What IELTS Examiners Actually Look For (From the Band Descriptors)
Reading time: 13 minutes
Every IELTS essay is marked against the same four criteria. Every examiner applies the same band descriptors. Yet most students have never actually read these descriptors carefully—or understood what the bureaucratic language actually means for their writing.
This guide translates the official criteria into plain language so you know exactly what examiners look for and what distinguishes each band score.
The Four Criteria (Each Worth 25%)
Your IELTS Writing Task 2 score comes from four equally-weighted criteria:
- Task Response — Did you answer the question?
- Coherence and Cohesion — Is your essay organized and connected?
- Lexical Resource — How good is your vocabulary?
- Grammatical Range and Accuracy — How well do you use grammar?
Your examiner scores each criterion from 1-9, then averages them. That average becomes your Task 2 score (rounded to nearest 0.5). Understanding each criterion tells you exactly where to focus your improvement efforts.
Criterion 1: Task Response
This criterion asks: Did you actually answer the question that was asked?
What examiners evaluate:
- Did you address all parts of the question?
- Do you have a clear position (for opinion essays)?
- Did you develop your ideas with explanations and examples?
- Is everything you wrote relevant to the topic?
The Band 5 to 6 to 7 progression:
| Band 5 | Band 6 | Band 7 |
|---|---|---|
| Addresses the task only partially | Addresses all parts of the task | Addresses all parts of the task |
| Position is not always clear | Position is relevant but not always clear | Clear position throughout |
| Ideas may be unclear or repetitive | Ideas are relevant but may be inadequately developed | Ideas are extended and supported |
| Limited detail | Some examples, but may be irrelevant | Relevant examples, though may be too general |
Plain language translation:
Band 5 = You tried to answer the question but missed parts of it, or your opinion keeps shifting, or you repeated the same point multiple times without developing it.
Band 6 = You answered the whole question and took a position, but your supporting ideas are thin. You might give an example, but it doesn't clearly connect to your argument, or your explanations are brief.
Band 7 = You answered everything, maintained your position consistently, and each paragraph develops its point with explanation AND relevant examples. The reader never wonders "so what?" or "why does this matter?"
The most common Band 5 problem: Partial task address. If the question asks "What are the causes AND what solutions can governments implement?" and you only discuss causes, you cannot score above Band 5 for Task Response regardless of your English quality.
Criterion 2: Coherence and Cohesion
This criterion asks: Can the reader follow your writing easily?
What examiners evaluate:
- Logical organization of ideas
- Clear progression within and between paragraphs
- Effective use of paragraphing
- Appropriate use of linking words and reference words
The Band 5 to 6 to 7 progression:
| Band 5 | Band 6 | Band 7 |
|---|---|---|
| Some organization but lacks overall progression | Arranges ideas coherently with clear progression | Logically organizes ideas with clear progression |
| Inadequate or overuse of cohesive devices | Uses cohesive devices but sometimes mechanically or inappropriately | Uses cohesive devices appropriately |
| May be repetitive or confusing | Paragraphing may not always be logical | Each paragraph has a clear central topic |
Plain language translation:
Band 5 = Your essay jumps around or repeats itself. You might use linking words, but they don't actually connect ideas logically. Paragraphs might combine unrelated points.
Band 6 = Your essay has a logical order, but linking feels mechanical. You might write "Firstly... Secondly... Thirdly..." without actual logical relationships between points. Or you overuse "However" when there's no real contrast.
Band 7 = Each paragraph has one clear main idea. Ideas flow naturally from sentence to sentence. Linking words appear where needed (not forced in), and pronouns clearly reference what came before.
The "mechanical linking" trap: Many Band 6 writers lose marks here not because they forget linking words, but because they use them without purpose. "Furthermore, the government should act" after discussing something unrelated doesn't demonstrate coherence—it demonstrates memorized phrases.
Criterion 3: Lexical Resource
This criterion asks: How effectively do you use vocabulary?
