states its central idea
Lexical Resource and GRA vocabulary
- collocation— a natural word pairing (e.g. “severe consequences”, not “strong consequences”)
- word formation— using nouns, verbs, adjectives, and adverbs from the same root correctly
- range and accuracy— the two-dimensional standard: range (variety) is insufficient without accuracy (correctness)
Common Mistakes When Preparing for IELTS Band Descriptors
Mistake 1: Studying only vocabulary and grammar
Many candidates focus exclusively on vocabulary lists and grammar drills while ignoring Task Response and Coherence, which together account for 50% of the Task 2 mark. A grammatically perfect essay that does not address the question will not exceed Band 6 overall. Balance your preparation across all four criteria.
Mistake 2: Memorising template phrases for Coherence and Cohesion
Overusing phrases like “It is undeniable that”, “As a matter of fact”, and “Last but not least” signals memorised language to an examiner and actively lowers the Coherence and Cohesion score. Cambridge Assessment English (2024) explicitly flags memorised discourse markers as evidence of limited authentic range. Use connectives only when they reflect genuine logical relationships between ideas.
Mistake 3: Assuming rare vocabulary automatically raises LR score
Inserting sophisticated vocabulary incorrectly (wrong collocation, wrong context) lowers the Lexical Resource score below what correctly used common vocabulary would achieve. “The government should implement ameliorative countermeasures” using “ameliorative” incorrectly is worse than “The government should take effective steps.” Accuracy is weighted equally with range.
Mistake 4: Writing only simple sentences to avoid GRA errors
Some candidates, aware that they make errors in complex sentences, choose to write exclusively simple sentences to maximise accuracy. This strategy caps GRA at Band 6, regardless of how many sentences are error-free. Band 7 requires a mix of complex structures. Accept a small increase in error rate in return for demonstrable structural range (IDP Education, 2025).
Mistake 5: Not reviewing criterion scores from practice feedback
Candidates who receive a single overall band score from practice feedback without a per-criterion breakdown cannot diagnose which area to improve. Always obtain per-criterion scores (TR, CC, LR, GRA) from examiner or AI feedback on every practice essay. British Council (2024) recommends reviewing at least 10 practice essays with criterion-level scoring before your test date to identify systematic patterns rather than one-off errors.