Understanding what the examiner wants

Writing Task 1- band Descriptors

Understanding what the
examiner wants
Writing Task 1- band Descriptors
The four criterias used to assess you for writing
task 1 are as follows.
1.Task Achievement
Understanding what the
examiner wants
Writing Task 1- band Descriptors
The four criteria used to assess you for writing
task 1 are as follows.
1.Task Achievement
2. Coherence and Cohesion
Understanding what the
examiner wants
Writing Task 1- band Descriptors
The four criteria used to assess you for writing
task 1 are as follows.
1.Task Achievement
2. Coherence and Cohesion
3. Lexical Resource
Understanding what the
examiner wants
Writing Task 1- band Descriptors
The four criteria used to assess you for writing
task 1 are as follows.
1.Task Achievement
2. Coherence and Cohesion
3. Lexical Resource
4. Grammatical Range and Accuracy.
Band Task Achievement Coherence and Lexical Resource Grammatical
Cohesion Range and
Accuracy

9
• Fully satisfies all the requirements of the • Uses cohesion in such a way that it attracts no • Uses a wide range of vocabulary with very • Uses a wide range of structures with full
task. attention. natural and sophisticated control of lexical flexibility and accuracy; rare minor errors
• Clearly presents a fully developed • Skilfully manages paragraphing. features; rare minor errors occur only as occur only as ‘slips’.
response . ‘slips’.

8
• Covers all requirements of the task • Sequences information and ideas logically. • Uses a wide range of vocabulary fluently • Uses a wide range of structures.
sufficiently. • Manages all aspects of cohesion well. and flexibly to convey precise meanings. • The majority of sentences are error-free.
• Presents, highlights and illustrates key • Uses paragraphing sufficiently and appropriately. • Skillfully uses uncommon lexical items but • Makes only very occasional errors or
features/bullet points clearly and there may be occasional inaccuracies in inappropriacies.
appropriately. word choice and collocation.
• Produces rare errors in spelling and/or
word formation

7
• Covers the requirements of the task. • Logically organizes information and ideas; there is • Uses a sufficient range of vocabulary to • Uses a variety of complex structures.
• (Academic) presents a clear overview of clear progression throughout. allow some flexibility and precision. • Produces frequent error-free sentences.
main trends, differences or stages. • Uses a range of cohesive devices appropriately • Uses less common lexical items with some • Has good control of grammar and
• (General Training) presents a clear although there may be some under-/over-use. awareness of style and collocation. punctuation but may make a few errors.
purpose, with the tone consistent and • May produce occasional errors in word
appropriate. choice, spelling and/or word formation.
• Clearly presents and highlights key
features/bullet points but could be more
fully extended.

6
• Addresses the requirements of the task. • Arranges information and ideas coherently and • Uses an adequate range of vocabulary for • Uses a mix of simple and complex sentence
• (Academic) presents an overview with there is a clear overall progression. the task. forms.
information appropriately selected. • Uses cohesive devices effectively, but cohesion • Attempts to use less common vocabulary • Makes some errors in grammar and
• (General Training) presents a purpose within and/or between sentences may be faulty or but with some inaccuracy. punctuation but they rarely reduce
that is generally clear; there may be mechanical. • Makes some errors in spelling and/or word communication.
inconsistencies in tone. • May not always use referencing clearly or formation, but they do not impede
• Presents and adequately highlights key appropriately. communication.
features/bullet points but details may be
irrelevant, inappropriate or inaccurate.
Band Task Achievement

Task Achievement
9
•
•
Fully satisfies all the requirements of the task.
Clearly presents a fully developed response .
You will get a higher score if you,
8 • Fully address the questions.
• Covers all requirements of the task sufficiently.
• Presents, highlights and illustrates key
features/bullet points clearly and appropriately.

• Illustrate the key features and give a

7
• Covers the requirements of the task.

fully developed response.

• (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.
• Have an overview that highlights the
key features.
6 • Ensure you report is accurate.
• 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
• Make comparisons where relevant.
• Do not express an opinion.
features/bullet points but details may be
irrelevant, inappropriate or inaccurate.
Band Task Achievement

Task Achievement
9
•
•
Fully satisfies all the requirements of the task.
Clearly presents a fully developed response .
Key differences between band scores,
8 Band 6 – Some details may be inappropriate or
• Covers all requirements of the task sufficiently.
• Presents, highlights and illustrates key
features/bullet points clearly and appropriately.

inaccurate.
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.

