1.2. How You're Scored
Why Scoring Matters
Before we look at how to write essays, it is important to understand how the writing section is scored. Knowing the scoring criteria gives you a clear framework for what the examiner is looking for and where your preparation will have the most impact. This lesson explains each of the four criteria in turn, outlines how IELTS band scores work and touches on what each level requires.
Your writing is assessed on four criteria, each contributing equally to your score for that task. The examiner awards a band from 0 to 9 for each criterion, and the four are averaged to produce your task score.
The Four Criteria
1. Task Achievement / Task Response (25%)
This criterion answers a single question: did you do what the prompt asked?
For Task 2 essays, the examiner is checking whether you addressed all parts of the question, whether your position is clear throughout, and whether you supported your ideas with reasons and examples. For Task 1, they are looking at whether you covered the key features or bullet points, whether your information is accurate, whether you provided an overview (Academic), and whether you used an appropriate tone (General).
| Band | What the examiner sees |
|---|---|
| 9 | Fully addresses all parts of the task with a fully developed position |
| 7 | Addresses all parts, clear position, main ideas extended and supported |
| 6 | Addresses the main parts (some more than others), position is relevant but conclusions may be unclear |
| 5 | Only partially addresses the task, position is unclear, ideas are limited |
The most common reason for a low Task Response score is not a language problem — it is going off-topic or failing to answer the question as written. Before worrying about vocabulary or grammar, make sure you are responding to what was actually asked.
2. Coherence & Cohesion (25%)
This criterion asks: is your writing logically organised and easy to follow?
It helps to separate the two terms. Coherence is about flow — whether the reader feels guided smoothly from one idea to the next. Cohesion is about connection — the specific words and devices that link your sentences and paragraphs together.
| Band | What the examiner sees |
|---|---|
| 9 | Uses cohesion so skilfully that it attracts no attention |
| 7 | Logically organised, clear progression, paragraphs used effectively |
| 6 | Generally coherent, but cohesive devices may be faulty or mechanical |
| 5 | Some organisation, but lacks overall progression, may be repetitive |
The examiner is looking for five things in particular: logical organisation (ideas arranged in a sensible order), clear progression (each sentence following naturally from the last), purposeful paragraphing (each paragraph serving one clear function), appropriate use of cohesive devices (linking words used where they help, not scattered for decoration), and referencing and substitution (using words like "this," "such," or "the former" to avoid unnecessary repetition).
Note what Band 9 says: cohesion "attracts no attention." The best linking is invisible — the reader does not notice it because the writing simply flows. Overusing linking words such as "However," "Furthermore," "Moreover," and "In addition" makes writing look mechanical, which is characteristic of Band 6, not Band 8.
3. Lexical Resource (25%)
This criterion asks: how effectively do you use vocabulary?
It is not asking how many impressive words you know. It assesses both range (the variety of vocabulary you draw on) and precision (whether you use words accurately and in the right context).
| Band | What the examiner sees |
|---|---|
| 9 | Wide range, very natural and sophisticated control, rare minor slips only |
| 7 | Sufficient range, some ability to use less common items, occasional errors in word choice that do not impede communication |
| 6 | Adequate range, attempts less common vocabulary but with some inaccuracy |
| 5 | Limited range, noticeable errors in spelling and word formation |
What good vocabulary looks like in practice: use the right word for the situation rather than the biggest word you can find. Be precise and specific rather than vague but impressive-sounding. Use topic-specific vocabulary naturally rather than inserting memorised lists of "Band 9 words." Paraphrase by changing word forms — work, workers, working, employment — rather than forcing in synonyms you are unsure about. And if the most accurate word is one you have already used, repeat it rather than substituting something less precise.
Consider these two sentences:
A) "There are a plethora of reasons why the breakthrough of electric cars helps prevent the imminent global warming dilemma. To elucidate, their immense acceleration is mesmerizing."
B) "Electric cars help reduce the impact of global warming because they produce less CO2."
B is stronger. Every word is correct, clear, and serves the communication. A uses impressive-sounding language but is vague, awkward, and contains several incorrect collocations. The examiner will reward B and penalise A.
4. Grammatical Range & Accuracy (25%)
This criterion asks: do you use a variety of structures, and are they correct?
