One problem is that the descriptors themselves use ESL jargon and a lot of high level language only used in the context of assessing language skills. Many students don't understand them because they're quite hard to undersand!
What's needed is a band descriptor chart written in simpler English. Remember those books, "Such and such for Dummies?". Well, here's my go at my interpretation of the Task 2 writing criteria (I am not an IELTS examiner) written in simpler terms.
I'm concentrating on Bands 5-8, and I still need to work on the formatting. Please, give me some feedback on my paraphrasing. Official version
CLICK HERE FOR A PDF OF "TASK 2 BAND DESCRIPTORS IN PLAIN ENGLISH"
IELTS Band Descriptors in Plain English –Task 2 |
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|---|---|---|---|---|
| 9 | Task Response Answers the question |
Coherence and Cohesion Organized and easy to read |
Lexical Resource Appropriate vocabulary |
Grammar Range and Accuracy Grammar |
8 |
·Fully answers every part of the question · Response is very strongly supported by thorough explanations which make sense, and use relevant examples |
· Organizes ideas in a logical order · One thought or idea leads to the next smoothly. |
· Easily uses less common words to express exactly the intended meaning, not just to show off. · Rare spelling or word form mistakes |
· uses a lot of different grammar features effectively. · Most sentences have no mistakes. |
7 |
· Answers all parts of the question · Opinions clear through the whole essay. · The main ideas of the essay are explained and supported . · Sometimes the support of the positions is too general and assumptions are made. |
· Ideas are organized and the reader knows where they are in the essay. · Uses connecting words and phrases correctly, but may use too many, not enough or repeat the same ones too often. · Each paragraph has a clear topic and only includes sentences related to that topic. Uses topic sentences. |
· Uses synonyms well to avoid repetition, uses less common vocab to be more exact in their ideas. · Less common vocab mostly fits with the words around them in the sentence. · Occasional spelling, word form or word choice errors. |
· Uses many different types of complex sentences. · Combines simple sentences into longer ones but doesn’t lose clarity by trying too hard. · Many sentences have no grammar errors. |
6 |
· answers all parts of the question but some parts aren’t answered as fully as others. · Opinions and explanations fit the question, but the points made are difficult to understand, repeat themselves or aren’t developed enough to be convincing |
· The essay has a structure and ideas are organized into paragraphs. · Uses connecting words but not always correctly. Sometimes connections are forced · Repetition, underuse or unclear use of pronouns · Paragraphs are used but sometimes don’t make sense |
· uses enough vocabulary to answer the question. · Tries to use less common vocabulary but with some inaccuracy · Mistakes in spelling or word forms don’t make it harder to read and understand. |
· Uses a mix of simple and complex sentences. · Makes common grammar or punctuation errors, but the reader still understands the meaning. |
5 |
· Only answers part of the question. · Misunderstands the question and writes about something else. · Ideas aren’t explained clearly · A lot of details that are not about the specific topic or aren't important. |
· The essay is hard to read. It doesn’t feel at all planned. Points aren’t organized. · Poor use of paragraphing Overuse of incorrect use of connectors |
· Uses limited vocabulary, but enough to answer the question. · Mistakes in spelling or word forms slow down the reader as they have to work to understand it. . |
· Tries to use complex grammar but these tend to have errors . · Lots of grammar errors which make it difficult to understand. |
