IELTS General Training Task 1 Letter Band Descriptors (2026)

How the Task 1 descriptor works for the letter

The authority is the official IELTS Writing band descriptors PDF (Updated May 2023). Academic and General Training share one Task 1 descriptor, with separate lines under Task Achievement for the General Training letter. The other three criteria read the same for both. The tables below are our own summaries, not the official text.

According to IELTS's key assessment criteria, Task Achievement for the letter covers explaining its purpose clearly, dealing fully with all three bullet points, extending each one relevantly, using a suitable letter format and keeping a consistent, appropriate tone.

From ielts.org: spend about 20 minutes, write at least 150 words, and do not use notes or bullet points in the answer. Task 2 contributes twice as much to the Writing band, so a long letter costs essay time.

Task Achievement for the letter, band by band

The three bullet points are your checklist. Examiners look at whether each one is present, how well it is developed, whether the reader can tell why you are writing, and whether the tone suits the person you are writing to.

Band	What it typically looks like	What separates it from the band below
9	Every requirement is fully and appropriately met. There is nothing to add and nothing out of place.	Complete coverage with no meaningful slips.
8	All three bullet points are presented clearly and each is developed with suitable detail. An occasional small omission is possible.	Every bullet is properly extended, not just mentioned.
7	Every bullet is dealt with and easy to spot, though some deserve more detail. The reader knows why you are writing, and the register fits them and holds steady.	Clear purpose and a tone that stays right from greeting to sign-off.
6	All bullets are covered adequately. The purpose is mostly clear, though the tone may wobble a little. Some details are irrelevant or inaccurate, and some points need more development or are overdone.	All bullets are adequately covered, not just present, and the reason for writing mostly comes across.
5	All bullets appear, but one or more is underdeveloped. The purpose is unclear in places and the tone shifts, sometimes inappropriately. Irrelevant content creeps into key points.	All three bullet points are at least presented.
4	Not every bullet is included. The reason for writing is muddled or missing, the register may not suit the reader, and the format may not suit a letter.	The letter still attempts the task set, rather than a different one.

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Coherence and Cohesion, band by band

For a letter this usually means a clear opening that states the purpose, one paragraph per bullet point in a sensible order, and a close, with linking and reference that let the reader follow without effort.

Band	What it typically looks like	What separates it from the band below
9	The letter reads effortlessly, with linking you do not notice and paragraphing that is exactly right.	Organisation never draws attention to itself.
8	Ideas follow a logical sequence, linking is well managed and paragraphs are used appropriately, with a rare lapse.	Lapses are rare and linking feels natural.
7	The letter is organised logically and progresses clearly from purpose to close. Linkers and reference words are used flexibly, with some errors or over-use.	Clear progression and flexible linking across the whole letter.
6	The letter is generally coherent and moves forward, but linking is mechanical or sometimes faulty, and weak referencing causes some repetition.	A clear overall progression rather than loosely joined sentences.
5	Some organisation is visible, but the order does not fully make sense and the letter may not move forward. Sentences do not flow, connectors are too few or overused, and the letter repeats itself.	The reader can still sense how the parts of the letter relate.
4	Information is there but jumbled, with no clear progression. Linking is basic, repetitive or inaccurate, and reference words are rarely used well.	Some basic linking holds parts of the letter together.

Lexical Resource, band by band

In a letter, vocabulary range includes register: choosing words that fit a friend, a neighbour or a company, and staying consistent.

Band	What it typically looks like	What separates it from the band below
9	Word choice is precise and natural throughout, perfectly matched to the reader. Spelling or word-form slips are almost impossible to find.	Precision and naturalness everywhere, with virtually no slips.
8	A wide vocabulary expresses exact meaning, with skilful, well-placed less common or idiomatic items and only the occasional imprecise choice.	Less common vocabulary is used consistently and skilfully.
7	Enough range for some flexibility and precision. Some less common or idiomatic items appear, with awareness of register and word pairings, though some choices miss. A few spelling errors do not affect clarity.	Some less common vocabulary used with control, plus a sense of register.
6	Vocabulary is adequate and meaning is clear, but range is restricted or imprecise. Reaching for harder words at this level often brings more mistakes.	Enough range to express each point without heavy repetition.
5	Just enough words for the task. Everyday words are often right, but expression is repetitive, word choice often misfires and spelling errors can trouble the reader.	Vocabulary is minimal but adequate for the letter.
4	Vocabulary is basic and repetitive, and may not fit the situation. The letter may lean on memorised formulas or wording copied from the task, and errors can obscure meaning.	Enough relevant vocabulary to convey the basic message.

