IELTS Band Descriptors, Explained
What examiners actually look for at bands 5, 6, 7, and 8 — criterion by criterion, in plain English — for Writing Task 2, Writing Task 1, and Speaking. Including the one thing everyone asks: exactly what changes between band 6 and band 7.
Each criterion is worth 25% of the Writing Task 2 band.
These are plain-English paraphrases of the public band descriptors, written to be easier to act on — not the official wording. Official versions: ielts.org — How IELTS is scored (official band descriptors) . Worddemy is not affiliated with or endorsed by IELTS, the British Council, IDP, or Cambridge Assessment English.
The full reference tables
Every criterion at every band, side by side — the same content as the explorer above, laid out as printable reference tables. Teachers and tutors are welcome to link to this page as a stable reference. Each criterion carries equal 25% weight; the four criterion bands are averaged to give the skill band.
Writing Task 2 — band descriptors by criterion
| Criterion | Band 5 | Band 6 | Band 7 | Band 8 |
|---|---|---|---|---|
| Task ResponseDid you answer the exact question asked — all parts of it — with a clear position and ideas that are developed, not just listed? | Addresses the task only partially. The position is unclear or gets lost along the way, ideas are underdeveloped or repetitive, and some material may be irrelevant to the question actually asked. | Addresses all parts of the task, though some parts more fully than others. A relevant position exists, but conclusions may become unclear or repetitive, and some ideas are stated without enough development. | Addresses all parts of the task, with a clear position maintained from introduction to conclusion. Main ideas are extended and supported, though there may be occasional over-generalisation or a supporting point that loses focus. | All parts of the task are sufficiently addressed. The response is well developed: ideas are relevant, extended, and well supported, with at most rare lapses in content or support. |
| Coherence & CohesionIs the essay logically organised and effortless to follow — clear paragraphing, logical sequencing, and linking used naturally rather than mechanically? | There is some organisation, but paragraphing may be inadequate or missing. Linking words appear but are often mechanical, repetitive, or inaccurate, and reference words (it, this, they) can leave the reader unsure what they point to. | Information is arranged coherently and there is a clear overall progression. Cohesive devices are used effectively, but can be mechanical or faulty, and paragraphing is present though not always logical. | Information is logically organised with clear progression throughout. A range of cohesive devices is used flexibly, with only some under- or over-use, and each paragraph has one clear central topic. | Ideas are sequenced so skilfully that the cohesion barely draws attention to itself — the essay simply flows. Paragraphing is sufficient and appropriate throughout. |
| Lexical ResourceIs your vocabulary wide and precise enough for the topic — including less common words used with correct collocation and register? | A limited but adequate range. Simple vocabulary is repeated, and noticeable errors in spelling or word formation may cause some difficulty for the reader. | An adequate range for the task. There are attempts at less common vocabulary, but with some inaccuracy; errors in spelling or word choice occur but do not impede communication. | A sufficient range to allow some flexibility and precision. Less common items are used with some awareness of style and collocation; errors in word choice or spelling are only occasional. | A wide range used fluently and flexibly to convey precise meanings, with skilful use of uncommon items. Errors in choice or collocation are rare. |
| Grammatical Range & AccuracyDo you use a variety of sentence structures — including complex ones — and how many of your sentences are completely free of errors? | A limited range of structures. Complex sentences are attempted but tend to break down, and frequent errors can cause some difficulty for the reader. | A mix of simple and complex sentence forms, but complex sentences are noticeably less accurate. Errors occur, though they rarely reduce communication. | A variety of complex structures used with flexibility. The majority of sentences are error-free, with good control of grammar and punctuation and only a few slips. | A wide range of structures used accurately. The great majority of sentences are error-free; slips are very occasional and non-systematic. |
Task Response — the 6 → 7 jump
The 6→7 jump hinges on two things: a position the reader never loses sight of, and every main idea being extended with explanation or a concrete example — not just stated and abandoned.
Coherence & Cohesion — the 6 → 7 jump
The 6→7 jump is mostly paragraph discipline: exactly one central idea per paragraph, a logical order between paragraphs, and linkers woven into sentences naturally instead of bolted on at the front ("Firstly… Secondly… In addition…").
Lexical Resource — the 6 → 7 jump
The 6→7 jump is precision, not decoration: fewer forced "impressive" words, more exact ones — with correct collocation ("heavily reliant", not "strongly reliant") and a consistently formal register.
Grammatical Range & Accuracy — the 6 → 7 jump
The 6→7 test examiners actually apply: more than half of your sentences must be completely error-free. Range matters, but accuracy in the complex sentences you attempt matters more than attempting exotic ones.
