IELTS Writing Task 1 Band Descriptors – Bảng tiêu chí đánh giá theo thang điểm

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.

• sequences 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 inappropriacies.

7

• covers the requirements of the task.

• (Academic) presents a clear overview of main trends, differences or stages.

• (General Training) 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 organises information and ideas; there is 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

• (Academic) presents an overview with information appropriately selected.

• General Training) 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, inap.

• 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.

• 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.

• (Academic) recounts detail mechanically with no clear overview; there may be no data to support the description.

• (General Training) 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 detail.

• presents information with some organisation but there may be a lack of overall progression.

• makes inadequate, inaccurate or overuse of cohesive devices

• may be repetitive because of 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.

• (General Training) fails to clearly explain the purpose of the letter; the tone may be inappropriate.

• may confuse key features/bullet points with detail; parts may be 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 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

• fails to address the task, which may have been completely misunderstood.

• presents limited ideas which may be largely irrelevant/repetitive.

• does not organise 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

answer is barely related to the task.

has very little control of organisational features.

uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling.

cannot use sentence forms except in memorised phrases.

1

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.