Skill guide 2 of 4
Writing
Writing is where most people get stuck. It only moves with feedback: write, get it marked against the descriptors, rewrite. For an overall 9 you need at least 8.5 here, so every essay needs feedback and a rewrite.
How it is marked
Four criteria, 25% each. This is a summary in plain words. Read the official public band descriptors on ielts.org as well.
| Criterion | What the examiner checks | Band 6 | Band 7 |
|---|---|---|---|
| Task Achievement (T1) / Task Response (T2) | Did you answer every part of the question? | Position is there but not always clear; ideas are not fully developed | Clear position throughout; main ideas are extended and supported |
| Coherence & Cohesion | Is it easy to follow? | Linking works but is mechanical or repetitive | Logical progression; a clear central idea in every paragraph; linkers used flexibly |
| Lexical Resource | How wide and precise is your vocabulary? | Enough words for the task; some errors in word choice | Less common words used with awareness of style and collocation |
| Grammatical Range & Accuracy | How varied and correct is your grammar? | Mix of simple and complex sentences; errors are common but rarely block meaning | Variety of complex structures; frequent error-free sentences |
At band 8 the differences are precision and control: most sentences are error-free, vocabulary is used naturally and precisely, and paragraphing is always appropriate.
Task 1: four paragraphs
- Introduction. Paraphrase what the chart shows in one sentence.
- Overview. Two sentences on the biggest trends or differences, with no numbers. Without an overview, Task Achievement cannot go above 5.
- Details A. One group of data with numbers and comparisons.
- Details B. The other group.
| Purpose | Language |
|---|---|
| Going up | rose steadily, increased sharply, climbed to, saw a significant rise |
| Going down | fell gradually, dropped dramatically, declined to, saw a slight decrease |
| Top and bottom | peaked at, reached a high of, hit a low of, bottomed out at |
| No change | remained stable at, levelled off, stayed relatively constant |
| Up and down | fluctuated between X and Y |
| Comparing | twice as many as, slightly higher than, by far the largest, the figure for X was double that of Y |
| Approximating | just over, nearly, roughly a quarter, the vast majority |
| Process (passive) | the leaves are picked, then dried; once X is done; in the final stage |
| Maps | was replaced by, was converted into, was extended, a car park was built |
Task 2: five question types
| Type | Question looks like | Your introduction must |
|---|---|---|
| Opinion | To what extent do you agree or disagree? | Say how far you agree |
| Discussion | Discuss both views and give your own opinion. | Name both views and give yours |
| Problem / solution | What are the causes? What can be done? | Preview the causes and the solutions |
| Advantages / disadvantages | Do the advantages outweigh the disadvantages? | Say which side wins. This is an opinion question. |
| Two-part | Why is this happening? Is it positive or negative? | Answer both questions directly |
Structure: introduction (paraphrase + your position), two body paragraphs with one main idea each, conclusion. Each body paragraph: point → explanation → example → link back.
The same idea at band 6, 7 and 8
Band 6
Nowadays many people use the internet and it has a lot of good and bad effects on people.
Band 7
Internet use has become almost universal, and this has brought considerable benefits as well as some serious drawbacks.
Band 8
Near-universal internet access has transformed how people work and learn, although it has also exposed users to new risks, notably misinformation and the loss of privacy.
The band 8 version is not more "fancy". It is more precise: it names what changed (work and learning) and which risks (misinformation, privacy).
Band 5.5 to 6.0Fix the structure
Answer the question in a clear shape
What holds you back
- No overview in Task 1.
- Under the word count.
- Your position is unclear or changes during the essay.
What to do
- Use the four-paragraph structure for both tasks, every time.
- Aim for about 170 and 270 words.
- Write your position in the introduction and repeat it in the conclusion.
Band 6.0 to 7.0Develop and vary
Fewer ideas, better developed
What holds you back
- You list four ideas instead of developing two.
- Every paragraph starts with "Firstly", "Moreover", "Furthermore".
- Simple vocabulary repeated (good, bad, people, things).
What to do
- One main idea per paragraph: point → explanation → example → link.
- Link with referencing: "this trend", "such measures".
- Learn topic collocations (Lessons 5–7) and use them in essays.
Band 7.0 to 8.0Precision and control
Most sentences error-free
What holds you back
- The same small grammar errors in every essay.
- Words that are impressive but slightly wrong.
- No time left to check your writing.
What to do
- Keep a list of your 10 most frequent errors and proofread for them.
- Use words you are sure of. Precise beats impressive.
- Finish with 3 minutes to spare and check agreement, articles and plurals.
Band 8.0 to 9.0Natural and effortless
Writing that reads like an educated native speaker
What holds you back
- Occasional slips in articles, prepositions or word choice.
- Ideas that are correct but predictable or not fully developed.
- Linking the reader notices, instead of linking that is invisible.
What to do
- Every paragraph fully develops one clear idea with a specific example.
- Read quality opinion writing (The Economist, Guardian comment pages) and note how ideas connect.
- Have essays marked by an experienced teacher, and rewrite until no errors remain.
Ready to practise your Writing?
Write your answers to your teacher’s tasks and get a band for each criterion.
Go to Writing tasks