Writing Task 1 — band descriptors by criterion
| Criterion | Band 5 | Band 6 | Band 7 | Band 8 |
|---|---|---|---|---|
| Task AchievementDid you accurately summarise the key features of the chart, map, process, or letter — with a clear overview, not a number-by-number recount? | Generally addresses the task, but mechanically recounts detail with no clear overview. May focus on individual data points without summarising the picture, and may include inaccuracies. | Addresses the requirements of the task and presents an overview, but information is sometimes selected inappropriately — details may be irrelevant, inaccurate, or missing. | Covers the requirements. Presents a clear overview of the main trends, differences, or stages, and highlights key features supported with accurately quoted data — though extension could occasionally be fuller. | Covers all requirements sufficiently. Key features are skilfully selected, clearly highlighted, and well illustrated with data, with at most rare lapses. |
| Coherence & CohesionIs the report logically organised — grouped by trend or category rather than listed chronologically — and easy to follow? | Some organisation, but paragraphing may be inadequate. Linking is present but mechanical or repetitive, and comparisons can be hard to follow. | Information is arranged coherently with clear overall progression. Cohesive devices are used effectively but can be faulty or mechanical; paragraph grouping is not always logical. | Information is logically organised — typically grouped into overview plus feature paragraphs — with a range of linking and comparison language used flexibly. | Information is sequenced skilfully; comparisons and groupings feel natural and the cohesion goes unnoticed. Paragraphing is entirely appropriate. |
| Lexical ResourceDo you have the vocabulary of change, comparison, and proportion — and can you paraphrase the prompt rather than copying it? | A limited but adequate range; the prompt's wording is often copied. Errors in spelling or word formation may cause the reader some difficulty. | An adequate range — attempts at less common trend and comparison vocabulary, with some inaccuracy that does not impede communication. | Sufficient range for flexibility and precision: varied trend verbs (surge, dip, plateau), proportion language, and a properly paraphrased introduction, with only occasional errors. | A wide range used fluently and flexibly — precise degrees of change ("rose marginally", "almost trebled") with rare errors in choice or collocation. |
| Grammatical Range & AccuracyCan you handle the structures Task 1 demands — comparatives, passives for processes, and precise tense choices — mostly without error? | Limited range; complex comparisons tend to break down, and frequent errors can cause difficulty for the reader. | A mix of simple and complex forms; comparative and passive structures appear but with recurring errors that rarely block meaning. | A variety of complex structures — comparatives, relative clauses, passives where appropriate — with the majority of sentences error-free. | A wide range of structures used accurately and flexibly; the great majority of sentences are error-free. |
Task Achievement — the 6 → 7 jump
The overview decides this criterion. The 6→7 jump usually means writing one genuinely clear overview paragraph of the main trends, then supporting only the key features with precise figures — never describing every number in the chart.
Coherence & Cohesion — the 6 → 7 jump
The 6→7 jump is grouping: organise paragraphs around trends or categories ("the three European countries rose steadily…") instead of walking through the data source by source or year by year.
Lexical Resource — the 6 → 7 jump
The 6→7 jump shows in the introduction and trend verbs: paraphrase the prompt fully ("the chart illustrates" ≠ "the chart shows the number of…" copied), and vary both the verb and the adverb of change.
Grammatical Range & Accuracy — the 6 → 7 jump
Same bar as Task 2: at 7, more than half your sentences are perfectly clean. In Task 1 that especially means error-free comparatives ("twice as high as", "considerably more than") and correct tense for the time period shown.
Speaking — band descriptors by criterion
| Criterion | Band 5 | Band 6 | Band 7 | Band 8 |
|---|---|---|---|---|
| Fluency & CoherenceCan you keep going at a natural pace, developing ideas logically, without noticeable effort — and is any hesitation about ideas rather than language? | Keeps the conversation going, but relies on repetition, self-correction, and slower speech. Certain connectives and fillers are overused, and complex communication causes fluency to break down. | Willing to speak at length, though coherence is sometimes lost through repetition, self-correction, or hesitation. Uses a range of connectives, though not always appropriately. | Speaks at length without noticeable effort or loss of coherence. Hesitation is usually content-related rather than word-searching, and connectives and discourse markers are used with some flexibility. | Speaks fluently with only rare repetition or self-correction; pauses are to think about ideas, not language. Topics are developed coherently and appropriately. |
| Lexical ResourceCan you discuss any topic flexibly — including idiomatic and less common language — and paraphrase instantly when a word won't come? | Enough vocabulary to discuss familiar and unfamiliar topics, but with limited flexibility. Paraphrase is attempted with mixed success. | A wide enough vocabulary to discuss topics at length and make meaning clear despite inaccuracies. Paraphrase is generally successful. | Vocabulary is used flexibly across a variety of topics. Some less common and idiomatic items appear, with some awareness of style and collocation, and paraphrase is effective. | A wide resource used readily and flexibly to convey precise meaning. Less common and idiomatic vocabulary is used skilfully, and paraphrase happens effortlessly whenever needed. |
| Grammatical Range & AccuracyDo complex structures come out flexibly in real time — and how often are your spoken sentences completely error-free? | Basic sentence forms are fairly well controlled, but complex structures are limited and usually contain errors. | A mix of simple and complex structures, but with limited flexibility. Errors recur in complex structures, though they rarely block understanding. | A range of complex structures used with some flexibility. Error-free sentences are frequent, though some grammatical mistakes persist. | A wide range of structures used flexibly. Most sentences are error-free; slips are occasional and non-systematic. |
| PronunciationHow easy are you to understand — individual sounds, word stress, sentence rhythm, and intonation? Accent is fine; strain on the listener is not. | Shows some effective use of pronunciation features, but control is mixed. Mispronunciations are frequent enough to cause the listener some difficulty at times. | Uses a range of pronunciation features with mixed control — effective stress and intonation appear but aren't sustained, and occasional mispronounced words reduce clarity in places. | Stress, rhythm, and intonation are used effectively over longer stretches. Generally easy to understand throughout; accent has only minimal effect on clarity. | A wide range of pronunciation features with sustained, flexible control. Effortless to understand throughout — first-language accent has minimal effect on intelligibility. |
Fluency & Coherence — the 6 → 7 jump
The 6→7 jump is about the *type* of hesitation: pausing to think about ideas is fine at 7, but pausing to hunt for words or grammar is what anchors candidates at 6. Long, connected answers beat short correct ones.