Two things matter, and the balance between them is critical. Range refers to using different sentence types (simple, compound, complex), different tenses, and both active and passive voice. Accuracy refers to how few grammatical errors you make.
| Band | What the examiner sees |
|---|---|
| 9 | Wide range of structures used flexibly and accurately |
| 7 | Variety of complex structures, frequent error-free sentences, few errors |
| 6 | Mix of simple and complex sentences, but flexibility is limited, errors occur |
| 5 | Limited range, frequent grammatical errors |
Pay close attention to the Band 7 descriptor: "frequent error-free sentences." This means more than half your sentences must contain zero grammatical errors. If you attempt complex structures but make mistakes in most of them, you will score lower than someone who writes simpler sentences correctly.
In practice, range tends to take care of itself if you focus on answering the question clearly. You will naturally produce a mix of sentence types. Your energy is better spent on reducing errors — particularly systematic errors you make repeatedly, such as with articles, punctuation, tenses, or subject-verb agreement.
The 10-Point Checklist
Breaking the four criteria down further, these are the 10 specific elements the examiner evaluates:
| # | What's assessed | Criterion |
|---|---|---|
| 1 | Did you answer the question fully? | Task Response |
| 2 | Is your position clear and well-supported? | Task Response |
| 3 | Are ideas logically organised within paragraphs? | Coherence & Cohesion |
| 4 | Is the overall essay structure clear and logical? | Coherence & Cohesion |
| 5 | Is your vocabulary wide-ranging? | Lexical Resource |
| 6 | Is your vocabulary precise and accurate? | Lexical Resource |
| 7 | Is your spelling correct? | Lexical Resource |
| 8 | Do you use a variety of grammatical structures? | Grammatical Range & Accuracy |
| 9 | Are your sentences grammatically accurate? | Grammatical Range & Accuracy |
| 10 | Is your punctuation correct? | Grammatical Range & Accuracy |
How Bands Map to Ability Levels
For reference, here is how IELTS bands broadly correspond to the CEFR (Common European Framework):
| IELTS Band | CEFR Level | Description |
|---|---|---|
| 9 | C2 | Expert user — fully operational command |
| 7–8 | C1 | Good to very good user — handles complex language well |
| 5–6 | B2 | Competent to modest user — handles familiar situations |
| 4 | B1 | Limited user — basic competence only |
Most university admissions require Band 6.5–7.0. Immigration programmes typically require Band 6.0–7.0 depending on the country.
A Common Scoring Scenario
Consider a typical profile for a student stuck at Band 6:
| Criterion | Score | Issue |
|---|---|---|
| Task Response | 7 | Answers the question well |
| Coherence & Cohesion | 6 | Overuses linking words, paragraphing is inconsistent |
| Lexical Resource | 6 | Attempts complex vocabulary but makes spelling and meaning errors |
| Grammatical Range & Accuracy | 5 | Systematic errors with articles and punctuation in every sentence |
Overall: 6.0 — despite having good ideas and understanding the question.
This student does not need to learn more vocabulary or study additional grammar rules. They need to stop overusing linking words, fix their systematic article and punctuation errors, and use vocabulary they are confident with instead of risky synonyms.
This illustrates a broader principle: the most efficient way to raise your score is almost always to improve your weakest criterion rather than pushing your strongest one higher. Moving from Band 5 to Band 6 in grammar — by fixing a handful of recurring errors — is far more achievable than moving from Band 7 to Band 8 in Task Response, and it has the same effect on your overall score. Knowing where your weakest point is, and targeting it directly, is the single best use of your preparation time.
Key Takeaways
- You are scored on four criteria, each worth 25%: Task Response, Coherence & Cohesion, Lexical Resource, and Grammatical Range & Accuracy.
- Your weakest criterion pulls your entire score down — identify it and address it directly.
- Task Response: answering the actual question matters more than elegant language.
- Coherence: the best linking is invisible. Overusing linking words signals Band 6, not Band 8.
- Vocabulary: precision and accuracy are rewarded over complexity.
- Grammar: more than half your sentences must be error-free to reach Band 7.
- Most students are held back by one or two specific weaknesses, not by general ability.