Grammatical Range and Accuracy, band by band

Letters give natural room for range: polite requests with modal verbs, conditionals for suggestions, past tenses for explaining what happened, and relative clauses to add detail.

Band	What it typically looks like	What separates it from the band below
9	Structures suited to the task are used with complete flexibility and control; grammar and punctuation are right throughout.	Total control, with only the rarest slip.
8	Many different sentence patterns appear, handled flexibly and correctly. Most sentences have no mistakes, punctuation is handled well, and the rare error is random.	Errors are rare and unpatterned.
7	Longer sentences with several clauses appear regularly and mostly work. Overall control is good: many sentences have no mistakes, and the few errors left never block meaning.	Complex sentences are often fully correct.
6	Simple and multi-clause sentences both appear, but without much flexibility, and the longer ones carry more errors. Mistakes appear but rarely cause confusion.	Errors rarely interfere with meaning.
5	Structures are limited and repetitive. Complex sentences are attempted but tend to be faulty, accuracy is best on simple sentences, and errors can trouble the reader.	Complex sentences are attempted, and simple ones are mostly accurate.
4	A very narrow range, mostly simple sentences with few subordinate clauses. Frequent errors may block meaning, and punctuation is often faulty.	Some sentences are accurate and meaning generally comes through.

Bands 3 to 1 in brief

At band 3 the letter misses what the task asked for, possibly because the situation was misunderstood, and errors dominate. At band 2 there is little connection between the content and the task. Band 1 covers content that has nothing to do with the task and any response of 20 words or fewer; wording copied from the question is not counted.

Why General Training letters sit at 6 to 6.5 instead of 7

This is practical advice from marking practice letters, not an official IELTS list.

A bullet answered in one line. Covering a point is not the same as developing it. Give each bullet two or three sentences with a concrete detail: a date, an amount, a reason.

Purpose stated late. If the reader only learns why you are writing in the second paragraph, the purpose is not clear. Say it in the first or second sentence.

Tone that drifts. A formal complaint that slips into chatty phrases, or a letter to a friend that sounds like a business email, breaks consistency. Decide the register from the reader before you write.

Phrase-book openings. Long memorised formal openers add words without content and can sound unnatural in context. A short, direct opening is safer.

Repetitive linking. Starting every paragraph with a connector, or repeating the same request phrase, holds Coherence and Cohesion at 6. Vary structure and let the paragraph order carry the logic.

Running long. About 160 to 190 words usually covers three bullets well; the rest of the time belongs to Task 2.

Frequently asked questions

Is the General Training letter marked on the same descriptor as Academic Task 1?+

Yes. There is one Task 1 descriptor for both. Task Achievement has separate lines for the letter; the other three criteria read the same.

What if I miss one of the three bullet points?+

In descriptor terms, presenting all three bullets is part of the picture from band 5 upwards, and band 4 describes a letter that leaves one out, so a missing bullet caps Task Achievement low. Cover all three.

How formal should my letter be?+

As formal as the reader requires. IELTS assesses whether the tone suits the task and stays consistent, so a letter to a manager and a letter to a friend should sound different.

How many words should the letter be?+

At least 150, per ielts.org. A short letter may not show enough for higher bands. Writing more is not penalised, but Task 2 counts twice as much and needs the time.

Can I get a practice letter scored on these criteria?+

BandLadder AI scores practice letters on the same four criteria, including Task Achievement, so you can see whether coverage or tone is the issue. It is a practice estimate, not an official IELTS score.

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Verified against the linked official sources on 4 October 2026. Rules change: confirm on the official page before you book or apply.

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IELTS General Training Writing Task 1 band descriptors in plain English