IELTS Writing Task Achievement and Task Response: Band by Band

The first Writing criterion asks a simple question: did you do what the task asked? For Task 1 it is called Task Achievement, and for Task 2 it is called Task Response. It is worth one quarter of each task's score.

The band table below is our paraphrase of the official descriptors, not the official wording. For the exact text, see the official Writing band descriptors (PDF).

What examiners look at

Academic Task 1

• Is there a clear overview of the main trends, differences or stages?
• Are the key features selected, rather than every detail?
• Are points supported with accurate data?
• Is the information accurate and is the format a report, not an essay or opinion?

General Training Task 1

• Are all three bullet points covered and developed?
• Is the purpose of the letter clear?
• Is the tone appropriate for the reader and consistent?

Task 2

• Are all parts of the question addressed?
• Is there a clear position that stays the same throughout?
• Are main ideas extended and supported, or just stated?
• Are ideas relevant, or does the essay drift from the question?

Band by band

Band	Academic Task 1	General Training Task 1	Task 2
9	Every requirement is met fully and appropriately; the report is complete and well judged.	Every requirement is met; the letter does its job completely.	The question is explored in depth with a fully developed position and well-supported ideas.
8	Key features are chosen skilfully and presented clearly, with only very occasional lapses.	All bullets are clearly presented and well extended, with a clear purpose and tone.	All parts are answered well, with a well-developed position and relevant, extended, supported ideas.
7	Requirements are covered, with a clear overview of the main trends or differences; key features stand out clearly but need fuller illustration.	All bullets are covered with a clear purpose and a consistent, suitable tone.	The main parts are addressed with a clear, developed position, though some ideas may be over-generalised or lack focus.
6	Requirements are addressed and an overview is attempted; key features are covered and supported with data, though some detail may be irrelevant or inaccurate.	All bullets are covered, but some may be uneven, and the tone may slip.	The main parts are addressed but some unevenly; the position is relevant, but conclusions may be unclear or repetitive, and some ideas are not fully developed.
5	Generally addresses the task, but key features are not adequately covered; details are described mechanically, often without data, and there may be no clear overview.	Bullets are partly covered, with some unclear or underdeveloped; the tone may vary.	The question is only partly answered; a position is given but its development is not always clear, ideas are limited, and development is thin.
4	Attempts the task, but few key features are selected, and those given may be irrelevant, repetitive or inaccurate.	Not all bullets are covered, purpose is unclear, or the letter format or tone is inappropriate.	Responds only minimally or tangentially; the position is hard to find, main ideas are hard to identify, and much of it may be repetitive.
3	Does not address the task, perhaps through misreading the visual; what is presented is largely irrelevant, limited and repetitive.	Does not address the task, perhaps through misreading the situation; the bullets covered are largely irrelevant, with limited, repetitive information.	Does not adequately address any part of the question; ideas are few and largely undeveloped or irrelevant.
2	The response is barely related to the task.	The response is barely related to the task.	The response barely relates to the question, and no position can be identified.
1	The response is completely unrelated to the task, or is 20 words or fewer.	The response is completely unrelated to the task, or is 20 words or fewer.	The response is completely unrelated to the question, or is 20 words or fewer.

Band 0 is given if you do not attend or attempt the task in any way, write entirely in another language, or there is proof the answer was fully memorised.

Features that cap your score

Some weaknesses hold the score down no matter how good the rest is. In the official descriptors these are the negative features of each band:

• Academic Task 1 with no clear overview or with details described mechanically and without data: held around Band 5.
• General Training Task 1 with a missing bullet or an inappropriate letter format: held around Band 4.
• A Task 2 position that is unclear or an essay that only partly answers the question: held around Band 5.
• Writing well under the word limit: treated as a Band 3 feature.
• Copied prompt wording: not counted, which can push a script under the minimum.

How to move up a band

• From 5 to 6 (Task 1): always write an overview, and back every point with a figure.
• From 6 to 7 (Task 1): make the overview clear and specific, and select. Leave out minor details that do not support a key feature.
• From 6 to 7 (Task 2): state your position in the introduction and repeat the same position in the conclusion. Give every main idea an explanation and an example.
• From 7 to 8 (Task 2): avoid over-generalisation. Qualify claims (in many cases, for most commuters) and use precise, relevant examples.
• General Training: plan one paragraph per bullet and check the tone of the greeting, body and sign-off match.

Common mistakes

Before (Academic Task 1, no overview, mechanical):

In 2005 bicycles were 6%. In 2025 bicycles were 19%. In 2005 cars were 61%. In 2025 cars were 44%.

After:

Overall, cars remained the most popular form of transport, but their share fell sharply while cycling more than tripled.

The "after" sentence summarises the main trends without listing figures. The figures then belong in the body paragraphs, grouped by trend.

Before (Task 2, over-generalised):

Free public transport is good because everyone will use it and pollution will disappear.

After:

Free fares could persuade some regular drivers to switch to buses, which would reduce traffic and air pollution in busy city centres.

The "after" version makes a limited, believable claim and explains how one thing leads to another.

Related guides

• IELTS Writing: complete guide
• Academic Writing Task 1
• General Training Writing Task 1
• Writing Task 2
• Coherence and Cohesion

Sources

• IELTS, Writing band descriptors (PDF)
• IELTS, Scoring in detail