Quick answer
IELTS Writing is marked on four criteria, each worth 25% of the Writing score: Task Achievement or Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. The most common reason students plateau below Band 7 is Task Response — not fully addressing what the question asks, or writing too generally without specific development. Improving Writing requires practice with detailed feedback, not just repetition.
IELTS Writing is the section that most test-takers find hardest to improve — and also the section where the gap between what students think they are doing and what the examiner is marking is largest. This guide explains exactly how IELTS Writing is assessed, what distinguishes Band 6 from Band 7 answers, and the specific changes that move scores upward.
The four marking criteria — each worth 25%
Understanding how IELTS Writing is marked is the most important step in improving it. Examiners score two separate criteria for Task 1 and four for Task 2 on a 0–9 scale. Each criterion is worth 25% of the Writing score.
Task Achievement (Task 1) / Task Response (Task 2)
Does the response fully address the task? For Task 1, did the student accurately describe the visual data or write the correct type of letter? For Task 2, does the essay directly answer the specific question asked, rather than a related but different question?
Coherence and Cohesion
Is the response logically organised and easy to follow? Does information flow clearly between sentences and paragraphs? Are linking words used accurately and naturally — not mechanically overused?
Lexical Resource
Is the vocabulary range appropriate and precise? Does the student avoid repetition through the use of synonyms and paraphrasing? Are collocations and word forms used accurately?
Grammatical Range and Accuracy
Does the student use a variety of sentence structures — both simple and complex — accurately? The key word is “range” — using only simple sentences scores low even if they are correct. Using complex sentences incorrectly also scores low. The goal is accurate complexity.
What separates Band 6 from Band 7 — and why most students stall
The biggest jump for most students is from Band 6 to Band 7. This is where surface understanding becomes insufficient and genuine analytical depth is required.
Band 6 Task 2 characteristics
The response addresses the main task. Ideas are generally relevant but may be underdeveloped. Cohesion is used but may be mechanical (overuse of “Firstly, Secondly, Furthermore”). Vocabulary is adequate but limited in range. Grammar is generally accurate but mostly simple structures. The conclusion may restate the introduction without genuine resolution.
Band 7 Task 2 characteristics
The response fully addresses all parts of the task with clear, well-developed ideas. Each main point is developed with specific reasoning and example — not just stated. Cohesion feels natural, not formulaic. Vocabulary includes less common items used accurately. Grammar includes complex structures used correctly with only occasional minor errors. The conclusion draws the argument to a genuine conclusion rather than repeating the introduction.
The most important single change for most students moving from 6 to 7: Specificity. “This can cause many problems” scores Band 6. “This increases household debt, reducing consumer spending and slowing economic growth” scores Band 7. Every claim needs to be developed with a specific mechanism, example, or consequence.
What examiners see students getting wrong
Not planning before writing. Students who start writing immediately produce disorganised essays that meander and repeat points. Five minutes of planning — deciding your position, your two main arguments, and your supporting points — produces a cleaner, more coherent essay and saves time overall.
Memorised templates overused mechanically. Templates can help structure an essay, but examiners penalise responses that sound rehearsed or formulaic. “In this essay I will discuss both sides of the argument and give my opinion” is an introduction that signals low-level Task Response. A strong introduction states your position directly and in your own words.
Under the word count. Task 1 requires at least 150 words; Task 2 requires at least 250. Being under the word count results in an automatic penalty. Aim for 160–180 words in Task 1 and 270–290 words in Task 2 — enough to demonstrate range without running out of time.
Using informal language. Task 2 requires formal academic English. Contractions (“don't”, “won't”), slang, and informal phrasing reduce the Lexical Resource score. Write in full formal English throughout.
Overusing linking words. Excessive use of “Firstly, Secondly, Furthermore, Moreover, In addition, In conclusion” in every paragraph sounds mechanical and lowers the Coherence and Cohesion score. Use linking words where they genuinely connect ideas — not as paragraph starters by default.
Task 1 differences between Academic and General Training
IELTS Academic Task 1 requires students to describe visual data — a bar chart, line graph, pie chart, table, process diagram, or map. The key skills are selecting the most significant trends, organising the description logically (overview first, then detail), and using accurate data-reporting language (“the proportion increased sharply,” “peaked at,” “remained relatively stable”).
IELTS General Training Task 1 requires students to write a letter — formal, semi-formal, or informal — for a specified purpose. The most common failure is not matching the register to the audience: writing formally to a friend, or informally to an employer, loses marks on both Task Achievement and Lexical Resource.
Practice that actually moves the score
Writing the same type of essay repeatedly without feedback practises mistakes as well as correct habits. Effective Writing practice requires three things: write a task, receive specific feedback on each of the four criteria, and rewrite with the feedback incorporated.
The most important feedback element is knowing specifically which criterion is holding the score down — and why. This is why one-to-one IELTS Writing tutoring is particularly valuable: the tutor gives specific, criterion-referenced feedback on every task rather than a general impression.
Nexus Academy offers IELTS Writing preparation as part of our structured IELTS programmes from £25 per hour. Book a free IELTS diagnostic →