What examiners evaluate:
- Range of vocabulary
- Precision of word choice
- Ability to use less common words
- Control of spelling and word formation
The Band 5 to 6 to 7 progression:
| Band 5 | Band 6 | Band 7 |
|---|---|---|
| Limited range, minimally adequate | Adequate range for the task | Sufficient range for flexibility and precision |
| Repetition of words | Some attempts at less common vocabulary with inaccuracy | Uses less common vocabulary with awareness of style |
| Noticeable spelling errors | Some errors in spelling/word formation but don't impede communication | Occasional errors in word choice, spelling may occur |
Plain language translation:
Band 5 = You use basic words and repeat them. "Good" appears five times. "Important" appears four times. When you try advanced vocabulary, you often use it incorrectly.
Band 6 = You have enough vocabulary to express your ideas. You attempt sophisticated words sometimes, but not always accurately. You might write "the problem is very crucial" (redundant) or "increment the economy" (wrong word form).
Band 7 = You choose words that precisely express your meaning. You use topic-specific vocabulary appropriately. Less common words appear naturally, not forced. Errors are occasional, not systematic.
The vocabulary trap: Many students memorize "advanced" synonyms without understanding their nuances. Using "ameliorate" instead of "improve" doesn't help if you use it incorrectly. Examiners value precision over complexity.
What "adequate" vs "sufficient" means:
- Adequate (Band 6) = Just enough to communicate. Limited but functional.
- Sufficient (Band 7) = Enough to express nuances and precise meanings. Room for flexibility.
Criterion 4: Grammatical Range and Accuracy
This criterion asks: How well do you control English grammar?
What examiners evaluate:
- Variety of sentence structures
- Accuracy of grammar
- Punctuation control
- How errors affect communication
The Band 5 to 6 to 7 progression:
| Band 5 | Band 6 | Band 7 |
|---|---|---|
| Limited range of structures | Mix of simple and complex sentences | Variety of complex structures |
| Attempts complex sentences with frequent errors | Some errors but rarely reduce communication | Frequent error-free sentences |
| Errors may cause difficulty for reader | Punctuation sometimes faulty | Good control of grammar and punctuation |
Plain language translation:
Band 5 = You mainly use simple sentences. When you try complex structures, they often break down. "Because the government is not doing enough so people suffer" (structural error). Errors sometimes make meaning unclear.
Band 6 = You use both simple and complex sentences. Errors occur but the reader understands you. You might mix tenses inconsistently or have article problems, but communication continues.
Band 7 = You regularly produce correct complex sentences. Most sentences are error-free. When errors occur, they're occasional slips, not systematic problems. The reader never struggles with meaning.
The accuracy threshold: The jump from Band 6 to 7 isn't about attempting fancier structures—it's about executing them correctly. A Band 7 writer produces "frequent error-free sentences." Band 6 writers have "some errors." The difference is consistency of accuracy.
How Scores Combine: Why You're Stuck
Understanding score calculation reveals why plateaus happen.
Example calculation:
- Task Response: 6
- Coherence and Cohesion: 5
- Lexical Resource: 6
- Grammatical Range: 6
Total: 23 ÷ 4 = 5.75 → rounded to 6.0
But if that Coherence score stays at 5 while everything else rises to 7:
- 7 + 5 + 7 + 7 = 26 ÷ 4 = 6.5
One weak criterion caps your overall score. This is why targeted improvement matters more than general practice.
The Real Difference Between Band Levels
Here's how an examiner sees Band 5 vs Band 6 vs Band 7 responses to the same question:
Question: Some people believe that unpaid community service should be a compulsory part of high school programs. To what extent do you agree or disagree?
Band 5 response characteristics:
Community service is good. Students can learn many things. It helps the community. However, some students don't have time. They have to study. So community service is both good and bad. In conclusion, I think community service should be sometimes compulsory.
Problems: Position unclear ("both good and bad"), ideas repeated without development, simple sentences only, basic vocabulary, no examples.
Band 6 response characteristics:
I agree that community service should be compulsory in high schools. Firstly, students can learn important skills. For example, they can learn teamwork. Secondly, it helps the community. However, some students may find it difficult because they have many homeworks. In conclusion, I believe community service should be compulsory because the benefits outweigh the drawbacks.
