IELTS Writing Task 1 Coach
Task 1 is a 20-minute, minimum-150-word academic report. It is not an essay — no opinion, no personal examples. The task is to select, describe, and compare the most significant features of the given visual(s).
Use this when
- The user shares a Task 1 prompt (graph, chart, table, diagram, process, map) and wants a draft or critique.
- The user wants a band estimate with actionable feedback.
- The user asks how to write an overview, select key features, or describe trends.
- The user wants vocabulary or grammar for data description.
Do not use this when
- The user is working on Task 2 (argumentative essays). Use
ielts-writing-task2.
- The user is asking about Speaking. Use
ielts-speaking-coach.
- The user is studying for General Training Task 1 (letter writing) — note the difference if they mention it.
Band Descriptors (Task 1)
Scores are averaged equally across four criteria. Task 2 is weighted more heavily in the final Writing band, but Task 1 is still significant.
Full band-by-band reference (bands 5–9, all four Task 1 criteria) with links to the official IELTS descriptors: references/ielts-band-descriptors.md. Consult it before assigning a band so scoring stays anchored to the public criteria, not impression.
Task Achievement (TA)
| Band |
Descriptor |
| 9 |
Fully satisfies all requirements; clear, fully developed overview; key features skilfully selected, highlighted, and illustrated; data accurately described |
| 8 |
Covers requirements; presents and highlights key features clearly with appropriate selection; data accurately described; summary adequate, accurate, and relevant |
| 7 |
Covers requirements; presents key features with some inaccuracy; covers key features but may be over-detailed or miss minor points |
| 6 |
Addresses most requirements; presents overview with information appropriately selected; may contain inaccuracies; detail may be irrelevant |
| 5 |
Generally addresses requirements but format may be inappropriate; unclear overview; may include irrelevant, inappropriate, or inaccurate content |
| 4 |
Partially addresses requirements; key features inadequately covered; may be inaccurate or format inappropriate |
| 3 |
Fails to address requirements; no overview; limited or irrelevant content |
Coherence and Cohesion (CC)
| Band |
Descriptor |
| 9 |
Cohesion attracts no attention; paragraphing managed skilfully |
| 8 |
Sequences information logically; manages all aspects of cohesion well; paragraphing sufficient and appropriate |
| 7 |
Logically organises information; good overall progression; uses cohesive devices including reference and substitution appropriately, though may occasionally over/under-use; clear central topic per paragraph |
| 6 |
Arranges information coherently; adequate overall progression; uses cohesive devices effectively but cohesion may be faulty or mechanical; may not always use referencing clearly |
| 5 |
Some organisation but lacks overall progression; limited cohesive devices, not always accurately used; repetitive due to lack of referencing |
| 4 |
Information presented but no clear progression; some basic cohesive devices, may be inaccurate or repetitive; inadequate or absent paragraphing |
| 3 |
Does not organise ideas logically; very limited cohesive devices |
Lexical Resource (LR)
| Band |
Descriptor |
| 9 |
Wide vocabulary with very natural and sophisticated control; rare minor errors only as slips |
| 8 |
Wide vocabulary, fluently and flexibly used to convey precise meanings; skilful use of uncommon items; rare errors in spelling or word formation |
| 7 |
Sufficient range for flexibility and precision; less common items used with some awareness of style and collocation; occasional errors in word choice, spelling, or word formation |
| 6 |
Adequate range for task; attempts less common vocabulary with some inaccuracy; some spelling or word formation errors but communication not impeded |
| 5 |
Limited but minimally adequate vocabulary; noticeable spelling or word formation errors that may cause some difficulty |
| 4 |
Basic vocabulary only, possibly repetitive or inappropriate; limited word formation and spelling control; errors may cause strain |
| 3 |
Very limited words and expressions; severe errors may distort the message |
Grammatical Range and Accuracy (GRA)
| Band |
Descriptor |
| 9 |
Wide range of structures with full flexibility and accuracy; rare slips only |
| 8 |
Wide range of structures; majority of sentences error-free; only very occasional errors or inappropriacies |
| 7 |
Variety of complex structures; frequent error-free sentences; good grammar and punctuation control with few errors |
| 6 |
Mix of simple and complex forms; some grammar and punctuation errors but rarely impeding communication |
| 5 |
Limited range; complex sentence attempts tend to be less accurate than simple ones; frequent grammatical errors; faulty punctuation |
| 4 |
Very limited structures; rare subordinate clauses; errors predominate; punctuation often faulty |
| 3 |
Sentence forms attempted but errors and punctuation problems predominate and distort meaning |
Workflow
Step 1 — Identify the visual type and data
Determine:
- Type: line graph / bar chart / pie chart / table / map (before & after) / process diagram / multiple charts
- Time dimension: static snapshot vs. change over time
- Key entities: what is being compared (countries, years, categories, stages)
- Overall trend or pattern: what is the single most important thing the data shows
Step 2 — Plan the response structure
Standard Task 1 structure (4 paragraphs):
- Introduction — Paraphrase the prompt (do NOT copy it). One or two sentences describing what the visual shows.
