IELTS Writing is one of the module in IELTS exams
The writing Test has a time limit of 60 minutes and contains 2 tasks which has to be completed in the time limit.
Tip: The first task must be completed within 20 minutes as the 2nd task is bigger and needs more time. The qualified IELTS examiner will be giving the final score
| Task Achievement | Coherence and Cohesion | Lexical Resource | Grammatical Range and Accuracy | |
| 9 | · fully satisfies all the requirements of the task | · uses cohesion in such a way that it attracts no attention | uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’ | uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’ |
| · clearly presents a fully developed response | · skilfully manages paragraphing | |||
| 8 | · covers all requirements of the task sufficiently | · sequences information and ideas logically | · uses a wide range of vocabulary fluently and flexibly to convey precise meanings | · uses a wide range of structures |
| · presents, highlights and illustrates key features / bullet points clearly and appropriately | · manages all aspects of cohesion well | · skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation | · the majority of sentences are error-free | |
| · uses paragraphing sufficiently and appropriately | · produces rare errors in spelling and/or word formation | · makes only very occasional errors or inappropriacies | ||
| 7 | · covers the requirements of the task | · logically organises information and ideas; there is clear progression throughout | · uses a sufficient range of vocabulary to allow some flexibility and precision | · uses a variety of complex structures |
| · (Academic) presents a clear overview of main trends, differences or stages | · uses a range of cohesive devices appropriately although there may be some under-/over-use | · uses less common lexical items with some awareness of style and collocation | · produces frequent error-free sentences | |
| · (General Training) presents a clear purpose, with the tone consistent and appropriate | · may produce occasional errors in word choice, spelling and/or word formation | · has good control of grammar and punctuation but may make a few errors | ||
| · clearly presents and highlights key features / bullet points but could be more fully extended | ||||
| 6 | · addresses the requirements of the task | · arranges information and ideas coherently and there is a clear overall progression | · uses an adequate range of vocabulary for the task | · uses a mix of simple and complex sentence forms |
| · (Academic) presents an overview with information appropriately selected | · uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical | · attempts to use less common vocabulary but with some inaccuracy | · makes some errors in grammar and punctuation but they rarely reduce communication | |
| · (General Training) presents a purpose that is generally clear; there may be inconsistencies in tone | · may not always use referencing clearly or appropriately | · makes some errors in spelling and/or word formation, but they do not impede communication | ||
| · presents and adequately highlights key features / bullet points but details may be irrelevant, inappropriate or inaccurate | ||||
| 5 | · generally addresses the task; the format may be inappropriate in places | · presents information with some organisation but there may be a lack of overall progression | · uses a limited range of vocabulary, but this is minimally adequate for the task | · uses only a limited range of structures |
| · (Academic) recounts detail mechanically with no clear overview; there may be no data to support the description | · makes inadequate, inaccurate or over-use of cohesive devices | · may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader | · attempts complex sentences but these tend to be less accurate than simple sentences | |
| · (General Training) may present a purpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriate | · may be repetitive because of lack of referencing and substitution | · may make frequent grammatical errors and | ||
| · presents, but inadequately covers, key features / bullet points; there may be a tendency to focus on details | punctuation may be faulty; errors can cause some difficulty for the reader | |||
| 4 | · attempts to address the task but does not cover all key features / bullet points; the format may be inappropriate | · presents information and ideas but these are not arranged coherently and there is no clear progression in the response | · uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task | · uses only a very limited range of structures with only rare use of subordinate clauses |
| · (General Training) fails to clearly explain the purpose of the letter; the tone may be inappropriate | · uses some basic cohesive devices but these may be inaccurate or repetitive | · has limited control of word formation and/or spelling; | · some structures are accurate but errors predominate, and punctuation is often faulty | |
| · may confuse key features / bullet points with detail; parts may be unclear, irrelevant, repetitive or inaccurate | · errors may cause strain for the reader | |||
| 3 | · fails to address the task, which may have been completely misunderstood | · does not organise ideas logically | · uses only a very limited range of words and expressions with very limited control of word formation and/or spelling | attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning |
| · presents limited ideas which may be largely irrelevant/repetitive | · may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas | · errors may severely distort the message | ||
| 2 | answer is barely related to the task | has very little control of organisational features | uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling | cannot use sentence forms except in memorised phrases |
| 1 | answer is completely unrelated to the task | fails to communicate any message | can only use a few isolated words | cannot use sentence forms at all |
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