IELTS Band Descriptors

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IELTS SPEAKING Band Descriptors

Band Fluency and coherence Lexical resource Grammatical range and accuracy Pronunciation
9
  • Speaks fluently with only rare repetition or self-correction
  • Any hesitation is content-related rather than to finding words or grammar
  • Speaks coherently with fully appropriate cohesive features
  • Develop topics fully and appropriately
  • Uses vocabulary with full flexibility and precision in all topics
  • Uses idiomatic language naturally and accurately
  • Uses a full range of structures naturally and appropriately
  • Produces consistently accurate structures apart from the ‘slips’ characteristic of native speaker speech
  • Uses a full range of pronunciation features with precision and subtlety
  • Sustains flexible use of features throughout
  • effortless to understand
8
  • Speaks fluently with only occasional repetition or self-correction; hesitation is usually content-related and only rarely to search for language
  • Develops topics coherently and appropriately
  • Uses a wide vocabulary resource readily and flexibly to convey precise meaning
  • Uses less common and idiomatic vocabulary skilfully, with occasional inaccuracies
  • Uses paraphrase effectively as required
  • Uses a wide range of structures flexibly
  • Produces a majority of error-free sentences with only very occasional inappropriate or basic/non-systematic errors
  • Uses a wide range of pronunciation features
  • Sustains flexible use of features, with only occasional lapses
  • Easy to understand throughout; L1 accent has minimal effect on intelligibility
7
  • Speaks at length without noticeable effort or loss of coherence
  • May demonstrate language-related hesitation at times, or some repetition and/or self-correction
  • Uses a range of connectives and discourse markers with some flexibility
  • Uses vocabulary resources flexibly to discuss a variety of topics
  • Uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices
  • Uses paraphrase effectively
  • Uses a range of complex structures with some flexibility
  • Frequently produces error-free sentences, though some grammatical mistakes persist
  • Shows all the positive features of Band 6 and some, but not all, of the positive features of Band 8
6
  • Willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction, or hesitation
  • Uses a range of connectives and discourse markers but is not always appropriately
  • A wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriate
  • Generally paraphrases successfully
  • Uses a mix of simple and complex structures, but with limited flexibility
  • May make frequent mistakes with complex structures though these rarely cause comprehension problems
  • Uses a range of pronunciation features with mixed control
  • Shows some effective use of features but this is not sustained
  • Can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times
5
  • Usually maintains the flow of speech but uses repetition, self-correction, and/or slow speech to keep going
  • May over-use certain connectives and discourse markers
  • Produces simple speech fluently, but more complex communication causes fluency problems
  • Manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility
  • Attempts to use paraphrase but with mixed success
  • Produces basic sentence forms with reasonable accuracy
  • Uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems
  • Shows all the positive features of Band 4 and some, but not all, of the positive features of Band 6
4
  • Cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction
  • Links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence
  • Able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice
  • Rarely attempts paraphrase
  • Produces basic sentence forms and some correct simple sentences but subordinate structures are rare
  • Errors are frequent and may lead to misunderstanding
  • Uses a limited range of pronunciation features
  • Attempts to control features but lapses are frequent
  • Mispronunciations are frequent and cause some difficulty for the listener
3
  • Speaks with long pauses
  • Has a limited ability to link simple sentences
  • Gives only simple responses and is frequently unable to convey basic message
  • Uses simple vocabulary to convey personal information
  • Has insufficient vocabulary for less familiar topics
  • Attempts basic sentence forms but with limited success, or relies on apparently memorized utterances
  • Makes numerous errors except in memorized expressions
  • Shows some of the features of Band 2 and some, but not all, of the positive features of Band 4
2
  • Pauses lengthily before most words
  • Little communication possible
  • Only produces isolated words or memorized utterances
  • Cannot produce basic sentence forms
  • Speech is often unintelligible
1
  • No communication possible
  • No rateable language
      
0
  • Does not attend
      

 

