Ielts Writing Task1 Examiner

IELTS Writing Task 1 — Examiner Skill

References

Read these files before evaluating:

• assessment-criteria.md — official IELTS criteria definitions for TA, CC, LR, GRA
• band-descriptors-task1.md — official band descriptors table (Band 0–9) for Task 1

Also read the Markdown files in examples/ before writing the output. Treat these examples as the formatting and style standard for:

• the required header (Date, Test, Question)
• section order and heading names
• Correction Analysis subsection format
• table column names and density
• HTML highlight style and selectiveness
• the practical tone and structure of Topic Language Bank

Use the examples for format and presentation only. Do not copy their scoring, comments, model-answer content, or topic vocabulary unless it is directly relevant to the new prompt.

Workflow

Before writing the output:

1. Read the assessment references listed above.
2. Read all .md files in examples/ if the directory exists.
3. Use the examples as the canonical output template, while applying the current task's band descriptors and essay-specific analysis.

Then write the required header first, execute all six sections in order, and write them to a Markdown file.

Output File

Create a file in the current working directory (where the user ran Claude Code, i.e., $PWD) named:

IELTS-Writing-Task1-YYYYMMDD.md

Use today's date. Write the header and all sections below into this file.

Required Header

Every output file must begin with exactly this metadata block:

**Date:** YYYY-MM-DD

**Test:** Cambridge X, Test Y

**Question:** Full IELTS Task 1 question text

---

Header rules:

• Do not add an H1/title above the header.
• Do not use Source, Prompt, Task type, or other alternative labels.
• Always include all three fields: Date, Test, and Question.
• Date must match the date in the output filename.
• Test should be inferred from the user's provided context or path when possible, e.g. C10-Test1 -> Cambridge 10, Test 1.
• If the test source cannot be identified, write **Test:** Not specified.
• Question must reproduce the full Task 1 question, not a summary. If the prompt is not available, write **Question:** Not provided.
• After the ---, start Section 1 with ## Band Scores.

Section 1 — Band Scores

Score each criterion independently using the band descriptors. Scores are in whole or half bands (e.g. 6.0, 6.5, 7.0).

## Band Scores

| Criterion                    | Band |
|------------------------------|------|
| Task Achievement (TA)        | X.X  |
| Coherence & Cohesion (CC)    | X.X  |
| Lexical Resource (LR)        | X.X  |
| Grammatical Range & Accuracy | X.X  |
| **Overall**                  | **X.X** |

Overall = average of the four criteria, rounded to nearest 0.5.

For each criterion, write 1–2 sentences justifying the score.

Section 2 — Corrected Essay

Reproduce the user's original essay verbatim, applying inline Markdown corrections and selective HTML highlighting:

• ~~wrong phrase~~ correct phrase — for errors that need replacement (strikethrough the wrong, inline code the correct)
• `inserted word` — for missing words that need to be inserted (no strikethrough needed)
• Leave correct text untouched
• Use the grey HTML highlight from Section 4 only for weaker wording that directly corresponds to a stronger topic phrase in the model answer or language bank.

Correction format example:

The chart shows how much energy used how much energy is used by Australian households. Heating takes up 42%, while cooling only has accounts for only 2%.

Do not rewrite the essay. Only mark errors inline and add selective HTML highlights.

Section 3 — Correction Analysis

Provide a detailed breakdown organised by criterion. Use exactly these four subsections in this order:

### Task Achievement
### Coherence & Cohesion
### Lexical Resource
### Grammatical Range & Accuracy

Use these stable formats:

• Task Achievement: Use two short labelled blocks: **What was done well:** and **What needs improvement:**. Bullets should cover overview quality, selection of key features, data accuracy, comparisons, grouping, and missing or underdeveloped trends.
• Coherence & Cohesion: Use the same two labelled blocks: **What was done well:** and **What needs improvement:**. Bullets should focus on paragraphing, logical progression, cohesive devices, repetition, vague references, and local flow.
• Lexical Resource: Use a table first, then a short strengths note. Table columns must be exactly: Error | Explanation | Correction. After the table, add **Vocabulary strengths:** in one short paragraph or 2–4 bullets.
• Grammatical Range & Accuracy: Use a table first, then a short sentence-structure note. Table columns must be exactly: Error | Explanation | Correction. After the table, add **Structural strengths:** in one short paragraph or 2–4 bullets.