- Overview — The 2–3 most significant features. No data. This is the most critical paragraph for Task Achievement.
- Body paragraph 1 — Specific details with data for the first main group/trend.
- Body paragraph 2 — Specific details with data for the second main group/trend.
For processes or maps, adapt to: Introduction → Overview of stages/changes → Detailed description of each phase.
Step 3 — Draft or critique
When drafting:
- Write the overview before any data — it forces selection of key features.
- Use comparative and trend language precisely.
- Avoid mechanical listing of every data point.
- Stay at ≥150 words (examiners penalise under-length).
When critiquing a user's response:
- Check for presence and quality of overview first.
- Check that key features (not all features) are selected.
- Check data accuracy against the prompt.
- Then evaluate CC, LR, GRA.
Step 4 — Score and feedback
Report a band estimate for each criterion and an overall estimated band:
Task Achievement: X / 9
Coherence & Cohesion: X / 9
Lexical Resource: X / 9
Grammatical Range: X / 9
Estimated overall: X.X / 9
For each criterion below 7, give 2–3 specific, actionable improvements with examples drawn from the user's actual text.
Key language banks
Describing trends (line graphs, time series)
- Increase: rose, climbed, grew, surged, jumped, increased, went up
- Decrease: fell, dropped, declined, decreased, plummeted, dipped
- Stability: remained stable, levelled off, plateaued, stayed constant
- Fluctuation: fluctuated, varied, oscillated
- Peak/trough: reached a peak of, hit a high of, bottomed out at, reached a low of
Adverbs: sharply, steeply, dramatically, significantly, gradually, steadily, marginally, slightly
Comparing (bar charts, tables, pie charts)
- X was significantly higher than Y
- The proportion of X was roughly double that of Y
- X accounted for the largest share at Z%
- In contrast / by comparison / whereas / while
Describing processes
- First / Initially / To begin with
- Subsequently / Following this / The next stage involves
- Finally / Ultimately / The process concludes with
- is converted into / is fed into / passes through / undergoes
Describing maps
- To the north/south/east/west of
- Adjacent to / opposite / alongside
- was replaced by / was demolished / a new X was constructed
- The area to the left underwent significant development
Common mistakes to flag
- No overview — biggest single TA error; must be there and must be general (no numbers).
- Copied introduction — paraphrase the prompt, do not reproduce it.
- Describing every data point — select the most significant; don't just list.
- Inaccurate data — misreading values; always recheck numbers against the prompt.
- Personal opinion — "I think this shows…" has no place in Task 1.
- Under 150 words — automatic penalty to TA.
Output format
When producing a model answer:
- Label each paragraph (Introduction / Overview / Body 1 / Body 2) so the user can see the structure.
- Provide a word count.
- After the answer, give a brief note on the key structural and language choices made.
When giving feedback on the user's response:
- Quote the user's original text when identifying issues.
- Provide a corrected or improved version of the problem sentence.
- End with the scored table and top priorities.
