IELTS General Task 1 Letter – Sample Answer: Holiday Visit to a Friend

Task Achievement in IELTS General Writing Task 1

What Is Task Achievement?

Task Achievement is one of the four official marking criteria used by IELTS examiners to assess your Writing Task 1 response. In the General Training version, Task 1 requires test takers to write a letter—either informal, semi-formal, or formal—based on a given situation.

In this context, Task Achievement measures how well you:

• Understand the task and address all bullet points. 
• Present a fully developed response that meets the expectations of the prompt. 
• Use an appropriate tone and register based on who you are writing to. 
• Organize ideas logically within the letter format. 
• Provide enough detail and explanation to make the message clear and complete. 

Failing to meet the expectations in any of these areas can result in a lower band score, even if your grammar or vocabulary is strong.

Key Features of Task Achievement

To achieve a high band score for Task Achievement, you must meet all of the following requirements:

1. Addressing All Bullet Points Fully

Each Task 1 prompt includes three bullet points that form the foundation of your letter. These must be clearly and fully addressed in your writing.

Let’s take the example task:

You are planning to visit a friend who lives in another country during your holiday.

Write a letter to your friend. In your letter:

• Tell your friend about your holiday plans 
• Explain what you would like to do during your visit. 
• Ask if there is anything you should bring with you. 

A complete response would include:

• Specific information about the holiday plans (when you are free, dates of travel, reasons for visiting, length of stay). 
• Suggestions or requests about activities you’d like to do (e.g. visiting a tourist site, relaxing at the beach, attending an event). 
• A clear and polite question about bringing something, such as snacks, books, or souvenirs. 

If even one bullet point is missed or not developed with enough detail, your score for Task Achievement will be limited. It’s not enough to merely mention a topic—you need to expand on each point with relevant detail and personalization.

2. Providing Sufficient Detail

Many candidates lose marks because their letters are too vague. For example, simply saying, “I want to visit you” and “We can hang out” is far too general. To score well, you need to be specific and personal.

Here’s a weak example:

“I have a holiday coming soon and I will visit you. I want to do some things with you.”

Here’s a stronger, fully developed alternative:

“I finally have some time off in June and thought it would be the perfect opportunity to visit you in Sydney. I was thinking of flying out around the 12th and staying for a week if that works for you. We could spend a day in the Blue Mountains like we talked about last year, and I’d also love to relax at Bondi Beach.”

This example not only addresses the bullet points but also gives context, personal memories, and detailed plans, showing the examiner that the writer fully understands and engages with the task.

3. Using an Appropriate Tone and Register

In informal letters (such as to a friend), the tone should be warm, personal, and natural. It’s important to avoid both overly formal language (which can sound stiff or distant) and overly casual or slang-heavy expressions (which can appear inappropriate or careless).

Appropriate informal features include:

• Contractions (I’m, you’re, we’ll) 
• Friendly openings and closings (“Dear Sarah,” “Take care,” “Hope to hear from you soon”) 
• Personal and conversational expressions (“It’s been ages since we last spoke,” “Can’t wait to catch up”) 

Inappropriate tone example:

“I am writing to inform you of my upcoming travel schedule. Please confirm your availability at your earliest convenience.”

This is too formal for a friend and would likely be penalized in Task Achievement due to incorrect tone.

Appropriate tone example:

“I’ve been meaning to plan a visit for ages, and now that I finally have time off, I thought it’d be great to come and see you. What do you think?”

The second example feels natural, relaxed, and friendly—just like a real letter to a friend would be.

4. Organising the Letter Appropriately

Even though organization is also assessed under Coherence and Cohesion (discussed in Part 2), Task Achievement considers logical structure within the format of a letter.

The standard structure of an informal letter should follow this rough outline:

• Greeting: “Dear [First Name],” 
• Introduction/Reason for Writing: Briefly state why you’re writing the letter. 
• Body Paragraph 1: Address the first bullet point. 
• Body Paragraph 2: Address the second bullet point. 
• Body Paragraph 3: Address the third bullet point. 
• Closing: Include a friendly sign-off like “Take care,” “All the best,” or “Looking forward to seeing you soon.” 