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, inappropriate or inaccurate.
Band Task Achievement

Task Achievement
9
•
•
Fully satisfies all the requirements of the task.
Clearly presents a fully developed response .
Key differences between band scores,
8 Band 6 – Some details may be inappropriate or
• Covers all requirements of the task sufficiently.
• Presents, highlights and illustrates key
features/bullet points clearly and appropriately.

inaccurate.
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.
Band 7 – Some features might need to developed
more.
• Clearly presents and highlights key
features/bullet points but could be more fully
extended.

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, inappropriate or inaccurate.
Band Task Achievement

Task Achievement
9
•
•
Fully satisfies all the requirements of the task.
Clearly presents a fully developed response .
Key differences between band scores,
8 Band 6 – Some details may be inappropriate or
• Covers all requirements of the task sufficiently.
• Presents, highlights and illustrates key
features/bullet points clearly and appropriately.

inaccurate.
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.
Band 7 – Some features might need to developed
more.
• Clearly presents and highlights key
features/bullet points but could be more fully
extended.

Band 8 – Covers the task sufficiently and illustrates

6
• Addresses the requirements of the task.
• (Academic) presents an overview with

•
information appropriately selected.
(General Training) presents a purpose that is key features.
generally clear; there may be inconsistencies in
tone.
• Presents and adequately highlights key
features/bullet points but details may be
irrelevant, inappropriate or inaccurate.
Band Task Achievement

Task Achievement
9
•
•
Fully satisfies all the requirements of the task.
Clearly presents a fully developed response .
Key differences between band scores,
8 Band 6 – Some details may be inappropriate or
• Covers all requirements of the task sufficiently.
• Presents, highlights and illustrates key
features/bullet points clearly and appropriately.

inaccurate.
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.
Band 7 – Some features might need to developed
more.
• Clearly presents and highlights key
features/bullet points but could be more fully
extended.

Band 8 – Covers the task sufficiently and illustrates

6
• Addresses the requirements of the task.
• (Academic) presents an overview with

•
information appropriately selected.
(General Training) presents a purpose that is key features.
generally clear; there may be inconsistencies in
tone.
• Presents and adequately highlights key

Band 9 – Fully satisfies all requirements of task and

features/bullet points but details may be
irrelevant, inappropriate or inaccurate.

gives a fully developed answer.

Band Coherence and
Cohesion
Coherence and Cohesion
9
• Uses cohesion in such a way that it attracts no
attention.
• Skilfully manages paragraphing.
You will get a higher score if you,
8
• Sequences information and ideas logically.
• Manages all aspects of cohesion well.
• Uses paragraphing sufficiently and appropriately.
• Paraphrase effectively with no loss of
meaning.
7
• Logically organizes information and ideas; there is
clear progression throughout.
• Uses a range of cohesive devices appropriately
• Organize and group ideas in a logical way.
• Use paragraphing effectively ( 4 paragraphs)
although there may be some under-/over-use.

• Use cohesive devices effectively and

accurately. ( Linking words)
6
• 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
• Use referencing language appropriately. (e.g.
respectively, this, it).
mechanical.
• May not always use referencing clearly or
appropriately.
Band Coherence and
Cohesion
Coherence and Cohesion
9
• Uses cohesion in such a way that it attracts no
attention.
• Skilfully manages paragraphing.
Key differences between band scores,
8
• Sequences information and ideas logically.
• Manages all aspects of cohesion well.
• Uses paragraphing sufficiently and appropriately. Band 6 – May not use referencing language/ errors in
linking within and between sentences.
7
• Logically organizes information and ideas; there is
clear progression throughout.
• Uses a range of cohesive devices appropriately
although there may be some under-/over-use.

