IELTS Writing Task 1 Band Descriptors 2026: Bands 5–9 + Sample Answers

How is IELTS Writing Task 1 scored?

IELTS Writing Task 1 is assessed on four equally weighted criteria, each scored from Band 1 to Band 9:

Task Achievement (TA) — 25%
Coherence and Cohesion (CC) — 25%
Lexical Resource (LR) — 25%
Grammatical Range and Accuracy (GRA) — 25%

Your Writing Task 1 band score is the average of these four criterion scores, rounded to the nearest half band. Task 1 contributes one-third of your total Writing score (Task 2 contributes two-thirds), so an excellent Task 2 cannot fully compensate for a weak Task 1. Note: IELTS Writing has new rules in 2026 including a template penalty — see our IELTS Writing changes 2026 guide.

Academic vs General Training: Both versions use the same four criteria and the same band descriptors for CC, LR, and GRA. The only difference is the Task Achievement criterion — Academic Task 1 is a 150-word report on a chart, graph, table, map, or process diagram; General Training Task 1 is a 150-word letter (formal, semi-formal, or informal) responding to a situation.

Task Achievement band descriptors

Task Achievement measures whether you fully address the task, present an accurate overview (Academic) or appropriate tone (GT), and select and report key features without irrelevance.

Band	What examiners look for
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. (GT) 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. (GT) 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. (GT) 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.

How to improve Task Achievement

Academic: always include an overview. This is the single biggest reason candidates lose marks at Band 6 and below. After your introduction, write a 2–3 sentence paragraph summarising the main trends or differences — without numbers. The overview is non-negotiable for Band 7+.
General Training: match the tone to the situation. A letter to a friend uses contractions and casual language; a letter to a manager you have never met uses formal phrasing throughout. Mixing tones is a fast way to drop from Band 7 to Band 6.
Cover all bullet points (GT) or all key features (Academic). GT prompts give you three bullet points — every one must be addressed in roughly equal depth. Academic prompts require selecting the most significant features, not listing every data point.
Hit the 150-word minimum. Anything under 150 words is automatically penalised. Aim for 160–180 to give yourself a margin.

Coherence and Cohesion band descriptors

Coherence and Cohesion measures how logically your information is organised and how effectively you use paragraphing, linking words, and referencing.

Band	What examiners look for
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.
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.
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.

How to improve Coherence and Cohesion

Use 4 paragraphs as a default. Introduction → Overview → Body 1 → Body 2. This structure works for almost every Academic Task 1 and gives examiners the clear progression they expect.
Group information logically, not chronologically. A Band 7 candidate groups by category (highest values together, lowest values together, similar trends together). A Band 6 candidate just lists data in the order it appears in the chart.
Vary your linking phrases. "In contrast" is fine — but used five times in 160 words it becomes mechanical. Mix in "while," "whereas," "however," "by comparison," "on the other hand."

Lexical Resource band descriptors

Lexical Resource measures the range and accuracy of your vocabulary, including topic-specific phrases (charts, trends, percentages) for Academic, or appropriate registers for General Training.

Band	What examiners look for
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. 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.

How to improve Lexical Resource

Master Task 1 trend vocabulary (Academic). "Rose sharply," "plateaued," "fluctuated marginally," "saw a steep decline," "remained constant" — Band 7+ writers use 4–6 of these naturally per essay, with accuracy. Avoid memorising long lists you cannot deploy correctly.
Vary how you express numbers. "20% of," "one-fifth of," "a fifth," "approximately 20 percent." Examiners notice when every figure is written the same way.
General Training: match register precisely. Formal letters use "I am writing to enquire about," "I would be grateful if you could," "Yours sincerely." Informal letters use "Just dropping you a line," "Let me know what you think," "Best." Mixing the two is a Band 6 marker.

Grammatical Range and Accuracy band descriptors

Grammatical Range and Accuracy measures the variety of sentence structures you use and how accurately you produce them — particularly relevant in Task 1 where comparison, change-over-time, and cause-effect structures dominate.

Band	What examiners look for
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; can cause some difficulty for the reader.

How to improve Grammatical Range and Accuracy

Use comparative structures accurately. "Twice as many as," "three times higher than," "the highest of all the categories" — these come up in nearly every Academic Task 1. Practising 5–6 comparison templates until they are error-free is a fast Band 6 → 7 lever.
Tense control matters. A graph showing 2010–2020 data needs past tenses. A graph projecting to 2035 needs future forms. Mixing tenses inside a single description is a common Band 5–6 error.
Use complex sentences with passive voice (Academic process diagrams). "The mixture is then heated until the water evaporates" reads as Band 7. "Then they heat the mixture and the water goes away" reads as Band 5.

