IELTS Writing Score: Band Score, Marking Criteria, Score Calculator
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IELTS writing score is marked based on band scores. The band scores range from 0 to 9. Aspirants’ performance in IELTS writing is evaluated precisely and scores are awarded based on:
- Task Achievement
- Coherence and Cohesion
- Lexical Resources
- Grammatical Range and Accuracy
| Table of Contents |
Provided below is a data that portrays the mean performance of candidates in writing IELTS band score:
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IELTS Writing Marking Criteria
As mentioned above, writing band score is calculated based on four different criteria. Mentioned below is an example of how marking in writing criteria is achieved:
| IELTS Writing Score Task 1 | IELTS Writing Score Task 2 |
|---|---|
| Task Achievement: Band 7 | Task Achievement: Band 6 |
| Coherence and Cohesion: Band 6 | Coherence and Cohesion: Band 7 |
| Lexical Resource: 8 | Lexical Resource: 8 |
| Grammar: 7 | Grammar: 6 |
Adding all these scores makes a total of 82. To make an average score, 82 must be further divided by 12. So, 82÷ 12 = 6.83 . Hence, 6.83 is the total IELTS writing score of the candidate.
Scoring in IELTS Writing Task
The IELTS writing section is divided into two different assessments; IELTS Academic writing and IELTS General Writing. Both the sections differ in terms of content, however, question types remain the same. IELTS writing task 1 marking criteria weighs 33% of the total score writing evaluation IELTS. The IELTS writing marking can be done as 6 or 7 or in half bands as IELTS 6.5 or 7.5. IELTS writing task 2 again has two different sections; IELTS academic and IELTS general. However, IELTS writing task 2 marking criteria holds a higher weightage by 66% in comparison to task 1 of writing marking criteria IELTS. Mentioned below are the band descriptors that are applicable to both IELTS academic and IELTS general. The chart defines band descriptors for IELTS writing Task 1 and Task 2:
| Band | Task Response | Coherence and Cohesion | Lexical Resources | Grammatical Range and Accuracy |
|---|---|---|---|---|
| 9 | Addressed all sections of the questions. A structured approach to answer, relevance to the | Application of cohesion in an unnoticeable manner. Appropriate paragraphing. | Use of a wide range of vocabulary. Ensuring minor errors and control of lexical features. | Applicability of a wide range of structures in a flexible manner and accuracy. |
| 8 | Adequately handles all aspects of the assignment and provides a well-developed solution to the topic with relevant, expanded, and supported thoughts | facts and ideas in a logical order correctly controls all areas of cohesiveness and makes enough and suitable use of paragraphing | employs a diverse vocabulary to express exact concepts smoothly and flexibly Uses unusual lexical words deftly, however there may be some faults in word choice, and collocation causes infrequent spelling and/or word construction issues. | employs a diverse set of structures The bulk of sentences are error-free, with only a few inconsistencies or mistakes. |
| 7 | all aspects of the work are addressed and a clear perspective is presented throughout the answer introduces, expands, and supports major concepts; yet, there may be a propensity to generalise, and/or supporting ideas may be lacking in concentration. | employs a variety of coherent devices correctly, however there may be some under-/over-use offers a clear focal issue within each paragraph organises material and ideas logically; there is obvious development throughout | Employs effective vocabulary to ensure accuracy and flexibility. Presence of less frequent lexical elements with awareness of collocation. | Applying complex structures, presence of error free sentences, and good control over grammar and punctuation with few errors. |
| 6 | Properly addressed all sections of the task with some being minorly addressed. Presence of a repetitive conclusion. Portrayal of ideas in an unclear or inadequate manner. | Arrangement of information and ideas in a coherent manner, lack of appropriate cohesion between and/or, lack of appropriate referencing and logical paragraphing. | Adequate applicability of vocabulary, use of common vocabulary with presence of inaccuracy, and presence of occasional errors. | Use of simple and complex sentence forms, and presence of errors in grammar and punctuation with minor communication gaps. |
| 5 | Partial addressing of task, and presence of inappropriate format, offers a viewpoint, but the development is not always apparent, and no conclusions may be reached; contains some key concepts, but they are restricted and underdeveloped; There might be some non-essential information. | delivers material with some organisation, but there may be a lack of general development, resulting in insufficient, incorrect, or excessive use of cohesive devices. may be repetitious due to a lack of reference and substitution. may not write in paragraphs, or paragraphing may be inadequate. | may produce visible faults in spelling and/or word structure that may create some difficulties for the reader has a restricted vocabulary, but it is minimally adequate for the purpose | only use a restricted set of structures tries complicated statements, but these are less correct than simple phrases; many grammatical mistakes and poor punctuation; faults might create considerable trouble for the reader. |