Lexical Resource — the 6 → 7 jump
The 6→7 jump needs visible flexibility: natural idiomatic touches ("it's a bit of a trade-off"), topic-specific vocabulary, and instant paraphrasing when a word escapes you — never a dead stop.
Grammatical Range & Accuracy — the 6 → 7 jump
Same bar as Writing: at 7 the examiner is frequently hearing completely clean sentences, including complex ones. Drill a small set of patterns — conditionals, relative clauses, past comparisons — until they come out error-free automatically.
Pronunciation — the 6 → 7 jump
The 6→7 jump lives in sustained stress and intonation, not accent reduction. Record two-minute answers and listen for flat rhythm and misplaced word stress — fixing those two moves this criterion more than any individual sound.
How criterion scores become your band score
- Equal weights: each of the four criteria counts for exactly 25% of the skill band — brilliance in one cannot fully compensate for weakness in another.
- Whole bands per criterion: examiners award each criterion a whole band (6, not 6.5); the average of the four produces the half-band scores you see.
- Task 2 counts double: in Writing, Task 2 contributes roughly twice the weight of Task 1 — a weak Task 2 drags the Writing band far more than a weak Task 1.
- Profiles matter more than totals: 6-6-7-7 and 5-7-7-7 both average 6.5, but the second profile tells you exactly which single criterion to fix for 7.0.
- The descriptors are cumulative: each band assumes the strengths of the band below it — band 7 means everything band 6 requires, minus its characteristic lapses.
Frequently asked questions
How is the IELTS Writing band score calculated from the criteria?+
Examiners score each of the four criteria (Task Response/Achievement, Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy) as a whole band from 0–9, and the four are averaged with equal 25% weight. Task 2 then counts twice as much as Task 1 in your final Writing band. A profile of 6, 6, 7, 7 averages to 6.5.
What is the real difference between band 6 and band 7 in Writing?+
Band 7 is the 'competent user with control' line, and examiners apply concrete tests: a position maintained throughout the essay, one clear central topic per paragraph, less common vocabulary with correct collocation, and — the sharpest test — the majority of sentences completely error-free. Band 6 work shows all the same ingredients, but with lapses in each.
Why did I get 6.5 in Writing when my essay 'had no mistakes'?+
Grammatical accuracy is only 25% of the score. Candidates stuck at 6.5 usually lose marks on Task Response (ideas stated but not developed, position drifting) or Coherence (mechanical linking, paragraphs without one clear topic). An error-free essay with underdeveloped ideas is still a band 6 essay on two criteria.
Are the four criteria weighted equally in Speaking?+
Yes — Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation each contribute 25%. The examiner rates each as a whole band during the test and averages them, rounding down to the nearest half band (6, 7, 7, 7 gives 6.5, not 7).
Are these the official IELTS band descriptors?+
This page is a plain-English paraphrase of the public band descriptors that IELTS publishes for test takers, written to make them easier to act on. The official wording is available from ielts.org, linked on this page. Worddemy is not affiliated with or endorsed by IELTS, the British Council, IDP, or Cambridge Assessment English.
Can teachers and tutors use or link to this page?+
Yes — this page is free to link to or project in class, and it stays at a stable URL. If you spot anything you'd phrase differently as an examiner or teacher, we'd genuinely like to hear it via the contact address in the footer.
Now see where you actually stand
Worddemy's AI scores your real essays and speaking sessions against these same criteria — with a per-criterion breakdown, so you know exactly which 25% to work on. The free plan needs no card.