British Council IELTS Writing Task 2 Band Descriptors (2026): Bands 5–9 + Sample Essays

Quick answer: IELTS Writing Task 2 is graded on four criteria, each worth 25% of your Task 2 band: Task Response (have you fully addressed the question?), Coherence and Cohesion (is your essay logically organised and well-linked?), Lexical Resource (vocabulary range and accuracy), and Grammatical Range and Accuracy (sentence variety and grammar precision). Band 7 essays present a clear position throughout, use a range of linking devices, deploy less common vocabulary with awareness of style, and produce a variety of complex sentences with the majority error-free. The two most common reasons Band 6 essays fall short of Band 7 are partial coverage of all parts of the prompt and over-reliance on simple linking words ("firstly", "secondly", "finally") instead of varied cohesion.

Check your own Task 2 essay against these criteria: IELTS 9's writing checker scores a Task 2 essay on all four criteria and gives a band for each in about a minute. A free account includes 2 free essay evaluations.

How is IELTS Writing Task 2 scored?

IELTS Writing Task 2 is assessed on four equally weighted criteria, each scored from Band 1 to Band 9:

1. Task Response (TR): 25%
2. Coherence and Cohesion (CC): 25%
3. Lexical Resource (LR): 25%
4. Grammatical Range and Accuracy (GRA): 25%

Your Writing Task 2 band score is the average of these four criterion scores, rounded to the nearest half band. Task 2 contributes two-thirds of your total Writing score (Task 1 contributes one-third). Note: IELTS Writing has new rules in 2026 including a template penalty. See our IELTS Writing changes 2026 guide.

Task Response band descriptors

Task Response measures whether you fully address all parts of the question, present a clear position, and develop your ideas with relevant support.

Band	What examiners look for
9	Fully addresses all parts of the task. Presents a fully developed position with relevant, extended, and well-supported ideas.
8	Sufficiently addresses all parts of the task. Presents a well-developed response with relevant, extended, and supported ideas.
7	Addresses all parts of the task. Presents a clear position throughout the response. Main ideas are extended and supported, though there may be a tendency to overgeneralise or lack focus.
6	Addresses all parts of the task, though some parts may be more fully covered than others. Presents a relevant position, but conclusions may be unclear or repetitive. Main ideas are relevant but may be inadequately developed or lack clarity.
5	Addresses the task only partially. The format may be inappropriate in places. A position is expressed but development is not always clear. Some main ideas are presented but are limited, and may not be directly relevant.

How to improve Task Response

• Answer every part of the question. A question that asks "Do you agree or disagree?" requires a clear position. A question that asks "Discuss both views and give your opinion" requires you to cover both perspectives before giving your own.
• Develop each main idea with specific support. A Band 7 response extends ideas with explanations, examples, or consequences. A Band 6 response presents ideas but does not develop them sufficiently.
• Stay on topic throughout. Every paragraph should clearly relate back to the question. Tangential points or memorised "template paragraphs" that do not directly address the prompt will lower your TR score.

Coherence and Cohesion band descriptors

Coherence and Cohesion measures how well your essay is organised, whether your ideas flow logically, and how effectively you use paragraphing and linking devices.

Band	What examiners look for
9	Uses cohesion in a way that 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 with clear progression throughout. Uses a range of cohesive devices appropriately, though with some under- or over-use.
6	Arranges information and ideas coherently with clear overall progression. Uses cohesive devices effectively but cohesion within or between sentences may be faulty or mechanical. May not always use referencing clearly or appropriately.
5	Presents information with some organisation but no overall progression. Uses cohesive devices inadequately, inaccurately, or repetitively. May be repetitive due to lack of referencing and substitution.

How to improve Coherence and Cohesion

• Use clear paragraph structure. Each body paragraph should have one main idea, introduced in the first sentence. Band 7+ essays have a clear logical structure that a reader can follow without effort.
• Vary your cohesive devices. Do not rely solely on "Firstly, Secondly, Finally" or "Moreover, Furthermore, In addition." Use a range: "as a result," "this means that," "while," "despite this," "a key reason for this is."
• Use referencing and substitution. Instead of repeating "students" six times in a paragraph, use "they," "learners," "this group," or "those studying abroad." This is what examiners mean by cohesion.