| 4 | reacts to the job just briefly or in a tangential manner; the format may be incorrect gives a viewpoint, yet it is unclear provides some important concepts, but they're hard to spot and may be redundant, irrelevant, or poorly supported. | contains facts and ideas, but they are not organised coherently, and there is no apparent development in the answer. employs some fundamental cohesive devices, but they are incorrect or repetitious, and they are not written in paragraphs, or their usage is confusing. | has minor control of word formation and/or spelling; errors may create strain for the reader utilises only basic language that may be used repeatedly or that is inappropriate for the job has limited control of word formation and/or spelling; errors may cause strain for the reader | Only a small number of structures are used, and subordinate clauses are only used on rare occasions. Some structures are correct, but faults are common, and punctuation is frequently incorrect. |
| 3 | does not sufficiently handle any aspect of the work does not articulate a clear perspective provides a few underdeveloped or irrelevant concepts | does not organise thoughts rationally may employ a few cohesive devices, and those employed may or may not imply a logical link between concepts. | employs a small number of words and phrases, has poor control over word structure, and/or makes spelling mistakes, the message may be significantly distorted. | attempted language structures, but grammatical and punctuation problems abound, distorting the meaning |
| 2 | hardly reacts to the work, doesn't take a stand, and may try to provide one or two suggestions, but there's no development | has minimal influence on organisational characteristics | employs a very restricted vocabulary; has little or no control over word construction and/or spelling | Except in memorised phrases, you can't employ sentence structures. |
| 1 | The response has nothing to do with the mission. | fails to convey any information | only be able to employ a few solitary words | Lack of sentence formation |
| 0 | does not attend, does not attempt the task in any way | |||
IELTS Marking Criteria Writing Task 1 and Task 2
The four main criterias carry a weightage of 25% each out of the total score. Below provided is a detailed breakdown of IELTS Writing task 1 marking criteria:
Table below portrays a marking division for IELTS Academic writing task 1:
| Task Achievement | It tests how properly the candidate answers the question by adhering to all the instructions. It should include: Providing all information and facts; Respond to every requirement; Focus on creating a precise overview; For IELTS Academic writing task 1 - highlight your essay with facts, statistical data, and pieces of evidence |
| Coherence and Cohesion | It focuses on how structured the response is. To achieve an IELTS band 8 writing the response should include: Arrangement of paragraphs Each paragraph should consist of a single major idea Linking words and cohesive devices like: to sum up, in my opinion, etc should be used |
| Lexical Resource | It focuses on the usage of vocabulary. To achieve an IELTS band 7 writing the response should include: Usage of an array of vocabulary; Usage of unconventional lexical terms; Spelling errors should be avoided |
| Grammatical Range and Accuracy | This completely focuses on grammatical accuracy. To achieve an IELTS band 9 writing the response should include: Usage of an array of grammatical tools and tenses; Punctuation management; The sentence should be error-free |
The table below provides scoring evaluation for IELTS General Writing task 1:
| Task achievement | It is used for covering all the parts of the question. For IELTS General writing task 1 focus on creating a proper opinion; Read the question carefully; Cover all the points; And most importantly, Stick to the topic |
| Coherence and Cohesion | Coherence and Cohesion refer to the structure and flow of your writing. The examiner evaluates how well-structured and well connected your letter is. Divide your writing into 4 to 5 paragraphs; Use appropriate linking words to connect ideas and paragraphs; |
| Lexical Resource | It means the range of vocabulary. The examiner will look at your choice and the accuracy of words used in your response. Use words and phrases depending on the type of letter; Use some uncommon words, for instance, Splendid instead of Good; And you should not repeat the same words over and over again; |
How to Improve IELTS Writing Band Score?
