IELTS Writing Test
Similar to IELTS Reading, IELTS Writing is also different for both Academic and General Training test takers. In this section, test takers have to complete two tasks in 60 minutes.
IELTS Question Pattern for Writing
For the IELTS Academic Writing Test, the test-takers need to examine and scan the reading passages to find out important facts present within passages.
- For Task 1, the candidate gets a minimum of 20 minutes. The word limit to complete Task 1 is 150 words.
- For Task 2, the candidate gets a minimum time of 40 minutes. The word limit for the 2nd task is 250 words.
Every piece of information should be relevant enough to complete a writing task. Test takers should pen down all the important information given through graphical representation. Examiners mark the test takers on the basis of 4-5 criteria in this section including task achievement or task response, coherence, lexical resource, and grammatical accuracy.
The duration, word limit, and marking criteria are the same in the IELTS general training writing section.
- Task 1 is letter-writing for IELTS General Training, but in IELTS Academic, task 1 is a description of a graph or chart. The test-taker has to write in a formal, semi-formal, or personal format for this task.
- Task 2 is an essay writing task with a personal style.
How are the Academic Writing test and General Training Writing test marked?
Marking and assessment
Each task is assessed independently. The assessment of Task 2 carries more weight in marking than Task 1.
Responses are assessed by certificated IELTS examiners. All IELTS examiners hold relevant teaching qualifications and are recruited as examiners by the test centers and approved by the British Council or IDP: IELTS Australia.
Scores are reported in whole and half bands. Individual performance descriptors have been developed which describe written performance at the nine IELTS bands. They apply to both IELTS Academic and IELTS
The writing test is based on the following criteria.
Task 1 responses are assessed on:
- Task achievement
- Coherence and cohesion
- Lexical resource
- Grammatical range and accuracy.
Task 2 responses are assessed on:
- Task response
- Coherence and cohesion
- Lexical resource
- Grammatical range and accuracy.
Performance descriptors
Task 1:
Task achievement
This assesses how appropriately, correctly, and relevantly the response fulfills the requirements set out in the task, using a minimum of 150 words. Writing Task 1 is a writing task that has a defined input and a largely predictable output. It is an information-transfer task that relates narrowly to the factual content of an input diagram and not to speculative explanations that lie outside the given data.
Coherence and cohesion
This concerns overall clarity and fluency: how the response organizes and links information, ideas, and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical connectors, pronouns, and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear.
Lexical resource
This refers to the range of vocabulary used and its accuracy and appropriacy in terms of the specific task.
Grammatical range and accuracy
This refers to the range and accurate use of grammar as manifested in their sentence writing.
Task 2:
Task response
In both IELTS Academic and IELTS General Training versions, Task 2 requires test takers to formulate and develop a position about a given prompt in the form of a question or statement. Ideas should be supported by evidence, and examples may be drawn from the test taker’s own experiences. Responses must be at least 250 words in length. Scripts under the required minimum word limit will be penalized.
Coherence and cohesion
This assesses the overall clarity and fluency of the message: how the response organizes and links information, ideas, and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical connectors, pronouns, and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear.
Lexical resource
This criterion refers to the range of vocabulary used and its accuracy and appropriacy in terms of the specific task.
Grammatical range and accuracy
This assesses the range and accurate use of grammar, as manifested in their test takers’ writing at the sentence level.