1---2name: ielts-writing-task13description: Draft, analyse, score, and improve IELTS Academic Writing Task 1 responses (150-word minimum reports on graphs, charts, tables, diagrams, maps, or processes). Use this skill when the user shares a Task 1 prompt, wants a model answer, needs band-score feedback on their own response, or asks how to describe trends, compare data, or structure an overview. Also use when the user asks about Task 1 vocabulary, grammar for describing data, or common Task 1 mistakes. Covers all visual types: line graph, bar chart, pie chart, table, map, process diagram, multiple charts.4---56# IELTS Writing Task 1 Coach78Task 1 is a 20-minute, minimum-150-word academic report. It is not an essay — no opinion, no personal examples. The task is to select, describe, and compare the most significant features of the given visual(s).910## Use this when1112- The user shares a Task 1 prompt (graph, chart, table, diagram, process, map) and wants a draft or critique.13- The user wants a band estimate with actionable feedback.14- The user asks how to write an overview, select key features, or describe trends.15- The user wants vocabulary or grammar for data description.1617## Do not use this when1819- The user is working on Task 2 (argumentative essays). Use `ielts-writing-task2`.20- The user is asking about Speaking. Use `ielts-speaking-coach`.21- The user is studying for General Training Task 1 (letter writing) — note the difference if they mention it.2223---2425## Band Descriptors (Task 1)2627Scores are averaged equally across four criteria. Task 2 is weighted more heavily in the final Writing band, but Task 1 is still significant.2829> Full band-by-band reference (bands 5–9, all four Task 1 criteria) with links to the official IELTS descriptors: [`references/ielts-band-descriptors.md`](references/ielts-band-descriptors.md). Consult it before assigning a band so scoring stays anchored to the public criteria, not impression.3031### Task Achievement (TA)3233| Band | Descriptor |34|------|-----------|35| 9 | Fully satisfies all requirements; clear, fully developed overview; key features skilfully selected, highlighted, and illustrated; data accurately described |36| 8 | Covers requirements; presents and highlights key features clearly with appropriate selection; data accurately described; summary adequate, accurate, and relevant |37| 7 | Covers requirements; presents key features with some inaccuracy; covers key features but may be over-detailed or miss minor points |38| 6 | Addresses most requirements; presents overview with information appropriately selected; may contain inaccuracies; detail may be irrelevant |39| 5 | Generally addresses requirements but format may be inappropriate; unclear overview; may include irrelevant, inappropriate, or inaccurate content |40| 4 | Partially addresses requirements; key features inadequately covered; may be inaccurate or format inappropriate |41| 3 | Fails to address requirements; no overview; limited or irrelevant content |4243### Coherence and Cohesion (CC)4445| Band | Descriptor |46|------|-----------|47| 9 | Cohesion attracts no attention; paragraphing managed skilfully |48| 8 | Sequences information logically; manages all aspects of cohesion well; paragraphing sufficient and appropriate |49| 7 | Logically organises information; good overall progression; uses cohesive devices including reference and substitution appropriately, though may occasionally over/under-use; clear central topic per paragraph |50| 6 | Arranges information coherently; adequate overall progression; uses cohesive devices effectively but cohesion may be faulty or mechanical; may not always use referencing clearly |51| 5 | Some organisation but lacks overall progression; limited cohesive devices, not always accurately used; repetitive due to lack of referencing |52| 4 | Information presented but no clear progression; some basic cohesive devices, may be inaccurate or repetitive; inadequate or absent paragraphing |53| 3 | Does not organise ideas logically; very limited cohesive devices |5455### Lexical Resource (LR)5657| Band | Descriptor |58|------|-----------|59| 9 | Wide vocabulary with very natural and sophisticated control; rare minor errors only as slips |60| 8 | Wide vocabulary, fluently and flexibly used to convey precise meanings; skilful use of uncommon items; rare errors in spelling or word formation |61| 7 | Sufficient range for flexibility and precision; less common items used with some awareness of style and collocation; occasional errors in word choice, spelling, or word formation |62| 6 | Adequate range for task; attempts less common vocabulary with some inaccuracy; some spelling or word formation errors but communication not impeded |63| 5 | Limited but minimally adequate vocabulary; noticeable spelling or word formation errors that may cause some difficulty |64| 4 | Basic vocabulary only, possibly repetitive or inappropriate; limited word formation and spelling control; errors may cause strain |65| 3 | Very limited words and expressions; severe errors may distort the message |6667### Grammatical Range and Accuracy (GRA)6869| Band | Descriptor |70|------|-----------|71| 9 | Wide range of structures with full flexibility and accuracy; rare slips only |72| 8 | Wide range of structures; majority of sentences error-free; only very occasional errors or inappropriacies |73| 7 | Variety of complex structures; frequent error-free sentences; good grammar and punctuation control with few errors |74| 6 | Mix of simple and complex forms; some grammar and punctuation errors but rarely impeding communication |75| 5 | Limited range; complex sentence attempts tend to be less accurate than simple ones; frequent grammatical errors; faulty punctuation |76| 4 | Very limited structures; rare subordinate clauses; errors predominate; punctuation often faulty |77| 3 | Sentence forms attempted but errors and punctuation problems predominate and distort meaning |7879---8081## Workflow8283### Step 1 — Identify the visual type and data8485Determine:86- Type: line graph / bar chart / pie chart / table / map (before & after) / process diagram / multiple charts87- Time dimension: static snapshot vs. change over time88- Key entities: what is being compared (countries, years, categories, stages)89- Overall trend or pattern: what is the single most important thing the data shows9091### Step 2 — Plan the response structure9293Standard Task 1 structure (4 paragraphs):94951. **Introduction** — Paraphrase the prompt (do NOT copy it). One or two sentences describing what the visual shows.962. **Overview** — The 2–3 most significant features. No data. This is the most critical paragraph for Task Achievement.973. **Body paragraph 1** — Specific details with data for the first main group/trend.984. **Body paragraph 2** — Specific details with data for the second main group/trend.99100For processes or maps, adapt to: Introduction → Overview of stages/changes → Detailed description of each phase.101102### Step 3 — Draft or critique103104When drafting:105- Write the overview before any data — it forces selection of key features.106- Use comparative and trend language precisely.107- Avoid mechanical listing of every data point.108- Stay at ≥150 words (examiners penalise under-length).109110When critiquing a user's response:111- Check for presence and quality of overview first.112- Check that key features (not all features) are selected.113- Check data accuracy against the prompt.114- Then evaluate CC, LR, GRA.115116### Step 4 — Score and feedback117118Report a band estimate for each criterion and an overall estimated band:119120```121Task Achievement: X / 9122Coherence & Cohesion: X / 9123Lexical Resource: X / 9124Grammatical Range: X / 9125Estimated overall: X.X / 9126```127128For each criterion below 7, give 2–3 specific, actionable improvements with examples drawn from the user's actual text.129130---131132## Key language banks133134### Describing trends (line graphs, time series)135136- **Increase**: rose, climbed, grew, surged, jumped, increased, went up137- **Decrease**: fell, dropped, declined, decreased, plummeted, dipped138- **Stability**: remained stable, levelled off, plateaued, stayed constant139- **Fluctuation**: fluctuated, varied, oscillated140- **Peak/trough**: reached a peak of, hit a high of, bottomed out at, reached a low of141142Adverbs: sharply, steeply, dramatically, significantly, gradually, steadily, marginally, slightly143144### Comparing (bar charts, tables, pie charts)145146- X was significantly higher than Y147- The proportion of X was roughly double that of Y148- X accounted for the largest share at Z%149- In contrast / by comparison / whereas / while150151### Describing processes152153- First / Initially / To begin with154- Subsequently / Following this / The next stage involves155- Finally / Ultimately / The process concludes with156- is converted into / is fed into / passes through / undergoes157158### Describing maps159160- To the north/south/east/west of161- Adjacent to / opposite / alongside162- was replaced by / was demolished / a new X was constructed163- The area to the left underwent significant development164165---166167## Common mistakes to flag1681691. **No overview** — biggest single TA error; must be there and must be general (no numbers).1702. **Copied introduction** — paraphrase the prompt, do not reproduce it.1713. **Describing every data point** — select the most significant; don't just list.1724. **Inaccurate data** — misreading values; always recheck numbers against the prompt.1735. **Personal opinion** — "I think this shows…" has no place in Task 1.1746. **Under 150 words** — automatic penalty to TA.175176---177178## Output format179180When producing a model answer:181- Label each paragraph (Introduction / Overview / Body 1 / Body 2) so the user can see the structure.182- Provide a word count.183- After the answer, give a brief note on the key structural and language choices made.184185When giving feedback on the user's response:186- Quote the user's original text when identifying issues.187- Provide a corrected or improved version of the problem sentence.188- End with the scored table and top priorities.
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