IELTS Writing Task 2 Band Descriptors Explained (Band 4–9, 2026)

How the Task 2 descriptors are used

The authority is the official IELTS Writing band descriptors PDF (Updated May 2023), linked from ielts.org. The same Task 2 descriptor applies to Academic and General Training. The tables below are our own summaries to help you read it, not the official text.

To earn a band on a criterion, the essay has to show everything that band describes, so your weakest habit tends to set the score. The four criteria carry equal weight, which means one criterion stuck a band lower pulls the whole essay down.

Rules that apply alongside the descriptor, from ielts.org: write at least 250 words, because a short essay may not show enough for the higher bands; stay on topic; write connected paragraphs, not notes or bullet points; never copy from another source. The PDF adds that 20 words or fewer is rated band 1 and words copied from the question are not counted.

Task Response, band by band

Task Response asks whether you answered the question that was set, all of it, with a position the reader can identify and ideas that are developed rather than listed.

Band	What it typically looks like	What separates it from the band below
9	Every part of the question is handled thoroughly. The writer's view is obvious from the first paragraph to the last, and every point is explained and backed up. It is hard to find anything off target.	Depth throughout: points are explored, not just made, and gaps in content are almost non-existent.
8	All parts of the question get proper attention. The position is clear and well argued, and ideas are relevant and supported, with the odd thin spot.	Support is specific and consistent across the essay, rather than solid in one paragraph and vague in the next.
7	The key parts of the question are answered and the position is clear and developed. Ideas are explained, but examples can be broad or slightly off focus.	The view stays consistent to the end, and the conclusion follows from the body instead of wavering or repeating it.
6	The main parts are answered, though one may get noticeably less space. The position is relevant, but the conclusion may be vague, unsupported or a restatement. Some ideas need more development or better evidence.	Every main part of the question is at least addressed, and the ideas are relevant even when underdeveloped.
5	Only part of the question is properly covered. A view exists, but it gets lost as the essay goes on. Ideas are few and thin, with some repetition or irrelevant detail.	The reader can find the writer's position without hunting, and some main ideas are actually put forward.
4	The essay deals with the question only minimally or drifts sideways from it, often because the prompt was misread. The view is buried, main ideas are hard to spot, and much of the text repeats itself.	There is still a recognisable response to the prompt and a position that careful reading can find.

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Coherence and Cohesion, band by band

This criterion covers how the essay is organised and how its parts connect: the order of ideas, paragraphing, and linking through connectors and reference words such as this, these, it and such.

Band	What it typically looks like	What separates it from the band below
9	The essay reads so smoothly that you never notice how it is stitched together. Paragraphs are exactly where they should be.	The joins are invisible; the reader is never aware of the linking at all.
8	Ideas follow a logical order, linking is well handled and paragraphs are used properly. A rare slip is tolerated.	Lapses are rare, and linking feels natural rather than inserted.
7	The argument moves forward clearly from start to finish. A good range of linkers and reference words is used flexibly, with some errors or over-use. Paragraphs usually have one clear focus, with ideas inside them in a sensible order.	Each paragraph has a clear central point, and the argument progresses instead of circling back.
6	The essay is organised and heads somewhere, but linking is often mechanical, for example a connector at the start of every sentence, or occasionally wrong. Unclear pronouns cause some repetition, and paragraphs do not always have a clear topic.	The essay visibly builds from start to finish, not just a feeling that the ideas belong together.
5	Some organisation is visible, but the order is not fully logical and the essay may not build. Sentences sit next to each other rather than flowing; connectors are too few, too many or misused. Paragraphing may be weak or absent.	Despite the problems, the reader can still follow how one idea relates to the next.
4	Ideas are present but jumbled, with no clear direction. Relationships between them are unclear, connectors are basic and repetitive, reference words are rare or wrong, and there may be no paragraphs.	Some basic linking exists, even if it is repetitive or inaccurate.

Lexical Resource, band by band

Lexical Resource is your vocabulary: its range, its precision, how naturally words combine (collocation), whether the register suits an essay, and how accurate your spelling and word forms are.