Avoid mixing multiple bullet points into a single paragraph, especially if it makes the content confusing or rushed. A clear structure makes your ideas easier to follow and helps the examiner see that you’ve fulfilled the task.

5. Length: Meeting the Minimum Word Count

The minimum word count for Task 1 is 150 words. If you write fewer than this, you will automatically lose marks in Task Achievement, regardless of how well-written your letter is.

There is no maximum word limit, but writing too much can make your letter feel unfocused or repetitive. Most strong responses fall between 160 and 200 words.

What Low Scores in Task Achievement Look Like

Candidates who score Band 5 or below often make one or more of the following mistakes:

• Ignoring one or more bullet points. 
• Writing in an incorrect tone (e.g., formal instead of informal). 
• Giving vague or generic information with no personal details. 
• Failing to include a greeting or closing. 
• Writing fewer than 150 words. 

For instance, a Band 5 response to the holiday letter might look like this:

“I have some time off and I want to visit you. Let’s do something fun. Do you need anything?”

This version:

• Misses key details (when the trip is planned, what specific activities). 
• It is too brief. 
• Lacks warmth and personal touch. 
• Doesn’t use an appropriate structure. 

What a High Score in Task Achievement Looks Like

A Band 8 or 9 response would be:

• Fully developed with specific details and personalization. 
• Organized around each bullet point. 
• Written in a natural, friendly tone appropriate for a letter to a friend. 
• Complete with a proper greeting and closing. 
• Free from irrelevant content or filler material. 

Here’s a strong closing paragraph example:

“By the way, is there anything from home you’d like me to bring with me? I remember you mentioned missing British chocolate last time we spoke. Let me know if there’s anything else—I’d be happy to pack it.”

This not only addresses the bullet point but adds a thoughtful, personal touch that makes the letter feel real.

Summary of Task Achievement Band Descriptors

• Band 9: Fully satisfies all parts of the task with well-developed, relevant content. Tone and structure are entirely appropriate. 
• Band 8: Covers all requirements with clear, relevant, and well-developed ideas. May have minor lapses. 
• Band 7: Sufficiently addresses all parts of the task. Some points may lack detail or be slightly underdeveloped. 
• Band 6: Addresses the task, but may miss or inadequately develop parts of the content. 
• Band 5: Responds only partially to the task. Tone or format may be inappropriate. One or more bullet points may be ignored or misunderstood. 

Coherence and Cohesion in IELTS General Writing Task 1

What Is Coherence and Cohesion?

In IELTS Writing, Coherence and Cohesion assess how logically and clearly you organise your ideas and how smoothly your writing flows from one point to the next. This criterion is not about what you say, but how you structure and connect your ideas to help the reader follow your letter easily and naturally.

Coherence refers to how well your ideas make sense together and follow a logical progression. It is the clarity of meaning and the overall flow of the writing.

Cohesion refers to how well your sentences and paragraphs are linked using appropriate vocabulary and grammatical devices. This includes cohesive devices (linking words), pronouns, conjunctions, and transitional phrases.

When both coherence and cohesion are strong, your writing is easy to understand, logically organised, and pleasing to read.

Key Elements of Coherence and Cohesion

1. Logical Paragraphing

Proper paragraphing is essential to coherence. Each paragraph should contain one main idea or group of closely related ideas. In IELTS General Task 1, a typical informal letter will include around four to five paragraphs, each serving a specific purpose.

A commonly used paragraph structure for an informal letter:

• Paragraph 1: Greeting and reason for writing. 
• Paragraph 2: Details of the visit (holiday plans). 
• Paragraph 3: Activities planned during the visit. 
• Paragraph 4: Questions and closing thoughts. 
• Paragraph 5: Friendly sign-off. 

You are not required to follow this exact structure, but your letter should have a logical flow from one idea to the next. Each paragraph should begin with a clear topic or transition sentence and should not feel out of place.

Avoid long, unbroken blocks of text or paragraphs that jump between unrelated ideas.

2. Sequencing of Information

Sequencing involves presenting ideas in a clear order that makes sense to the reader. This helps the letter feel well-organised and intentional.

Let’s consider the example letter again:

• It begins with a greeting and a reference to how long it’s been since they last met. 
• Then it introduces the idea of visiting and mentions the specific dates. 
• After this, it explores shared activities they could enjoy together. 
• Finally, it closes with a question about bringing something and a friendly sign-off. 