Lexical Resource band descriptors

Lexical Resource measures the range and accuracy of your vocabulary, including your ability to use less common words and collocations naturally.

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. Skilfully uses uncommon lexical items with occasional inaccuracies in word choice and collocation. 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

• Learn collocations, not isolated words. Examiners notice when you use natural word combinations: "pose a threat" (not "make a threat"), "draw a conclusion" (not "take a conclusion"), "raise awareness" (not "increase awareness").
• Use topic-specific vocabulary naturally. For an essay about education, words like "curriculum," "pedagogy," "academic attainment," and "vocational training" show lexical range, but only if used correctly and in context.
• Avoid memorised "band 7 word lists." Examiners can spot words that are inserted unnaturally. Using "ubiquitous" when "common" works better will hurt your score, not help it. Precision and naturalness matter more than complexity.

Grammatical Range and Accuracy band descriptors

Grammatical Range and Accuracy measures the variety and correctness of your sentence structures, including complex sentences, tense usage, and error frequency.

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.

How to improve Grammatical Range and Accuracy

• Master 5-6 complex structures and use them accurately. You do not need twenty different complex structures. Reliable use of conditionals, relative clauses, passive voice, cleft sentences, and participle clauses covers the range examiners expect at Band 7+.
• Prioritise accuracy over complexity. A sentence that is simple but correct scores better than a complex sentence with errors. Band 7 requires "frequent error-free sentences". If most of your complex sentences contain errors, simplify them.
• Check your common error patterns. Most candidates have 2-3 recurring grammar mistakes (article errors, subject-verb agreement, tense shifts). Identify yours through practice essays and actively correct them.

Band 6 vs Band 7: the critical differences

The jump from Band 6 to Band 7 in Writing is the most common target for IELTS candidates. Here is what separates them:

Criterion	Band 6	Band 7
Task Response	Addresses all parts, but some parts may be more fully covered. Position may be unclear.	Addresses all parts with a clear position throughout. Ideas are extended and supported.
Coherence	Clear overall progression but cohesion may be mechanical or faulty within sentences.	Clear progression throughout with appropriate use of cohesive devices.
Vocabulary	Adequate range. Attempts less common vocabulary with some inaccuracy.	Sufficient range for flexibility and precision. Uses less common items with awareness.
Grammar	Mix of simple and complex forms. Some errors but communication is maintained.	Variety of complex structures. Frequent error-free sentences. Good control.

The key word for Band 7 is consistency. Band 6 candidates show the ability to use complex vocabulary and grammar in places, but not reliably. Band 7 candidates demonstrate these skills throughout the essay.

Band 6 vs Band 7 sample essays on the same question

The descriptors are easier to apply when you see them in real writing. Below are two essays answering the same question: one at Band 6 level and one at Band 7. Both were written by the IELTS 9 team to illustrate the descriptors above, and the bands are our assessment against the public descriptors, not official IELTS scores. Errors in the Band 6 essay are deliberate and typical of that level.

Question: Some people think that all young people should be required to do unpaid community work in their free time. To what extent do you agree or disagree?

Band 6 sample essay

Nowadays, many people think that young people should do unpaid community work in there free time. In my opinion, I agree with this idea because it has many advantages for young people and also for the society.

Firstly, community work is good for young people. When they help other people, they can learn many skills like communication and teamwork. For example, if a student work in a hospital, he can learn how to talk with patients and how to be patient. This skills are very useful for their future job and also for their life.

Secondly, community work is also good for the society. There are many old people and poor people who need help in every city. If young people help them, the society will be better and people will be more happy. For example, students can clean the parks or visit old people in care homes every week. Also, the goverment can save money because they don't need to pay workers for these jobs.

However, some people think young people are too busy with their study. They have a lot of homeworks and exams, so they don't have time for community work. I think this is true but they can do it only in the weekend or in the holiday, so it is not a big problem.

In conclusion, I agree that young people should do unpaid community work because it is good for them and for the society. The goverment should make this rule for all young people.

