IELTS Writing Task 1 Rubric

Check how your IELTS Writing Task 1 essay is assessed using Task Achievement, Coherence & Cohesion, Lexical Resource and Grammar & Accuracy. Hone your writing now!

IELTS Writing Task 1 Quiz

Definitions and Suggestions by Section

Task Achievement

BandTask Achievement
9– fully satisfies all the requirements of the task
– clearly presents a fully developed response
8– covers all requirements of the task sufficiently
– presents, highlights and illustrates key features / bullet points clearly and appropriately
7– covers the requirements of the task
– (Academic) presents a clear overview of main trends, differences or stages
– (General Training) presents a clear purpose, with the tone consistent and appropriate
– clearly presents and highlights key features / bullet points but could be more fully extended
6– addresses the requirements of the task
– (Academic) presents an overview with information appropriately selected
– (General Training) presents a purpose that is generally clear; there may be inconsistencies in tone
– 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
– (Academic) recounts detail mechanically with no clear overview; there may be no data to support the description
– (General Training) may present a purpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriate
– presents, but inadequately covers, key features / bullet points; there may be a tendency to focus on details

fully satisfies all the requirements – answers every part of the question well
sufficiently – answers every part of the question as required
clearly and appropriately – each point of the letter is answered in the right way
a clear overview – an accurate overall view of the chart, graph, map with no detail
a clear purpose – the reason for the letter being written is obvious
tone consistent and appropriate – the tone used is correct throughout the letter
could be more fully extended – not enough detail
appropriately selected – contains the right information
inconsistencies in tone – the tone changes, sometimes informal, sometimes formal or semi-formal
format may be inappropriate – the general organisation of the essay is not suitable for the task
recounts detail mechanically – listing one detail after another rather than choosing some and expressing them well
tone may be variable – the tone varies throughout the letter
a tendency to focus on details – there is so much detail, the overall meaning is unclear.

Suggestion – In Academic IELTS Writing Task 1, this score can be improved by using standard paragraphing, presenting a clear overview with no numbers and choosing key features to write about.

In General Training IELTS Writing Task 1, the tone should be suitable for the letter and should not change or vary. Each point in the letter should also be answered I an organised way.

Coherence and Cohesion

BandCoherence and Cohesion
9– uses cohesion in such a way that it attracts no attention
– skilfully manages paragraphing
8– sequences information and ideas logically
– manages all aspects of cohesion well
– uses paragraphing sufficiently and appropriately
7– logically organises information and ideas; there is clear progression throughout
– uses a range of cohesive devices appropriately although there may be some under-/over-use
– presents a clear central topic within each paragraph
6– arranges information and ideas coherently and there is a clear overall progression
– uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
– may not always use referencing clearly or appropriately
– uses paragraphing, but not always logically
5– presents information with some organisation but there may be a lack of overall progression
– makes inadequate, inaccurate or over-use of cohesive devices
– may be repetitive because of lack of referencing and substitution
– may not write in paragraphs, or paragraphing may be inadequate

coherence – the logical flow of the ideas
cohesion – the flow of your English
paragraphing – how you split the information into paragraphs
sequences information n ideas logically – the reader finds it easy to follow the essay because of the way the information is organised
all aspects of cohesion – use of cohesive devices, organisation, referencing and substitution.
clear progression throughout – the essay presents information and then adds more so the reader is better informed
cohesive devices – words that aid the flow of English, such as furthermore, however, except, next or mainly. There are many others.
a clear central topic – a main idea that a paragraph is based on
arranges info n ideas coherently – organises information logically so the reader is informed
faulty or mechanical – especially about cohesive devices which are used only because the writer knows they should be used, not because it makes sense.
referencing – using pronouns to refer back to something previously mentioned
substitution – using synonyms to avoid repetition

Suggestion – A higher score in Coherence and Cohesion can be achieved by organising the essay well in essay structure, paragraph structure and sentence structure. The ideas should be presented in a way so if there are errors, the reader can still understand the meaning. The better the English flows (as in fluency in speaking), the better the score.

Lexical Resource

BandLexical Resource
9– uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’
8– uses a wide range of vocabulary fluently and flexibly to convey precise meanings
– skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
– produces rare errors in spelling and/or word formation
7– uses a sufficient range of vocabulary to allow some flexibility and precision
– uses less common lexical items with some awareness of style and collocation
– may produce occasional errors in word choice, spelling and/or word formation
6– uses an adequate range of vocabulary for the task
– attempts to use less common vocabulary but with some inaccuracy
– makes some errors in spelling and/or word formation, but they do not impede communication
5– uses a limited range of vocabulary, but this is minimally adequate for the task
– may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader

natural and sophisticated control of lexical features – using vocabulary in the same way a native speaker would.
minor slips – insignificant errors that are not in keeping with the rest of the essay
convey precise meanings – using vocabulary to say exactly what you want to express.
uncommon lexical items – Not rarely used words, but words and phrases that go together naturally
collocation – two or three word phrases that are natural, such as black and white, interest rates or a thirst for knowledge.
rare errors – making an error is unusual
flexibility and precision – using words and phrases accurately without repetition
awareness of style and collocation – using words and phrases that fit into the context of the topic naturally
occasional errors – less than rare errors, but more than some errors
some errors – the meaning is perhaps not affected, but several errors in spelling, word choice or word formation
impede communication – the reader still understands the essay even though there are mistakes
minimally adequate – just enough for the task
noticeable errors – too many errors so the reader finds it difficult to understand the meaning

Suggestion – The more natural the vocabulary is, the higher the score, although the more errors there are, the lower the score. For a better score in Lexical Resource, try not to make errors in spelling or word formation.

Grammar Range and Accuracy

BandGrammar Range and Accuracy
9– uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’
8– uses a wide range of structures
– the majority of sentences are error-free
– makes only very occasional errors or inappropriacies
7– uses a variety of complex structures
– produces frequent error-free sentences
– has good control of grammar and punctuation but may make a few errors
6– uses a mix of simple and complex sentence forms
– makes some errors in grammar and punctuation but they rarely reduce communication
5– uses only a limited range of structures
– attempts complex sentences but these tend to be less accurate than simple sentences may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader

structures – use of sentence construction
rare minor errors – errors are unusual and not in keeping with the rest of the essay
occasional errors – less than rare errors, but more than some errors
majority of sentences error free – more than 50% of the sentences have no errors
complex structures – types of sentence
frequent error free sentences – more than a few, but less than 50% of the sentences have no errors
good control of grammar and punctuation – there is no doubt in meaning due to grammar and punctuation
simple n complex sentence forms – simple, compound, complex and compound complex sentences
frequent grammatical errors – many grammar errors
punctuation may be faulty – the use of punctuation may make the meaning unclear
cause some difficulty for the reader – it is not easy for the reader to understand the writer

Suggestion – The better the grammar is, the higher the Grammar range and Accuracy score will be. On the other hand, the more errors that are made, the lower the score will be; therefore, it would be better to be careful in grammar choice and punctuation and more certain you do not make a mistake.