Problems: Position clear but development is thin, mechanical linking, grammar error ("many homeworks"), examples present but underdeveloped.
Band 7 response characteristics:
I strongly agree that mandatory community service would benefit high school students. Participation in community projects develops essential soft skills that classroom education cannot provide. When students work in soup kitchens or environmental clean-ups, they gain practical experience in collaboration and problem-solving that prepares them for professional environments.
Critics argue that academic pressure leaves insufficient time for additional obligations. While this concern has merit, community service can be integrated into the curriculum during existing school hours rather than adding to students' workload. Many schools successfully operate such programs with minimal disruption to academic schedules.
Strengths: Clear position maintained, ideas fully developed with specific examples, natural linking, complex structures executed accurately, precise vocabulary.
What Examiners Actually Do
Understanding the marking process helps you write for examiners:
Examiners are trained professionals. They hold teaching qualifications, have extensive experience, and undergo intensive standardization training. They're recertified every two years to maintain consistency.
Your essay is marked by 2-4 examiners. IELTS ensures fairness by having multiple examiners assess each Writing test. Their scores are monitored for consistency.
Examiners use the band descriptors literally. They're not looking for creativity or originality—they're matching your writing against the published criteria. Knowing the criteria means knowing what they look for.
There's no secret marking scheme. The public band descriptors contain about 90% of what examiners use. The confidential version adds scoring details for borderline cases, but the core criteria are published.
Common Misconceptions Debunked
"I need sophisticated vocabulary to score well."
Not true. The descriptors say Band 7 uses "less common vocabulary" but also emphasizes precision and appropriateness. Using "utilize" instead of "use" adds nothing if "use" is the right word. Misusing sophisticated vocabulary hurts your score.
"Longer essays score higher."
No. The word count minimum (250 words for Task 2) exists to ensure you can demonstrate range. Beyond that, length doesn't correlate with score. A focused 280-word essay can outscore a rambling 350-word one.
"I should memorize essay templates."
Templates can help structure, but examiners recognize memorized chunks. If your introduction sounds identical to thousands of others, it signals limited ability to respond to specific prompts. Templates should be frameworks you adapt, not scripts you recite.
"Perfect grammar gets Band 9."
Band 9 requires "full flexibility and accuracy" with "only rare minor errors as slips." Native speakers make slips. Perfect grammar alone doesn't reach Band 9—you also need sophisticated Task Response, natural coherence, and precise vocabulary.
"Examiners prefer certain opinions."
Never. Examiners assess how you support your position, not what position you take. A well-supported argument for any reasonable position will score higher than a poorly-supported "safe" opinion.
What This Means for Your Preparation
The band descriptors reveal exactly what to work on:
If you're at Band 5 targeting Band 6:
- Ensure you address ALL parts of every question
- Develop each point with at least one explanation + example
- Focus on producing accurate simple and compound sentences
- Reduce word repetition with basic synonyms
If you're at Band 6 targeting Band 7:
- Make linking natural, not mechanical
- Develop topic sentences that clearly state each paragraph's purpose
- Increase accuracy of complex sentences (fewer errors, not more complexity)
- Use vocabulary precisely, not just impressively
If you're at Band 7 targeting Band 8:
- Ensure ideas are "extended and well-supported" not just developed
- Use cohesive devices "flexibly"
- Demonstrate "wide range" of structures, most error-free
- Show "skillful" use of less common vocabulary
The Bottom Line
The band descriptors aren't mysterious. They're publicly available and explicitly tell you what examiners evaluate. Your job is to demonstrate the characteristics at your target band level—nothing more, nothing less.
Understanding these criteria transforms vague goals ("improve my writing") into specific targets ("develop my ideas more fully," "reduce article errors," "create natural paragraph flow"). This clarity is the first step to efficient preparation.
Want to know exactly where your writing falls across all four criteria? We're currently in closed beta—join the waitlist to get early access to detailed diagnostic assessment for each criterion.