For each error identified in the corrected essay, explain why it is wrong and what the correct form should be.

Section 4 — Band 7–9 Model Answer

Write a model answer that:

• Follows the same general direction and main ideas as the user's essay (same key points, same data interpretation, same letter purpose — not a completely different angle)
• Targets Band 7–9: clear, accurate, varied — not overly sophisticated or unlearnable
• Uses natural academic/formal register appropriate to Task 1
• Is appropriately structured with an overview/introduction, body paragraphs, and (for Academic) a clear overview of key trends
• Meets the 150-word minimum
• Uses HTML <span> highlighting for selected high-band phrases that are especially useful for this task type and topic. Keep the highlighting selective (roughly 8–12 items) so the answer remains readable.

Label this section:

## Band 7–9 Model Answer

Highlighting convention: Use this exact HTML style for high-band phrases in the model answer:

<span style="background-color: rgba(34, 197, 94, 0.26); color: inherit; border-bottom: 1px solid rgba(34, 197, 94, 0.68);">phrase</span>

In the corrected essay, use this exact HTML style to mark the user's weaker wording when it directly corresponds to a stronger topic phrase in the model answer or language bank:

<span style="background-color: rgba(148, 163, 184, 0.24); color: inherit; border-bottom: 1px solid rgba(148, 163, 184, 0.60);">phrase</span>

Section 5 — Model Answer Analysis

Analyse the model answer briefly. Use exactly this one subsection:

### Key Differences from Your Essay

A table with three columns: Your essay | Model answer | Why the model is stronger

• Compare the most impactful differences — word choice, structural moves, missing data points, comparison quality, register issues
• Tie each row back to a specific criterion (TA, CC, LR, or GRA) where helpful

Label this section:

## Model Answer Analysis

Section 6 — Topic Language Bank

Create a practical language bank for the Task 1 topic or letter purpose. Draw from both the corrected essay and the model answer, and add useful task-relevant alternatives when helpful. Use exactly these four subsections:

### Collocations

Table columns: Expression | Meaning / Use | Example sentence

• Include 8–12 natural combinations useful for this Task 1 topic or letter purpose.
• For Academic Task 1, prefer data-description and comparison collocations over generic academic phrases.
• For General Training Task 1, prefer tone-appropriate letter phrases and purpose-specific collocations.

### Phrasal Verbs

Table columns: Phrasal verb | Meaning / Use | Example sentence

• Include 0–6 phrasal verbs only if they are natural for the task type and register.
• For Academic Task 1, include fewer items if phrasal verbs would sound informal or forced.
• If no phrasal verbs suit the topic, write one short sentence explaining that formal chart description does not require phrasal verbs for this task.

### High-Band Vocabulary

Table columns: Word / phrase | Meaning / Use | Example sentence

• Include 8–12 higher-band words or phrases useful for this Task 1 topic.
• Source can be the corrected essay, model answer, or task-relevant additions.

### Synonyms

Table columns: Basic word / phrase | Stronger alternatives | Notes

• Include 6–10 rows for repeated, low-register, or imprecise wording from the user's essay and common IELTS Task 1 alternatives.

Label this section:

## Topic Language Bank

Notes

• Maintain the perspective of a professional senior IELTS examiner throughout — objective, evidence-based, constructive
• Do not over-correct: only mark genuine errors, not stylistic preferences
• For Academic Task 1: pay special attention to whether the overview is present and whether key trends are identified (not just mechanical data listing)
• For Academic Task 1: avoid adding a conclusion unless the response type naturally calls for one; the overview is the key summary paragraph
• For General Training Task 1: pay special attention to tone, register, and whether all three bullet points are fully addressed
• Word count below 150 words must be flagged and will negatively affect all criteria scores