6
• 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.
Band Coherence and
Cohesion
Coherence and Cohesion
9
• Uses cohesion in such a way that it attracts no
attention.
• Skilfully manages paragraphing.
Key differences between band scores,
8
• Sequences information and ideas logically.
• Manages all aspects of cohesion well.
• Uses paragraphing sufficiently and appropriately. Band 6 – May not use referencing language/ errors in
linking within and between sentences.
7
• Logically organizes information and ideas; there is
clear progression throughout.
• Uses a range of cohesive devices appropriately
although there may be some under-/over-use. Band 7 – May have under or over use of cohesive devices
( such as transitional words)

6
• 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.
Band Coherence and
Cohesion
Coherence and Cohesion
9
• Uses cohesion in such a way that it attracts no
attention.
• Skilfully manages paragraphing.
Key differences between band scores,
8
• Sequences information and ideas logically.
• Manages all aspects of cohesion well.
• Uses paragraphing sufficiently and appropriately. Band 6 – May not use referencing language/ errors in
linking within and between sentences.
7
• Logically organizes information and ideas; there is
clear progression throughout.
• Uses a range of cohesive devices appropriately
although there may be some under-/over-use. Band 7 – May have under or over use of cohesive devices
( such as transitional words)

Band 8 – Uses paragraphing appropriately, sequences

6
• Arranges information and ideas coherently and there
is a clear overall progression.
• Uses cohesive devices effectively, but cohesion
effectively, has clear organization and manages cohesion
within and/or between sentences may be faulty or
mechanical.
• May not always use referencing clearly or
well.
appropriately.
Band Coherence and
Cohesion
Coherence and Cohesion
9
• Uses cohesion in such a way that it attracts no
attention.
• Skilfully manages paragraphing.
Key differences between band scores,
8
• Sequences information and ideas logically.
• Manages all aspects of cohesion well.
• Uses paragraphing sufficiently and appropriately. Band 6 – May not use referencing language/ errors in
linking within and between sentences.
7
• Logically organizes information and ideas; there is
clear progression throughout.
• Uses a range of cohesive devices appropriately
although there may be some under-/over-use. Band 7 – May have under or over use of cohesive devices
( such as transitional words)

Band 8 – Uses paragraphing appropriately, sequences

6
• Arranges information and ideas coherently and there
is a clear overall progression.
• Uses cohesive devices effectively, but cohesion
effectively, has clear organization and manages cohesion
within and/or between sentences may be faulty or
mechanical.
• May not always use referencing clearly or
well.
appropriately.

Band 9 – The ideas tie together smoothly, cohesion is used

naturally and paragraphing is used skillfully.
Band Lexical Resource
Lexical Resource
9
• Uses a wide range of vocabulary with very natural
and sophisticated control of lexical features; rare
minor errors occur only as ‘slips’.
You will get a higher score if you,
8 • Use a sufficient range of vocabulary.
• Uses a wide range of vocabulary fluently and
flexibly to convey precise meanings.
• 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
• Use vocabulary accurately.
• Make only rare errors in spelling and word
7
• 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,
formation.
• Use less common vocabulary skillfully.
spelling and/or word formation.

• Collocate correctly. ( using words with

6 others words correctly)
• 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.
• Do not use informal language or
abbreviations.
Band Lexical Resource
Lexical Resource
9
• Uses a wide range of vocabulary with very natural
and sophisticated control of lexical features; rare
minor errors occur only as ‘slips’.
Key differences between band scores,
8
• Uses a wide range of vocabulary fluently and
flexibly to convey precise meanings.
• Skillfully uses uncommon lexical items but there
may be occasional inaccuracies in word choice and
Band 6 – Vocabulary is adequate, but some
less common vocabulary is sometimes
collocation.
• Produces rare errors in spelling and/or word
formation

inaccurate and there are some errors in word

7
• 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.
formation and spelling.

Band 7 – Uses a sufficient range of

6
• 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
vocabulary including some less common
formation, but they do not impede communication.
vocabulary with awareness of collocation.
There are occasional errors in spelling nad
word formation.
Band Lexical Resource
Lexical Resource
9
• Uses a wide range of vocabulary with very natural
and sophisticated control of lexical features; rare
minor errors occur only as ‘slips’.
Key differences between band scores,
8
• Uses a wide range of vocabulary fluently and
flexibly to convey precise meanings.
• Skillfully uses uncommon lexical items but there
may be occasional inaccuracies in word choice and
Band 8 – Uses a sufficient range of
vocabulary with precision. There are
collocation.
• Produces rare errors in spelling and/or word
formation

occasional inaccuracies in collocation with

7
• 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.
only rare spelling errors.