This sequencing mirrors how a real conversation or personal letter would flow: start with a warm opening, explain your news, ask for suggestions or input, and end with kind wishes. Skipping around—such as asking about what to bring before even saying you’re coming—can make the letter feel disorganised.

3. Use of Cohesive Devices

Cohesive devices are words or phrases that connect sentences and ideas together. These include conjunctions, linking phrases, and reference words like pronouns.

Some common types of cohesive devices:

• Addition: also, and, in addition, as well as 
• Sequencing: first of all, then, next, finally, afterwards 
• Contrast: but although, even though 
• Cause and effect: so, because, therefore, as a result 
• Examples: for example, such as, for instance 
• Clarification: in other words, that is to say 

Here’s a short paragraph using effective cohesion:

“I was thinking of flying out around the 12th of June and staying for about a week. Flights seem cheaper midweek, and I have complete flexibility during that period. Let me know if those dates work for you, or if another time would be better.”

In just a few sentences, we see cohesive phrases like “and,” “during that period,” and “if another time would be better” used to connect and transition smoothly between ideas.

Avoid using too many of these linking phrases, however, especially at the beginning of every sentence. Overuse can sound mechanical or forced. Good cohesion feels natural, not formulaic.

4. Reference and Substitution

Another aspect of cohesion is using reference words and substitution to avoid repetition.

Instead of repeating nouns or ideas unnecessarily, good writers use pronouns and paraphrases. For instance:

Weak example:

“I want to visit Sydney. Sydney has many tourist attractions. Sydney is also where you live.”

Improved version:

“I want to visit Sydney. It has so many tourist attractions, and of course, it’s where you live!”

Here, “it” and “where you live” avoid repetition and create a more natural flow. Using “it,” “this,” “that,” “these,” “those,” “there,” and other such terms helps maintain cohesion without repeating the same words.

Substitution also allows you to avoid redundancy:

“I’ll be arriving midweek. That time seems to work best for flights.”

This avoids repeating “midweek” by substituting it with “that time.”

5. Avoiding Overuse of Linking Words

While using linking words is important, overusing them can make your writing feel artificial or robotic.

For example:

Firstly, I want to visit you. Secondly, we can do sightseeing. Thirdly, I will bring something. Finally, I hope to stay a week.”

This sounds like a list, not a conversation. For an informal letter, it’s better to use natural transitions:

“I’d love to visit you during my time off. Maybe we can do some sightseeing—remember you mentioned the Blue Mountains? Also, let me know if there’s anything I should bring with me.”

Here, transitions like “maybe,” “also,” and “remember” work well in an informal context.

6. Clear Progression of Ideas

A high-scoring letter moves from one idea to the next in a way that makes sense. You should guide the reader through your thoughts logically.

A low-scoring response may jump between unrelated topics or introduce ideas without context:

“Hi. I want to visit you. By the way, I’m learning photography. Let me know about the weather.”

These ideas feel disjointed and unrelated. Each sentence introduces something new without explanation.

In contrast:

“Hi! I finally have time off in June and thought it would be a perfect chance to visit. I’ve been learning photography lately, so it’d be amazing to capture some of Sydney’s sights with you. What’s the weather like around that time?”

This version links ideas naturally and maintains focus on the visit.

Band Descriptor Summary for Coherence and Cohesion

Let’s break down what the official IELTS band descriptors say for this criterion.

• Band 9: Uses cohesion in such a way that it attracts no attention. Sequences information and ideas logically. 
• Band 8: Manages all aspects of cohesion well. Paragraphing is used sufficiently and appropriately. 
• Band 7: Logically organises information and ideas. Uses a range of cohesive devices appropriately although there may be some under- or over-use. 
• Band 6: Arranges information and ideas coherently, but cohesion may be faulty or mechanical. May not always use paragraphing appropriately. 
• Band 5: Presents information with some organisation but lacks overall progression. Makes inadequate or inaccurate use of cohesive devices. 

