IELTS Writing Task 2 rubric

For IELTS Writing Task 2 practice essays, Academic and General Training. The four criteria the test marks, each described in five bands from 1–4 up to 8–9.

This is our own plain-English summary for practice essays. It is not the official IELTS band descriptors and is not endorsed by the British Council, IDP or Cambridge, so check the published descriptors before you give a student an exam-style band.

Criterion	Band ⁦8–9⁩	Band 7	Band 6	Band 5	Band ⁦1–4⁩
Task response	Answers every part of the question fully. A clear position runs through the essay, and ideas are extended and supported with relevant examples.	Answers all parts of the question with a clear position throughout. Main ideas are extended and supported, though some may be too general.	Answers all parts, some more fully than others. A relevant position is given, but the conclusion may be unclear or repeat itself, and some ideas lack support.	Answers the question only in part. The position is not always clear, ideas are few or underdeveloped, and some detail is irrelevant.	Barely answers the question, or misreads it. No clear position, and the few ideas are repeated, irrelevant or unsupported.
Coherence and cohesion	Ideas follow in an order the reader never has to work at. Linking is natural and rarely noticed, and every paragraph has a clear purpose.	Ideas are logically organized and move forward clearly. A range of linking words is used, with some over- or under-use, and each paragraph has one clear central idea.	Organized as a whole, with clear progression. Linking works but is mechanical or faulty in places, and paragraphs are not always logical.	Some organization, but the progression is not always clear. Linking is limited, overused or inaccurate, and paragraphing may be missing.	Ideas are not arranged clearly. Linking is basic or missing, and paragraphs are absent or confusing.
Vocabulary (lexical resource)	A wide range of vocabulary used precisely and naturally, including less common words. Errors in word choice or spelling are rare.	Enough range to be flexible and precise, with some less common words and natural word partners. Occasional errors in word choice, spelling or word form.	An adequate range for the task. Less common words are attempted with some mistakes, and spelling errors do not stop the reader understanding.	A limited range, just enough for the task. Noticeable errors in spelling or word form may cause the reader some difficulty.	Very limited, repetitive vocabulary, often unsuited to the task. Errors often get in the way of the meaning.
Grammatical range and accuracy	A wide range of structures used flexibly. Most sentences are free of errors, with only rare slips.	A variety of complex structures. Many sentences are free of errors, and grammar and punctuation are well controlled, though a few errors remain.	A mix of simple and complex sentences. Some errors in grammar and punctuation, but they rarely make the meaning unclear.	A limited range. Complex sentences are attempted but are less accurate than simple ones, and frequent errors cause the reader some difficulty.	Very few structures, mostly simple sentences. Errors are frequent and often distort the meaning, and punctuation is often faulty.

Task response

Band ⁦8–9⁩: Answers every part of the question fully. A clear position runs through the essay, and ideas are extended and supported with relevant examples.
Band 7: Answers all parts of the question with a clear position throughout. Main ideas are extended and supported, though some may be too general.
Band 6: Answers all parts, some more fully than others. A relevant position is given, but the conclusion may be unclear or repeat itself, and some ideas lack support.
Band 5: Answers the question only in part. The position is not always clear, ideas are few or underdeveloped, and some detail is irrelevant.
Band ⁦1–4⁩: Barely answers the question, or misreads it. No clear position, and the few ideas are repeated, irrelevant or unsupported.

Coherence and cohesion

Band ⁦8–9⁩: Ideas follow in an order the reader never has to work at. Linking is natural and rarely noticed, and every paragraph has a clear purpose.
Band 7: Ideas are logically organized and move forward clearly. A range of linking words is used, with some over- or under-use, and each paragraph has one clear central idea.
Band 6: Organized as a whole, with clear progression. Linking works but is mechanical or faulty in places, and paragraphs are not always logical.
Band 5: Some organization, but the progression is not always clear. Linking is limited, overused or inaccurate, and paragraphing may be missing.
Band ⁦1–4⁩: Ideas are not arranged clearly. Linking is basic or missing, and paragraphs are absent or confusing.

Vocabulary (lexical resource)

Band ⁦8–9⁩: A wide range of vocabulary used precisely and naturally, including less common words. Errors in word choice or spelling are rare.
Band 7: Enough range to be flexible and precise, with some less common words and natural word partners. Occasional errors in word choice, spelling or word form.
Band 6: An adequate range for the task. Less common words are attempted with some mistakes, and spelling errors do not stop the reader understanding.
Band 5: A limited range, just enough for the task. Noticeable errors in spelling or word form may cause the reader some difficulty.
Band ⁦1–4⁩: Very limited, repetitive vocabulary, often unsuited to the task. Errors often get in the way of the meaning.

Grammatical range and accuracy

Band ⁦8–9⁩: A wide range of structures used flexibly. Most sentences are free of errors, with only rare slips.
Band 7: A variety of complex structures. Many sentences are free of errors, and grammar and punctuation are well controlled, though a few errors remain.
Band 6: A mix of simple and complex sentences. Some errors in grammar and punctuation, but they rarely make the meaning unclear.
Band 5: A limited range. Complex sentences are attempted but are less accurate than simple ones, and frequent errors cause the reader some difficulty.
Band ⁦1–4⁩: Very few structures, mostly simple sentences. Errors are frequent and often distort the meaning, and punctuation is often faulty.

A criterion with nothing to mark scores 0.Average the four criteria for the essay's band. In the test, Task 2 counts for twice as much as Task 1 in the Writing score.

How to use it

Give students the rubric before they write, so they know what each criterion asks for. It also works for self-assessment: ask them to mark their own draft before they hand it in.

When you mark, read the whole piece once before scoring, then score each criterion on its own, so strong ideas do not lift a weak accuracy score. Write one comment on the student's strongest criterion and one on their weakest. It does more for them than correcting every error on the page.

Task 2 asks for at least 250 words in about 40 minutes. A shorter essay is marked down under Task response, so count the words before you mark.

You may print this rubric, copy it and change it for your own classes. qalamiapp.com/rubrics/ielts-writing-task-2

Mark one paper against this rubric

The free try marks one handwritten essay against a fixed four-criterion rubric, so you can see how the marking reads before you sign up. With an account you enter this rubric as your own and mark a class set against it.

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