Band 9 – Uses a sufficient range of

6
• 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
vocabulary skillfully and naturally. Any errors
formation, but they do not impede communication.
are rare and only due to occasional ‘slips’
Band Grammatical Range
and Accuracy Grammatical Range and Accuracy
You will get a higher score if you,
9
• Uses a wide range of structures with full flexibility
and accuracy; rare minor errors occur only as ‘slips’.

8
• Uses a wide range of structures.
• The majority of sentences are error-free.
• Makes only very occasional errors or
inappropriacies.
• Use a wide range of sentence
structures.
7
• Uses a variety of complex structures.
• Produces frequent error-free sentences.

• Use a variety of complex structures.

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

• Avoid mistakes (error free

sentences).
6
• Uses a mix of simple and complex sentence forms.
• Makes some errors in grammar and punctuation but
they rarely reduce communication.
• Use the appropriate tense for the
question.
• Use correct punctuation.
Band Grammatical Range
and Accuracy Grammatical Range and Accuracy
Key differences between band
9
• Uses a wide range of structures with full flexibility
and accuracy; rare minor errors occur only as ‘slips’.

scores,
8
• Uses a wide range of structures.
• The majority of sentences are error-free.
• Makes only very occasional errors or
inappropriacies.

Band 6 – Uses a mix of simple and complex

7
• Uses a variety of complex structures.
• Produces frequent error-free sentences.
• Has good control of grammar and punctuation but
may make a few errors. sentences, but there are some errors in grammar and
punctuation.

Band 7 – uses a mix of complex structures, and

6
• Uses a mix of simple and complex sentence forms.
• Makes some errors in grammar and punctuation but
they rarely reduce communication. produces frequent error free sentences. There is good
control of grammar and punctuation, but there are still
a few errors.
Band Grammatical Range
and Accuracy Grammatical Range and Accuracy
Key differences between band
9
• Uses a wide range of structures with full flexibility
and accuracy; rare minor errors occur only as ‘slips’.

scores,
8
• Uses a wide range of structures.
• The majority of sentences are error-free.
• Makes only very occasional errors or
inappropriacies.

Band 8 – Uses a wide range of structures

7
• Uses a variety of complex structures.
• Produces frequent error-free sentences.
• Has good control of grammar and punctuation but
may make a few errors.
and most of the sentences are error free.

Band 9 – Uses a wide range of structures

6
• Uses a mix of simple and complex sentence forms.
• Makes some errors in grammar and punctuation but
they rarely reduce communication.
with accuracy an any errors are very rare.
• The line graph shows Paris Metro station passengers.
Summarise the information by selecting and report in the
main features, and make comparisons where relevant
Sample Answer
• The given line graph depicts the information about how many people
utilize the metro during the day, specifically at the beginning of the
day at 6 a.m. and the end at 10 p.m. in Paris. Data calibration is done
numerically. Overall, it is seen from the chart that an increasing
number of people use the Paris metro station in the morning around 8
a.m. and in the evening around 6 p.m. In addition, there is no notable
change for the midday hours from 12 a.m. to 2 p.m. Furthermore, the
number of people dramatically increases from 100 at 6 a.m. to four
times that number at 8 a.m. It goes without saying that we can see the
same figure between 4 p.m. and 6 p.m. However, the numbers drop
significantly after eight o'clock, with nearly 200 at ten o'clock. And
the same pattern as after 6 p.m. until 20 p.m., but at 100 
Comments
• Task Achievement: The response effectively summarizes the main
features of the line graph and provides relevant comparisons where
appropriate. However, there is a lack of specific information and detail,
which could have been added to make the response more
comprehensive. Overall, I would give this response a band score of 6
out of 9 for Task Achievement.
• Coherence and Cohesion: The writing is well-organized, and ideas are
logically connected with appropriate linking words and phrases. There
is Logically organization of information and ideas. However, this
response shows some inappropriate use of linking words. Therefore, I
would give this response a band score of 7 out of 9 for Coherence and
Cohesion.
Comments
• Lexical Resource: The response shows a decent range of vocabulary, but
there are some errors in word choice and phrasing. For example, "calibration
of data" is an awkward phrase to use. Additionally, some vocabulary choices
could be improved, for instance, "remarkable" could be substituted with a
more appropriate adjective such as "significant". Overall, I would give this
response a band score of 6 out of 9 for Lexical Resource.
• Grammatical Range and Accuracy: The response contains some errors in
grammar and tense usage. For example, "the number of people dramatically
increase" should be "the number of people dramatically increases". There are
also some minor punctuation errors. However, the sentence structures are
generally varied, which demonstrates a good range of grammatical ability.
Based on this, I would give this response a band score of 7 out of 9 for
Grammatical Range and Accuracy.
Band 8/9 answer
The line graph designates the number of people using a metro station in Paris
on a given day of the year.
All in all, the time series shows that the greatest number of passengers gather
at the station early in the morning and also early in the evening
The number of passengers rises sharply in the morning, reaching a peak of 400
at 8 a.m. After the morning peak, there is a steady drop to 300 at 9 a.m. and
less than 200 at 10 a.m. Between 10 and 11 a.m., there is a small increase.
Between 12 p.m. and 2 p.m., the number peaks at just under 300. There is a
decline in the number of citizens using the station at 4 pm, basically standing
at a number of 80 passengers. The evening brings a huge increase from 200 at
5 p.m. to almost 400 at 6 p.m. The number of passengers tapers off slightly
after 6 pm but falls quickly to 120 by 8 pm. After a small rise at 9 pm, the
number tails off to 120 at 10 pm.
Understanding what the
examiner wants
Writing Task 2- band Descriptors
The four criteria used to assess you for writing
task 1 are as follows.
1.Task Response
2. Coherence and Cohesion
3. Lexical Resource
4. Grammatical Range and Accuracy.
Band Task Response

