IELTS Academic Writing Task1 Public Band Descriptors

When you sit the IELTS Academic Writing test, Task1 asks you to describe visual information a graph, chart, table, process diagram or map in about 150 words. Your response is judged by a set of publicly available band descriptors that define what examiners look for in each of the four scoring criteria:

• Task Achievement
• Coherence & Cohesion
• Lexical Resource
• Grammatical Range & Accuracy

The descriptors are the same for all candidates, regardless of the band you aim for. Understanding them helps you target the specific features that separate a band6 from a band8.

1. Task Achievement (TA)

This criterion measures whether you have fulfilled the requirements of the task. For Task1 you must:

• Provide an overview that captures the main trend(s) or the most important features.
• Select and accurately describe the most salient data points.
• Avoid irrelevant information or speculation.
• Stay within the recommended word count (150 words).

Bandspecific expectations

Band	What the examiner expects
9	Fully satisfies the task; overview is clear, fully developed and accurately highlights the most significant trends; all major data are selected and described with precision.
8	Fully satisfies the task; overview is welldeveloped and accurately conveys the overall picture; most important data are selected and described with minor inaccuracies.
7	Generally satisfies the task; overview is clear but may miss a minor trend; most relevant data are covered with occasional under or overselection.
6	Addresses the task; overview is present but may be rather brief; relevant data are selected but some less important information is included or some key data are omitted.
5	Attempts to address the task; overview is missing or weak; may describe data that are not the most important, or miss several key features.
4 and below	Fails to address the task; overview absent or unrelated; data description is inaccurate, incomplete, or largely irrelevant.

2. Coherence & Cohesion (CC)

Coherence concerns the logical flow of ideas, while cohesion refers to the use of linking devices (e.g., however, furthermore, in contrast) and paragraphing.

• Organise the response into a logical structure: introduction, overview, and body paragraphs.
• Use a range of cohesive devices appropriately; avoid overuse or mechanical repetition.
• Maintain clear progression of ideas so the reader can follow the description effortlessly.

Bandspecific expectations

Band	What the examiner expects
9	Sequences information logically with skilful use of cohesive devices; paragraphing is natural and flexible.
8	Logical sequencing and a wide range of cohesive devices; paragraphing is clear and appropriate.
7	Clear overall structure; range of cohesive devices used, though occasional overuse or underuse may occur.
6	Generally logical ordering; some cohesive devices may be repeated; paragraphing is evident but may be mechanical.
5	Limited logical sequencing; overreliance on simple linking words; paragraphing may be missing or inconsistent.
4 and below	Little or no logical flow; severe cohesion problems; paragraphs absent or incoherent.

3. Lexical Resource (LR)

Lexical Resource assesses the range and accuracy of the vocabulary you use to convey data, trends and relationships.

• Use varied vocabulary to describe increase, decrease, stability, proportion, etc. (e.g., rose sharply, plummeted, remained steady).
• Employ appropriate academic collocations (e.g., a significant proportion of, the highest figure recorded).
• Avoid repetition; use synonyms where possible.
• Maintain spelling accuracy.

Bandspecific expectations

Band	What the examiner expects
9	Wide, precise vocabulary; rare inaccuracies; effective paraphrase of task wording; sophisticated synonyms used appropriately.
8	Large range of vocabulary; occasional minor errors that do not impede communication.
7	Good range of lexical items; some repetition; occasional inappropriate word choice but meaning remains clear.
6	Adequate range for the task; noticeable repetition; some lexical errors that may cause slight confusion.
5	Limited range; frequent repetition; errors that sometimes hinder meaning.
4 and below	Very restricted vocabulary; many errors; meaning often unclear.

4. Grammatical Range & Accuracy (GRA)

This criterion looks at the variety and correctness of the grammatical structures you employ.

• Use a mix of simple and complex sentences (e.g., relative clauses, passive forms, conditionals).
• Show accurate subjectverb agreement, tense consistency, and correct article usage.
• Avoid frequent grammatical errors that obscure meaning.

Bandspecific expectations

Band	What the examiner expects
9	Wide range of structures used flexibly; virtually no errors.
8	Large range of structures; occasional minor slips that do not affect clarity.
7	Good range; more frequent errors but they rarely impede understanding.
6	Adequate range; errors noticeable and may occasionally cause misunderstanding.
5	Limited range; frequent errors that sometimes hinder communication.
4 and below	Very limited range; pervasive errors that significantly impede comprehension.

Putting the Descriptors to Work

Here are three practical steps to turn the public descriptors into higher scores:

1. Analyse the task before writing. Identify the type of visual (line graph, bar chart, etc.), note the axes, units and any notable peaks or troughs. Draft a quick plan: one sentence for the introduction, one for the overview, twothree sentences for each body paragraph.
2. Target the descriptors while drafting.
   • For Task Achievement, ask yourself: Have I mentioned the most striking trend? Do I give a clear overall picture?
   • For Coherence & Cohesion, check paragraphing and linking: Does each paragraph have a clear focus? Are transitions smooth?
   • For Lexical Resource, prepare a list of synonyms for increase, decrease, remain stable, etc., and try to use at least three different ones.
   • For Grammatical Range, aim to include at least one relative clause and one passive construction.
3. Review against the band descriptors. After writing, go through each criterion and mark any gaps. Revise sentences that repeat the same word, tighten any vague data description, and correct grammar slips before the 20minute time limit ends.

Common Pitfalls to Avoid

• Missing the overview. Without a concise summary of the main trend, you lose essential points in the TA band.
• Overloading with numbers. Listing every figure makes the response unfocused and harms coherence.
• Repeating increase or decrease. Use synonyms and varied expressions to demonstrate lexical range.
• Simple sentence pattern. A string of short sentences suggests limited grammatical range and can lower the GRA band.
• Incorrect units or time periods. Misstating the unit (e.g., percent vs. %) can be counted as an inaccuracy in TA.

Sample Scoring Illustration (Band8)

Below is a brief excerpt that exemplifies the qualities expected for a band8 response. Note how each descriptor is satisfied.

Introduction: The line graph illustrates the proportion of households in three European countries that owned a computer between 1995 and 2005.

Overview: Overall, computer ownership rose sharply in all three nations, with the United Kingdom showing the most dramatic growth.

Body paragraph: In 1995, only 12% of UK households possessed a computer, compared with 20% in Germany and 18% in France. By 2005, these figures had escalated to 75%, 58% and 62% respectively. The steepest increase occurred in the UK, where the proportion more than sextupled over the decade.

This paragraph demonstrates: a clear overview, logical sequencing, varied lexical choices (rose sharply, escalated, sextupled), and a mix of simple and complex structures (relative clause where the proportion more than sextupled). Such a response would likely be rated at band8 for each of the four criteria.

Resources

For the official wording of the public band descriptors, visit the IELTS website. Many preparation books and online courses provide detailed breakdowns and practice tasks aligned with the descriptors.

Remember: mastering the descriptors is not about memorising tables but about internalising what examiners value. Use the criteria as a checklist while you practice, and you will see steady improvement in your Task1 scores.