Word count: 251

Examiner-style notes (Band 6):

• Task Response (6): A position is given, but the essay argues that community work is good, not that it should be required. The key word of the question is never really discussed, and the counter-argument is dismissed in one sentence. Ideas are relevant but thinly developed.
• Coherence and Cohesion (6): Clear overall structure, but linking is mechanical ("Firstly", "Secondly", "Also", "However"), and "the society" and "young people" are repeated instead of referenced.
• Lexical Resource (6): Adequate for the task but general ("good", "many advantages", "more happy"). Spelling and word-form errors ("there free time", "goverment", "homeworks") do not block meaning.
• Grammatical Range and Accuracy (6): Mostly simple and compound sentences with some conditionals. Agreement errors ("a student work", "This skills") are frequent but rarely reduce communication.

Band 7 sample essay

It is sometimes argued that every young person should be obliged to spend part of their free time doing unpaid work in the community. While I agree that such work benefits both volunteers and society, I believe that making it compulsory outside school hours would undermine much of its value.

There is little doubt that community service can be a powerful learning experience. Teenagers who help at a food bank or tutor younger children develop practical skills, such as organising their time and dealing with people from different backgrounds, which classroom lessons rarely provide. Society gains as well: charities that depend on volunteers are often short of staff, and even a few hours a week from local students can keep services such as libraries or care homes running.

However, the key word in this proposal is "required". When people are forced to volunteer, their motivation tends to fall, and the work can become a box-ticking exercise. A student who resents losing their weekend is unlikely to treat elderly residents with patience, which could harm the very people the scheme is meant to help. Moreover, many young people already spend their free time on part-time jobs that support their families, so a compulsory scheme would fall hardest on those with the least time to spare.

A more effective approach would be to build community projects into the school timetable and to reward voluntary participation, for instance with certificates that universities and employers recognise. This would preserve the benefits of service while respecting young people's right to decide how they use their own time.

In conclusion, although unpaid community work is valuable, it should be encouraged rather than imposed on young people's free time.

Word count: 282

Examiner-style notes (Band 7):

• Task Response (7): A clear, nuanced position (the work is valuable, the compulsion is not) is stated in the introduction and kept to the end. Each main idea is extended with a reason and a consequence. A Band 8 essay would develop the alternative proposal further.
• Coherence and Cohesion (7): Logical progression from benefits to the problem with "required" to a solution. Linking is varied and partly built into sentences ("Society gains as well", "the very people the scheme is meant to help"), though "However" and "Moreover" are still standard.
• Lexical Resource (7): Less common items used with awareness of collocation: "box-ticking exercise", "fall hardest on", "short of staff", "encouraged rather than imposed".
• Grammatical Range and Accuracy (7): A variety of complex structures (relative clauses, conditionals, passive, participle phrases) and most sentences are error-free.

What changed between the two essays

Criterion	Band 6 essay	Band 7 essay
Task Response	Argues the work is good; ignores "required"	Answers the exact question: values the work, rejects the compulsion
Development	One general example, no consequences	Each idea has a reason, an example and a result
Cohesion	Firstly / Secondly / Also / However	Ideas linked inside sentences, less repetition
Vocabulary	"good", "more happy", spelling slips	Precise collocations, no spelling errors
Grammar	Agreement errors in simple sentences	Complex sentences, mostly error-free

The biggest single difference is not vocabulary. It is that the Band 7 essay answers the question that was actually asked. For three more topics compared at the next level up, see our Band 7 vs Band 8 sample essays, and for 50 real-style questions with model answers, browse the Writing Task 2 question bank.

How to use band descriptors in your preparation

1. Score your own practice essays. After writing a timed essay, compare it against each criterion's descriptors. Be honest about where your writing falls. If your Task Response is Band 7 but your Grammar is Band 5, your overall Writing score will be pulled down.

2. Focus on your weakest criterion. There is no point improving your vocabulary from Band 7 to Band 8 if your Coherence is stuck at Band 5. Identify the criterion pulling your average down and target it specifically.

3. Use the band descriptors tool. Our interactive band descriptors tool lets you explore the full official criteria side by side, making it easy to compare what examiners expect at each level.

4. Get feedback aligned to criteria. When a teacher or AI tool reviews your essay, ask for feedback on each of the four criteria separately. General comments like "good essay" or "needs improvement" do not tell you where to focus.

5. Read Band 7+ sample essays critically. When reading model essays, do not just admire them; analyse why they score well on each criterion. What makes the Task Response clear? How are paragraphs structured? What vocabulary choices stand out?