Task Response
9
• Fully addresses all parts of the task.
• Presents a fully developed position in
answer to the question with relevant, fully
extended and well supported ideas.
You will get a higher score if you,
8
•

•
sufficiently addresses all parts of the
task.
Presents a well-developed response to
the question with relevant, extended and
• Answer all parts of the
question.
supported ideas.

7
• Addresses all parts of the task.
• Presents a clear position throughout the

• Give relevant ideas.

response.
• Presents, extends and supports main
ideas, but there may be a tendency to
over generalise and/or supporting ideas
may lack focus.

• Fully develop and support you

6
•

•
addresses all parts of the task although
some parts may be more fully covered
than others.
Presents a relevant position although the
ideas.
• Have a clear position
conclusions may become unclear or
repetitive.
• Presents relevant main ideas but some
may be inadequately developed/unclear.

throughout the essay (opinion).

Band Task Response

Task Response
9
• Fully addresses all parts of the task.
• Presents a fully developed position in
answer to the question with relevant, fully
extended and well supported ideas.
Key differences between band scores,
8
• sufficiently addresses all parts of the

Band 6 – Relevant ideas are used, but they may be

task.
• Presents a well-developed response to
the question with relevant, extended and
supported ideas.
underdeveloped or unclear, and conclusions may be
repeated.
7
• Addresses all parts of the task.
• Presents a clear position throughout the
response.
• Presents, extends and supports main
ideas, but there may be a tendency to
over generalise and/or supporting ideas
may lack focus.

6
• addresses all parts of the task although
some parts may be more fully covered
than others.
• Presents a relevant position although the
conclusions may become unclear or
repetitive.
• Presents relevant main ideas but some
may be inadequately developed/unclear.
Band Task Response

Task Response
9
• Fully addresses all parts of the task.
• Presents a fully developed position in
answer to the question with relevant, fully
extended and well supported ideas.
Key differences between band scores,
8
• sufficiently addresses all parts of the

Band 6 – Relevant ideas are used, but they may be

task.
• Presents a well-developed response to
the question with relevant, extended and
supported ideas.
underdeveloped or unclear, and conclusions may be
repeated.
7
• Addresses all parts of the task.
• Presents a clear position throughout the
response.
• Presents, extends and supports main
ideas, but there may be a tendency to
over generalise and/or supporting ideas
may lack focus.
Band 7 – Relevant ideas are used, but some may be too
general or lack focus.

6
• addresses all parts of the task although
some parts may be more fully covered
than others.
• Presents a relevant position although the
conclusions may become unclear or
repetitive.
• Presents relevant main ideas but some
may be inadequately developed/unclear.
Band Task Response

Task Response
9
• Fully addresses all parts of the task.
• Presents a fully developed position in
answer to the question with relevant, fully
extended and well supported ideas.
Key differences between band scores,
8
• sufficiently addresses all parts of the

Band 6 – Relevant ideas are used, but they may be

task.
• Presents a well-developed response to
the question with relevant, extended and
supported ideas.
underdeveloped or unclear, and conclusions may be
repeated.
7
• Addresses all parts of the task.
• Presents a clear position throughout the
response.
• Presents, extends and supports main
ideas, but there may be a tendency to
over generalise and/or supporting ideas
may lack focus.
Band 7 – Relevant ideas are used, but some may be too
general or lack focus.