Candidates must have concerns regarding improvement of IELTS writing score criteria. They might consider following below mentioned steps to ensure improved band scores in marking criteria for IELTS writing:
- Present information accurately
- Answer every task in the questions
- Maintain a clear overview and highlight features and necessary details
- Keep appropriate paragraphing
- Use appropriate vocabulary
- Avoid errors and punctuations
Check- IELTS Writing Task 1 Samples
- Southland’s Main Exports in 2000 and Future Projections For 2025 IELTS Writing Task 1
- Write A Letter To Your Manager Asking Permission To Attend The Conference IELTS General Writing Task 1
- Different Sources of Air Pollutants IELTS Writing Task 1
- Different Types of Crime in England and Wales From 1970 to 2005 IELTS Writing Task 1
- The Percentage Of Water Used By Different Sectors Pie Chart IELTS Writing Task 1
- Diagram Showing Small-Scope about the Production of Smoked Fish IELTS Writing Task 1
- Life Cycle of the Salmon IELTS Writing Task 1
- The Graph below shows the Total Births and The Total Deaths in a European Country from 1950 to 2050 IELTS Writing Task 1
- Amount of Carbon Emissions in Different Countries During Three Different Years IELTS Writing Task 1
- Automatic Photo Booth IELTS Writing Task 1
- Water Usage in Australia IELTS Academic Writing Task 1
- Population Aged 65 and Over of Three Countries IELTS Writing Task 1
- Write a Letter to Your Professor to Change the Presentation Date IELTS General Writing Task 1
- Percentage of The Population by Age Groups in One Town Who Rode Bicycles in 2011 IELTS Writing Task 1
- Percentage of Students Giving Good Ratings IELTS Writing Task 1
- Number of Books Read by Men and Women at Burnaby Public Library IELTS Writing Task 1
- Percentage Of People Unemployed In Australia In 2012 IELTS Writing Task 1
- Report About Children’s Activities IELTS Writing Task 1
- Total number of minutes (in billions) of telephone calls in the UK IELTS writing task 1
Check- IELTS Writing Task 2 Samples
- Science tells us about the activities which are Good or Bad for our Health IELTS Writing Task 2
- Some People think Traditional Games are Better than Modern Games IELTS Writing Task 2
- In spite of the Advances Made in Agriculture Many People Around the World still go Hungry IELTS Writing Task 2
- People Think That Children should Start School at a Very Early Age IELTS Writing Task 2
- Many Governments Think that Economic Progress is Their Most Important Goal IELTS Writing Task 2
- People Prefer Hobbies That Require Technology IELTS Writing Task 2
- People Should Get Married Before They are 30 IELTS Writing Task 2
- Big Salary is More Important than Job Satisfaction IELTS Writing Task 2
- Best Way To Reduce Crime Is To Have Longer Prison Sentences IELTS Writing Task 2
- Advantages and Disadvantages of Online Shopping IELTS Writing Task 2
- International Sporting Events Can Contribute To World Peace IELTS Writing Task 2
- It is Becoming Popular to Research the History of One’s Own Family IELTS Writing Task 2
- Nowadays People are Influenced by Fashion When Choosing Their Clothes and Hairstyle IELTS Writing Task 2
- Governments are Spending a Large Amount of Money on Improving Internet Access IELTS Writing Task 2
- Happiness IELTS Writing Task 2
- Environmental Problems are too Big to be Managed by Individual or Individual Country IELTS Writing Task 2
- Medical Services Should Not Be Run by Profit Making Companies IELTS Writing Task 2
- Anybody Can Use a Mobile Phone to Answer the Work and Personal Calls IELTS Writing Task 2
- The News Media have Become Too Much Influence on People Lives Today IELTS Writing Task 2
- Everyone Should Stay at School until 18 IELTS Writing Task 2
*The article might have information for the previous academic years, please refer the official website of the exam.