Tips to Improve Coherence and Cohesion

1. Plan before you write: Take 2–3 minutes to jot down what you’ll include in each paragraph. 
2. Use paragraph breaks wisely: Start a new paragraph for each main idea or bullet point. 
3. Avoid listing too rigidly: Instead of “Firstly, secondly, finally,” use more natural connectors. 
4. Use pronouns and substitutions: This reduces repetition and maintains flow. 
5. Read your writing aloud: If it sounds choppy or confusing, it may need clearer links between ideas. 
6. Don’t overuse linkers: You don’t need a linking word in every sentence. Let the ideas flow naturally. 

Coherence and cohesion are essential for ensuring your informal letter is logical, natural, and easy to read. Achieving a high score in this criterion involves more than using a few linking words—it requires you to organise your ideas meaningfully, present them in a clear sequence, and use cohesive devices subtly and effectively.

Lexical Resource in IELTS General Writing Task 1

What Is Lexical Resource?

Lexical Resource refers to the range, accuracy, and appropriateness of vocabulary used in your writing. In simple terms, it assesses how well you can choose and use the right words for your message.

In the context of IELTS General Writing Task 1, this means:

• Using a variety of words and phrases, especially those appropriate to informal letter-writing. 
• Selecting words that convey your meaning precisely. 
• Avoiding repetition of basic vocabulary. 
• Minimising errors in word choice, spelling, and word formation. 

Lexical Resource is not about using advanced or rare words—it’s about using the right words for the situation, and showing enough variety and flexibility to express your ideas clearly and naturally.

Core Components of Lexical Resource

1. Range of Vocabulary

To score well in Lexical Resource, your letter should contain a variety of vocabulary that goes beyond the most basic expressions.

Compare these two examples of opening a letter:

Basic vocabulary:

“Hi. I have a holiday and I want to visit you. It will be fun.”

Varied vocabulary:

“Hi! I’ve finally got some time off, and I thought it’d be the perfect chance to come and visit you. I can’t wait to catch up.”

Both examples express similar ideas, but the second uses a more diverse and natural set of words:

• “Time off” instead of “holiday” 
• “Thought it’d be the perfect chance” instead of “want to” 
• “Catch up” instead of “have fun” 

This variety shows the examiner that the candidate has a flexible and confident grasp of vocabulary.

Even within informal letters, there are opportunities to show range. Consider:

• Phrasal verbs: hang out, catch up, drop by, head over, pick up, look forward to 
• Idiomatic expressions: long time no see, better late than never, make the most of it. 
• Descriptive vocabulary: breathtaking views, laid-back vibe, bustling streets, cozy cafes 

You don’t need to overload your letter with idioms, but using a few natural and context-appropriate expressions can boost your score.

2. Appropriateness of Vocabulary

A crucial part of Lexical Resource is registe, —using words that match the situation and audience. For an informal letter to a friend, the vocabulary should feel casual, friendly, and personal.

Inappropriate vocabulary for an informal letter includes:

• Formal phrases like “I am writing to inform you,” “I would like to request,” or “Yours faithfully” 
• Academic or technical vocabulary (unless you’re discussing a specific topic relevant to your friend) 

Appropriate vocabulary includes:

• Personal expressions: “It’s been ages since we caught up,” “Can’t wait to see you.” 
• Familiar verbs: “chill,” “relax,” “explore,” “go out,” “grab a coffee” 
• Casual connectors: “by the way,” “actually,” “just wondering,” “guess what” 

Matching vocabulary to tone is essential. You could use impressive words, but if they don’t fit the informal style, your score will suffer.

3. Precision in Word Choice

Precision means choosing words that accurately express your intended meaning. This helps avoid ambiguity and enhances clarity.

Compare:

“We can go to some places.”

vs.

“We could explore the coast or maybe visit that little beach town you told me about.”

The second sentence is more precise. It paints a clearer picture of the plans and uses vocabulary that fits the context well.

Imprecise or awkward word choices can make your writing confusing or unnatural:

“I want to go on a trip with you.”
(This is grammatically incorrect, and word choice is off.)

Better:

“I’d love to go on a trip together.”

Precise language ensures the reader understands you exactly as you intend, which is essential for good communication.

4. Avoiding Repetition

Using the same words or phrases too often is a common problem, especially with basic verbs like:

• go 
• do 
• make 
• have 
• be 

Repeated use of these basic terms can weaken your Lexical Resource score. Instead, use synonyms or rephrase the idea.