Band	What it typically looks like	What separates it from the band below
9	The writer always finds exactly the right word, and the language sounds natural and sophisticated. Spelling or word-form slips are almost impossible to find.	Precision and naturalness hold across the whole essay, with virtually no slips.
8	A wide vocabulary is used easily to say precisely what is meant. Less common words and idioms appear where they fit, with the occasional wrong word or awkward pairing.	Less common vocabulary is handled skilfully and consistently, not just in a few showcase sentences.
7	There is enough range to vary expression and be reasonably precise. Some less common words appear, and the writer shows a sense of register and natural word pairings, though some choices miss. A few spelling errors do not affect clarity.	Some less common vocabulary is used with control, together with awareness of collocation and formality.
6	Vocabulary is adequate and meaning is clear, but the range is fairly narrow or word choice is imprecise. Writers who reach for harder words at this level often gain range but make more mistakes.	Enough range to express ideas without falling back on the same words throughout.
5	There are just enough words to complete the task. Everyday words are often used correctly, but expression is repetitive or oversimplified, word choice often misfires and spelling errors are noticeable.	The vocabulary, though minimal, is adequate for the task and mostly on topic.
4	Vocabulary is basic, repetitive and too limited for the topic. The essay may lean on memorised phrases, templates or words lifted from the question, and errors can obscure meaning.	Enough relevant vocabulary to convey basic ideas about the topic.

Grammatical Range and Accuracy, band by band

This criterion looks at sentence-level grammar: how varied your structures are (simple, compound, complex), how accurate they are, how much errors affect the reader, and punctuation.

Band	What it typically looks like	What separates it from the band below
9	Any structure the writer needs is used with complete control. Grammar and punctuation are right throughout, apart from the very rare slip.	Total control: even the tiny errors that remain at 8 have almost gone.
8	A wide variety of structures is used flexibly and accurately. Most sentences are completely correct, punctuation is well handled, and errors are occasional and random.	Errors are rare and unpatterned rather than a repeated weakness.
7	Complex sentences such as relative clauses, conditionals and passives appear regularly with reasonable control. Many sentences have no mistakes at all; a few grammar errors remain but never confuse.	Plenty of sentences, including complex ones, come out fully correct.
6	Both simple and longer, multi-clause sentences appear, but they are not handled flexibly. Complex sentences contain noticeably more errors than simple ones. Mistakes in grammar and punctuation appear but seldom cause confusion.	Errors rarely get in the way of meaning, and complex sentences are part of the mix.
5	Structures are limited and repetitive. Complex sentences are attempted but usually go wrong; accuracy is highest on simple sentences. Frequent errors slow the reader, and punctuation may be faulty.	Complex sentences are at least attempted, and simple ones are often accurate.
4	The range is very narrow, mostly simple sentences with few subordinate clauses. Errors are frequent and can block meaning; punctuation is often wrong or missing.	Some structures are accurate and meaning generally gets through.

Bands 3 to 1 in brief

At band 3 the essay fails to answer any part of the question adequately or misunderstands the prompt, ideas are hard to relate, and errors dominate. At band 2 the text barely connects to the prompt. Band 1 covers writing that has nothing to do with the question and any response of 20 words or fewer. Band 0 is for no attempt, an answer entirely in another language, or proof that the essay was completely memorised.

Why Task 2 essays sit at 6 to 6.5 instead of 7

This is practical advice from marking practice essays, not an official IELTS list. The descriptors explain what band 7 looks like; these are the habits we most often see stopping it.

A position that shifts. The introduction partly agrees, one body paragraph agrees, the other disagrees, and the conclusion says it depends. State your view in one sentence early, keep every paragraph serving it, and restate it in the conclusion.

Ideas listed, not developed. Two or three reasons per paragraph, each in one sentence, read as band 6. One main idea per paragraph, explained and given a specific example, reads as band 7.

Half the question answered. Two-part questions (why does this happen, and is it positive or negative) need both halves addressed. Underline every instruction in the prompt before planning.

Mechanical linking. A connector at the start of every sentence is noticeable for the wrong reasons. Use reference words and let the logic carry the reader.

One recurring grammar error. Articles, subject-verb agreement, plurals and comma splices, repeated through the essay, keep the error count high. Leave five minutes to check for your personal top two.

Showcase vocabulary. A rare word used wrongly costs more than a plain word used well. Aim for precise topic vocabulary and natural word pairings.

Frequently asked questions

What are the four criteria in IELTS Writing Task 2?+

Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. They are weighted equally and the essay score is their average.

What happens if my Task 2 essay is under 250 words?+

ielts.org says 250 is the minimum and a short answer may not show enough evidence for the higher bands. It does not publish a fixed deduction per missing word. Writing more is not penalised, but it leaves less time to check.

Can I use a memorised essay template?+

ielts.org reserves band 0 for an answer proven to be completely memorised, and the descriptors mark down heavy reliance on memorised or formulaic phrases at the lower bands. Practically, templates also eat time and words that should go on your argument.

Is Task 2 marked differently in General Training?+

No. Academic and General Training Task 2 use the same descriptor and the same four criteria.

How can I see which criterion is holding my essay back?+

Have a teacher mark it against the official PDF, or submit practice essays to BandLadder AI, which scores them on the same four criteria. That 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 Writing Task 2 band descriptors in plain English