6
• addresses all parts of the task although
some parts may be more fully covered

•
than others.
Presents a relevant position although the
Band 8 – Relevant ideas are used and they are focused and
developed.
conclusions may become unclear or
repetitive.
• Presents relevant main ideas but some
may be inadequately developed/unclear.
Band Task Response

Task Response
9
• Fully addresses all parts of the task.
• Presents a fully developed position in
answer to the question with relevant, fully
extended and well supported ideas.
Key differences between band scores,
8
• sufficiently addresses all parts of the

Band 6 – Relevant ideas are used, but they may be

task.
• Presents a well-developed response to
the question with relevant, extended and
supported ideas.
underdeveloped or unclear, and conclusions may be
repeated.
7
• Addresses all parts of the task.
• Presents a clear position throughout the
response.
• Presents, extends and supports main
ideas, but there may be a tendency to
over generalise and/or supporting ideas
may lack focus.
Band 7 – Relevant ideas are used, but some may be too
general or lack focus.

6
• addresses all parts of the task although
some parts may be more fully covered

•
than others.
Presents a relevant position although the
Band 8 – Relevant ideas are used and they are focused and
developed.
conclusions may become unclear or
repetitive.
• Presents relevant main ideas but some
may be inadequately developed/unclear.

Band 9 – Fully satisfies all requirements of task and the

ideas are relevant and fully extended.
Band Coherence and
Cohesion
Coherence and Cohesion
9
• Uses cohesion in such a way that it attracts no
attention.
• Skilfully manages paragraphing.
You will get a higher score if you,
8
• Sequences information and ideas logically.
• Manages all aspects of cohesion well.
• Uses paragraphing sufficiently and appropriately.
• Have a clear structure to your essay and
use paragraphing effectively and logically.
7 • Have a clear theme or topic within each
• Logically organizes information and ideas; there is
clear progression throughout.
• Uses a range of cohesive devices appropriately
although there may be some under-/over-use.

paragraph.
• Support and develop your ideas in as
logical way
6
• Arranges information and ideas coherently and there
is a clear overall progression.

• Use referencing language appropriately

• Uses cohesive devices effectively, but cohesion
within and/or between sentences may be faulty or
mechanical.
• May not always use referencing clearly or
appropriately.
and linking words effectively and
naturally.
Question: People are living longer. Some
people think that it causes big problems.
Others, however, think the ageing
population has many advantages for
business, government and for society in
general. Discuss both views & give your
own opinion.
Sample answer
There is little room for doubt that there has been staggering growth in the proportion of elderly people in many
countries. In my opinion, I believe that this trend brings both advantages and disadvantages to society as a whole.
However, I find myself more inclined towards the positive aspects of growing life expectancies. This essay shall
deal with the same.
On the one hand, it is inevitable that the remarkable increase in life expectancy has some negative consequences for
some reasons. Firstly, the ageing population can impose heavy pressure on the economy and the healthcare system
as the more people retire, the heavier the pension burden the state has to carry. Hospitals will be flooded with frail
and infirm elderly citizens searching for medical treatments, while the labor force also suffers due to the shortage of
productive workers who often make the biggest contribution to society. Secondly, the ageing population can impose
heavy pressure on the economy and the healthcare system as the more people retire, the heavier the pension burden
the state has to carry.
On the positive side, the benefits of this development should not be underestimated. First, they are able to contribute
to some sectors such as teaching, management, scientific research, and politics thanks to their extensive experience.
We often see top executives in their 50s doing consultation sessions and helping companies function more
efficiently, or old teachers coaching students for contests because of their vast knowledge and hands-on experience.
Second, as most people in modern times are busy with tasks at the workplace, elderly members like grandparents
can do the babysitting, relieving parents’ worries of their children lacking in moral support or leisure activities.
In conclusion, for the reasons I have mentioned above, it seems to me that an ageing population has substantial
benefits to society that could work in its favour.