Band 6 vs Band 7: the critical differences

Band 6 → Band 7 is where most candidates plateau. The key differences in Task 1:

Criterion	Band 6	Band 7
Task Achievement	Addresses the task; overview present but may include details, or details may be irrelevant.	Clear overview of main trends/differences (Academic) or clear consistent purpose and tone (GT). Key features highlighted and supported.
Coherence	Clear overall progression; cohesive devices used but may be mechanical.	Logical progression throughout; range of cohesive devices used appropriately.
Vocabulary	Adequate range. Less common vocabulary attempted but with inaccuracy.	Sufficient range for flexibility and precision. Less common items used with awareness.
Grammar	Mix of simple and complex forms. Some errors but communication maintained.	Variety of complex structures. Frequent error-free sentences.

The single biggest Band 6 → 7 lever in Task 1 is the overview (Academic) or consistent appropriate tone (GT). Many candidates who score Band 6 are technically capable of Band 7 vocabulary and grammar, but lose the mark on Task Achievement because their overview is missing, buried, or full of specific numbers.

Sample Task 1 answer (Band 7 — Academic)

Prompt: The chart shows electricity production in four countries (France, Germany, Spain, UK) from 2000 to 2020.

The line graph compares electricity output, measured in terawatt-hours, in France, Germany, Spain and the United Kingdom over a twenty-year period from 2000 to 2020.

Overall, France remained the largest producer throughout the period, while Spain saw the most dramatic increase. Output in Germany and the UK fluctuated but ended close to where they began, suggesting relative stability compared to the southern European countries.

In 2000, France generated approximately 540 TWh, well ahead of Germany (560 TWh declined sharply afterwards) and the UK (around 380 TWh). French production rose steadily to peak at just over 580 TWh in 2010 before levelling off at around 560 TWh by 2020. Spanish output, by contrast, climbed from 220 TWh to a high of 310 TWh in 2008.

Both Germany and the UK followed similar downward trajectories. German production fell from 560 TWh to roughly 540 TWh, with a notable dip around 2011, while UK output declined from 380 TWh to under 320 TWh, the steepest drop of the four nations.

Why this scores Band 7:

Clear overview paragraph with no numbers
Main trends grouped logically (top producers, then comparison)
Range of trend verbs: rose, peak, levelled off, climbed, fell, dip, declined
Comparative structures: the largest, well ahead of, the steepest drop of the four
Frequent error-free sentences

Sample Task 1 answer (Band 7 — General Training)

Prompt: Write a letter to your local council about a problem with rubbish collection in your area. In your letter: explain the problem, describe how it affects you, suggest what should be done.

Dear Sir or Madam,

I am writing to bring to your attention a recurring problem with the rubbish collection service on Maple Street, where I have lived for the past three years.

Over the last two months, the bins on our street have been collected only once every fortnight, rather than weekly as scheduled. As a result, residents have begun leaving overflowing bags on the pavement, which has attracted vermin and produced an unpleasant smell, particularly during the warmer weather we have been having recently.

I would be grateful if you could investigate why the schedule has slipped and confirm when normal weekly collections will resume. In the meantime, an additional collection this week would help us deal with the backlog. If a permanent change to the schedule is being considered, I would appreciate being notified in advance so that residents can plan accordingly.

Thank you for your attention to this matter. I look forward to your response.

Yours faithfully, James Hartley

Why this scores Band 7:

Consistent formal tone throughout (matches an unknown recipient)
All three bullet points fully addressed in equal depth
Clear purpose stated in opening line
Range of formal phrasing: I am writing to, I would be grateful if, I would appreciate
Frequent error-free complex sentences

How to use band descriptors in your preparation

1. Score your own practice answers. After writing a timed Task 1, compare it against each criterion's descriptors. If your Task Achievement is Band 5 (no overview) but your Grammar is Band 7, your overall score is pulled down to about 6.

2. Drill the overview separately. Take 10 different Academic Task 1 charts. Write only the introduction + overview for each. This isolates the highest-leverage skill.

3. Use the band descriptors tool. Our interactive band descriptors tool lets you explore the full official Task 1 and Task 2 criteria side by side.

4. Get feedback aligned to criteria. When a teacher or AI tool reviews your Task 1, ask for feedback on each of the four criteria separately. "Your essay is good" is not actionable. "Your TA is Band 6 because the overview includes numbers; CC is Band 7" is.

5. Compare your work to Band 7 samples. Read 5 Band 7 model answers in your task type. Notice the structure, the trend vocabulary, the comparative phrasing. Then write your own using the same patterns — not copying, but mirroring the moves.