IELTS WRITING TASK 1 Band Descriptors

Band Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy
9
  • Fully satisfies all the requirements of the task
  • Clearly presents a fully developed response
  • Uses cohesion in such a way that it attracts no attention
  • Skilfully manages paragraphing
  • Uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’
  • Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’
8
  • Covers all requirements of the task sufficiently
  • Presents, highlights, and illustrates key features/ bullet points clearly and appropriately
  • Sequence information and ideas logically
  • Manages all aspects of cohesion well
  • Uses paragraphing sufficiently and appropriately
  • 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
  • Uses a wide range of structures
  • The majority of sentences are error-free
  • Makes only very occasional errors or inappropriate
7
  • Covers the requirements of the task
  • (A) presents a clear overview of the 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
  • Logically organizes information and ideas; there is a clear progression throughout
  • Uses a range of cohesive devices appropriately although there may be some under-/over-use
  • 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
  • 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
  • Addresses the requirements of the task
  • (A) 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
  • Arrange 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 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
  • Uses a mix of simple and complex sentence forms
  • Makes some errors in grammar and punctuation but they rarely reduce communication
5
  • Generally addresses the task; the format may be inappropriate in places
  • (A) recounts detail mechanically with no clear overview; there may be no data to support the description
  • (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
  • Presents information with some organization but there may be a lack of overall progression
  • Makes inadequate, inaccurate, or over-use of cohesive devices
  • May be repetitive because of a lack of referencing and substitution
  • 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
  • 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
4
  • Attempts to address the task but does not cover all key features/bullet points; the format may be inappropriate
  • (GT) fails to clearly explain the purpose of the letter; the tone may be inappropriate
  • May confuse key features/bullet points with detail; parts
  • Maybe unclear, irrelevant, repetitive, or inaccurate
  • Presents information and ideas but these are not arranged coherently and there is no clear progression in the response
  • Uses some basic cohesive devices but these may be inaccurate or repetitive
  • Uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task
  • Has limited control of word formation and/or spelling
  • Errors may cause strain on the reader
  • Uses only a very limited range of structures with only rare use of subordinate clauses
  • Some structures are accurate but errors predominate, and punctuation is often faulty
3
  • Fails to address the task, which may have been completely misunderstood
  • Presents limited ideas that may be largely irrelevant/repetitive
  • Does not organize ideas logically
  • May use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas
  • Uses only a very limited range of words and expressions with very limited control of word formation and/or spelling
  • Errors may severely distort the message
  • Attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning
2
  • The answer is barely related to the task
  • Has very little control of organizational features
  • Uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling
  • Cannot use sentence forms except in memorized phrases
1
  • The answer is completely unrelated to the task
  • Fails to communicate any message
  • Can only use a few isolated words
  • Cannot use sentence forms at all
0
  • Does not attend
  • Does not attempt the task in any way
  • Writes a totally memorized response
      

 

IELTS Writing TASK 2  Band Descriptors

Band Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy
9
  • Fully addresses all parts of the task
  • presents a fully developed position in answer to the question with relevant, fully extended, and well-supported ideas

 
  • Uses cohesion in such a way that it attracts no attention
  • Skillfully manages paragraphing
  • Uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’
  • Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’
8
  • Sufficiently addresses all parts of the task
  • Presents a well-developed response to the question with relevant, extended, and supported ideas
  • Sequence information and ideas
  • Logically manages all aspects of cohesion well
  • Uses paragraphing sufficiently and appropriately

 
  • Uses a wide range of vocabulary
  • Fluently and flexibly convey precise meanings
  • Skillfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
  • Produces rare errors in spelling and/or word formation

 
  • Uses a wide range of structures
  • The majority of sentences are error-free
  • Makes only very occasional errors or in-appropriacies
7
  • Addresses all parts of the task
  • Presents a clear position throughout the response
  • Presents extend and support main ideas, but there may be a tendency to overgeneralize, and/or supporting ideas may lack focus
  • Logically organizes information and ideas; there is a 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
  • 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
  • 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
  • Addresses all parts of the task although some parts may be more fully covered than others
  • Presents a relevant position although the conclusions may become unclear or repetitive
  • Presents relevant main ideas but some may be inadequately developed/unclear
  • Arrange 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
  • 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
  • Uses a mix of simple and complex sentence forms
  • Makes some errors in grammar and punctuation but they rarely reduce communication
5
  • Addresses the task only partially; the format may be inappropriate in places
  • Expresses a position but the development is not always clear and there may be no conclusions drawn
  • Presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail
  • Presents information with some organization but there may be a lack of overall progression
  • Makes inadequate, inaccurate, or overuse of cohesive devices
  • May be repetitive because of a lack of referencing and substitution
  • May not write in paragraphs, or paragraphing may be inadequate
  • 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
  • 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
4
  • Responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate
  • Presents a position but this is unclear
  • Presents some main ideas but these are difficult to identify and may be repetitive, irrelevant, or not well-supported
  • Presents information and ideas but these are not arranged coherently and there is no clear progression in the response
  • Uses some basic cohesive devices but these may be inaccurate or repetitive
  • May not written in paragraphs or their use may be confusing
  • Uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task
  • Has limited control of word formation and/or spelling; errors may cause strain for the reader
  • Uses only a very limited range of structures with only rare use of subordinate clauses
  • Some structures are accurate but errors predominate, and punctuation is often faulty
3
  • Does not adequately address any part of the task
  • Does not express a clear position
  • Presents few ideas, which are largely undeveloped or irrelevant
  • Does not organize ideas logically
  • May use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas
  • Uses only a very limited range of words and expressions with very limited control of word formation and/or spelling
  • Errors may severely distort the message
  • Attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning
2
  • Barely responds to the task
  • Does not express a position
  • May attempt to present one or two ideas but there is no development
  • Has very little control of organizational features
  • Uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling
  • Cannot use sentence forms except in memorized phrases
1
  • The answer is completely unrelated to the task
  • Fails to communicate any message
  • Can only use a few isolated words
  • Cannot use sentence forms at all
0
  • Does not attend
  • Does not attempt the task in any way
  • Writes a totally memorized response
      

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