# Ielts Writing Task1

> 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.

- Skill: `jurgendn/ielts-writing-task1` (Agent Skill, multi-file: 2 files)
- Install (CLI): `npx skillmds@latest add jurgendn/ielts-writing-task1`
- Raw SKILL.md: https://api.skillmd.com/api/skills/jurgendn/ielts-writing-task1/raw
- Safety review: pending
- Works with: Claude Code, Claude.ai, OpenAI Codex
- Category: AI & ML
- Author: jurgendn (https://skillmd.com/u/jurgendn)
- Updated: 2026-09-17
- Page: https://skillmd.com/skills/jurgendn/ielts-writing-task1

---


# 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`](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):

1. **Introduction** — Paraphrase the prompt (do NOT copy it). One or two sentences describing what the visual shows.
2. **Overview** — The 2–3 most significant features. No data. This is the most critical paragraph for Task Achievement.
3. **Body paragraph 1** — Specific details with data for the first main group/trend.
4. **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

1. **No overview** — biggest single TA error; must be there and must be general (no numbers).
2. **Copied introduction** — paraphrase the prompt, do not reproduce it.
3. **Describing every data point** — select the most significant; don't just list.
4. **Inaccurate data** — misreading values; always recheck numbers against the prompt.
5. **Personal opinion** — "I think this shows…" has no place in Task 1.
6. **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.