International English Language Testing System (IELTS) Writing Syllabus

Writing syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Writing in International English Language Testing System (IELTS), not a summary of it.

1. 1

   Assessment Criteria

   4 topics

   • Task Achievement and Task Response
   • Coherence and Cohesion
     • Paragraphing and logical progression
     • Cohesive devices and referencing
   • Lexical Resource
   • Grammatical Range and Accuracy
2. 2

   Academic Task 1: Data and Visuals

   6 topics

   • Line graphs and trends over time
     • Language of increase, decrease and stability
     • Describing rates of change
   • Bar charts and pie charts
     • Comparison and proportion language
   • Tables and multiple-chart questions
   • Process diagrams and flow charts
   • Maps and changes over time
   • Selecting and grouping key features
     • Writing an overview
     • Avoiding listing every detail
3. 3

   General Training Task 1: Letters

   4 topics

   • Formal, semi-formal and informal registers
   • Letter purpose and bullet-point coverage
   • Openings, closings and tone
     • Salutations and sign-offs by register
   • Common scenarios: complaint, request, apology
4. 4

   Task 2: The Essay

   5 topics

   • Essay question types
     • Opinion (agree/disagree)
     • Discussion of both views
     • Advantages and disadvantages
     • Problem and solution
     • Two-part direct questions
   • Analysing the prompt and forming a position
   • Introduction, body and conclusion structure
   • Developing ideas with reasons and examples
   • Topic sentences and paragraph unity
5. 5

   Writing Quality and Common Errors

   4 topics

   • Word count and timing management
   • Avoiding memorised and off-topic content
   • Punctuation, spelling and formality slips
   • Editing and proofreading techniques

Writing flashcards for International English Language Testing System (IELTS)

19 of 51 cards from the Writing deck — real questions with worked answers.

1. What are the four IELTS Writing assessment criteria, and what weighting does each carry toward the band score?

   Task Achievement/Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. Each contributes 25% (equal weighting) to the Writing band score.

2. In IELTS Writing, what is the difference in the first criterion between Task 1 and Task 2?

   Task 1 is assessed on Task Achievement (covering the data/visual accurately, with an overview and key features). Task 2 is assessed on Task Response (answering all parts of the prompt and developing a clear position).

3. What single element must an Academic Task 1 response contain to score above Band 5 on Task Achievement?

   A clear overview that summarises the main trends, differences or stages — without an overview, Task Achievement is capped at Band 5.

4. For Task 2 Task Response, what does it mean to 'fully address all parts of the task'?

   Responding to every element of the question (e.g., both views plus your opinion, or causes and solutions) with a clear, developed position maintained throughout the essay.

5. What does the Coherence and Cohesion criterion assess in IELTS Writing?

   The logical organisation and flow of ideas: paragraphing, the sequencing/progression of information, and the appropriate use of cohesive devices (linkers, reference words, substitution).

6. Why is overusing linking words (e.g., starting every sentence with 'Moreover', 'Furthermore') penalised under Coherence and Cohesion?

   Mechanical or excessive use of cohesive devices is flagged as inaccurate/unnatural; cohesion should feel seamless, and overuse 'draws attention to itself', lowering the band.

7. Name three categories of cohesive device beyond conjunctions that improve Coherence and Cohesion.

   Reference (pronouns like 'this', 'these', 'such'), substitution/ellipsis, and lexical cohesion (synonyms and repetition of key topic words).

8. What does the Lexical Resource criterion reward, and what does it penalise?

   Rewards range, precision, natural collocation and appropriate less-common vocabulary; penalises errors in word choice, spelling and word formation, and the use of memorised phrases that don't fit context.

9. Define 'collocation' and give one example relevant to IELTS Writing.

   A natural, conventional pairing of words. Example: 'a sharp increase' or 'make a decision' (not 'do a decision' or 'a strong increase').

10. What two things does Grammatical Range and Accuracy measure together?

    Range — the variety of sentence structures (simple, compound, complex) — and Accuracy — how error-free those structures are, including grammar and punctuation.

11. To reach Band 7 on Grammatical Range and Accuracy, what is required regarding complex sentences and errors?

    Frequent use of a variety of complex structures, producing 'frequent error-free sentences', with only occasional errors that do not impede communication.

12. What language tense and structures are used to describe a line graph showing data over past years?

    Past tenses (past simple for completed trends, e.g., 'rose', 'fell'), with trend verbs/nouns and time markers like 'between 2000 and 2010', 'over the period'.

13. Give the verb + adverb and the adjective + noun forms for describing a large, fast rise in a line graph.

    Verb + adverb: 'increased sharply / rose dramatically'. Adjective + noun: 'a sharp increase / a dramatic rise'.

14. List the vocabulary for an upward, a downward, and a stable trend in a line graph.

    Upward: rise, increase, climb, surge, grow. Downward: fall, decrease, decline, drop, plummet. Stable: remain stable/steady/constant, level off, plateau.

15. What word describes the highest point reached on a line graph, and what describes the lowest?

    The highest point is a 'peak' (verb: 'peaked at'); the lowest point is a 'trough' / 'low' (verb: 'bottomed out' or 'reached a low of').

16. When a line graph shows a forecast or projection for future years, which grammatical structures are appropriate?

    Future forms: 'is expected/projected/predicted to', 'will', or modal phrases like 'is likely to' — describing data that has not yet occurred.

17. In describing bar charts and pie charts, what is the key task instead of describing change over time?

    Comparing and contrasting categories — identifying the largest/smallest, similarities and differences between groups — rather than describing trends (unless the chart includes time).

18. What language is used to describe proportions in a pie chart?

    Fractions and percentages with phrases like 'accounted for', 'made up', 'constituted', 'a third of', 'the majority of', 'a small minority', 'just under/over'.

19. Compare 'just under' and 'just over' as approximation language for charts, with an example.

    Both soften exact figures: 'just under' means slightly less (e.g., 'just under 50%' = ~48%); 'just over' means slightly more (e.g., 'just over a quarter' = ~26%).

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