IELTS Writing Task 2: Why can't I get a band 8

• Addresses all parts of the task

• Presents a clear position throughout the response

• Presents, extends and supports main ideas (there may be a tendency to over-generalise and/ or supporting ideas may lack focus)

• Partially addressing the question: some parts of the task are missing from your answer

• Over-generalising: writing in a general way and not being specific enough about the topic

• Ideas: the ideas presented are too general and do not support your position/ opinion

• Irrelevance: ideas may be irrelevant

• Sufficiently addresses ALL parts of the task

• Presents a well-developed response to the question with relevant, extended and supporting ideas

• Logically organises information and ideas. There is a clear progression through the response

• Uses a range of cohesive devices appropriately, although there may be some under or overuse

• Presents a clear central topic within each paragraph

• Organisation: the sequence of ideas is not always clear or logical

• Cohesive devices: too many linking words and phrases are used, always at the beginning of every sentence

• Paragraphing: there may be too many or too few paragraphs and some one-sentence paragraphs

• Central topic: each paragraph does not have a clear, central topic that is developed logically

• Sequences information and ideas logically

• Manages all aspects of cohesion well

• Uses paragraphs sufficiently and appropriately

• 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

• Range: not wide enough to discuss the topic and extend ideas

• Precise meaning: word choices are imprecise and inaccurate word choices are made

• Uncommon lexical items: Clichés or proverbs are overused, and word choices are inappropriate for the task

• Spelling: more than occasional errors are made, the reader notices errors

• Word form: word formation errors are made (e.g. I am unemployment)

• Word choices: inappropriate word choices are made, such as old-fashioned language (e.g. henceforth) or informal language (e.g. gonna, uni)

• Uses a wide range of vocabulary fluently and flexibly to convey precise meaning

• 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 variety of complex structures

• Produces frequent error-free sentences

• Has good control of grammar and punctuation, but may make a few errors

• Range: the range is not wide enough to show that you can use different structures to express yourself

• Error-free sentences: there are some errors in complex and simple sentences. They need to be mostly error-free

• Punctuation: there are some errors. Punctuation needs to be accurate, using capitalisation, commas and full stops correctly.

• Uses a wide range of structures

• The majority of sentences are error-free

• Makes only very occasional errors or inappropriacies

Task response

• Did you answer ALL parts of the question sufficiently?

• Are all your ideas and supporting arguments relevant to the question?

• Did you avoid over-generalising the topic?

• Does the examiner know exactly what you think and do you present this position clearly throughout the whole essay?

• Did you support your ideas with clear examples (not vague research and survey results)?

Coherence and cohesion

• Can the examiner follow your ideas easily from the beginning of your essay to the end?

• Does your response progress clearly? Does it have a clear introduction, paragraphs with main ideas and supporting examples and conclusion?

• Did you use a range of linking words and phrases?

• Did you avoid repetition and started every sentence with a linking device (e.g. firstly, secondly, thirdly)?

• Did you use referencing (e.g. these issues...) and substitution (e.g. problems, issues) correctly?

• Did you use sufficient paragraphs?

• Did you use one paragraph to develop each idea?

• Is there a clear introductory and concluding paragraph?

Lexical resource

• Did you use a range of vocabulary that is on-topic?

• Did you make precise vocabulary choices?

• Did you avoid memorised language, clichés (e.g. double-edged sword) and proverbs?

• Did you use collocation correctly (e.g. environmental problems, global issues)?

• Did you use appropriate uncommon words (e.g. detrimental to, cultural diversity, measures)?

• Did you correct your spelling?

• Did you check for typos?

• Did you use the correct form for the word needed, such as adverbs, nouns, adjectives and verbs?

Grammatical range and accuracy

• Did you use simple and complex structures accurately?

• Did you use a range of structures, such as conditional, present perfect, relative clauses and modal verbs?

• Did you avoid long, complicated sentences?

• Are your sentences error-free?

• Did you punctuate correctly?

• Did you use capital letters to start sentences and for proper nouns?

• Did you use commas in your complex sentences, where needed?

• Did you use full stops (.) to finish sentences?