Example of repetition:

“We can go to the beach, then go to the park, and later go to a restaurant.”

Improved:

“We could spend the day at the beach, then take a walk in the park, and later grab dinner at that restaurant you love.”

Here, “go to” has been replaced with “spend,” “take a walk,” and “grab dinner,” showing more lexical variety.

5. Spelling and Word Formation Accuracy

Spelling mistakes and errors in forming words (like using the wrong suffix or form) also affect your score in the Lexical Resource.

For example:

“I will bring some chocolate and a souvenir for you.”

Correct version:

“I’ll bring some chocolate and a few souvenirs for you.”

Or:

“We do a relaxing.”

Correct version:

“We’ll have a relaxing day” or “We’ll relax.”

Word formation includes choosing the correct part of speech (noun, verb, adjective, etc.):

• Incorrect: “The travel was good.” 
• Correct: “The trip was great.” / “The travel experience was amazing.” 

Repeated errors in this area will limit your score to Band 6 or below.

Band Descriptor Summary for Lexical Resource

Let’s take a closer look at what the IELTS public band descriptors say for Lexical Resource.

• Band 9: Uses a wide range of vocabulary with very natural and sophisticated control. Rare minor errors may occur only as ‘slips’. 
• Band 8: Uses a wide range of vocabulary fluently and flexibly. Rare repetition and word choice errors. 
• Band 7: Uses a sufficient range of vocabulary to allow some flexibility and precision. Occasional errors in word choice, spelling, or word formation may be present. 
• Band 6: Uses an adequate range of vocabulary for the task. Some inaccurate word choice and/or noticeable repetition. Errors in spelling or word formation may cause some difficulty for the reader. 
• Band 5: Limited range of vocabulary, with frequent repetition and errors in word choice or spelling. It may distort meaning in places. 

Common Mistakes That Lower Lexical Resource Scores

1. Overusing basic vocabulary: Relying too heavily on common verbs like go, get, have, and do. 
2. Using formal vocabulary in informal letters: Saying “I am requesting” instead of “I’d like.” 
3. Spelling errors: Frequent mistakes in common words. 
4. Using words in the wrong context: “The place was very emotional” instead of “emotional” or “moving.” 
5. Limited variety: Using the same phrase more than twice in a short letter. 

Practical Strategies to Improve Lexical Resource

1. Read informal writing: Look at emails, blog posts, or short stories written in a conversational tone. Notice how language is used naturally. 
2. Learn and use phrasal verbs: These are common in informal English and show lexical flexibility (e.g., catch up, hang out, show up, look after). 
3. Keep a vocabulary notebook: Write down useful expressions for greetings, suggesting plans, offering help, or informally asking questions. 
4. Paraphrase practice: Take simple sentences and rewrite them using different words. 
5. Edit and revise: After writing your letter, review it to find repeated words or awkward phrasing. Replace them with more natural or varied expressions. 

Vocabulary Examples by Purpose

Here are some useful vocabulary choices grouped by the typical functions in an informal letter:

Greeting and Introduction

• It’s been a while since we last caught up. 
• I hope everything’s going well with you. 
• How have you been? 

Describing Travel Plans

• I’ve got some time off next month. 
• I’m thinking of heading over in mid-June. 
• I’m hoping to stay for about a week. 

Making Suggestions

• Let’s check out that café you told me about. 
• We could explore some local spots. 
• How about spending a day at the beach? 

Asking Questions / Making Requests

• Is there anything you’d like me to bring? 
• Do you have any suggestions for places to stay? 
• Let me know if that works for you. 

Closing the Letter

• Can’t wait to see you! 
• Looking forward to hearing from you soon. 
• Take care and talk soon. 

Lexical Resource plays a vital role in your overall IELTS Writing Task 1 score. It’s not about using fancy or academic words—it’s about choosing the right words for the situation, avoiding repetition, using language that flows naturally, and showing flexibility in vocabulary choice.

Grammatical Range and Accuracy in IELTS General Writing Task 1

What Is Grammatical Range and Accuracy?

Grammatical Range and Accuracy assesses your ability to use grammar correctly and flexibly. It includes two main elements:

• Range: The variety of grammatical structures you use, such as different types of sentences, tenses, clauses, and punctuation. 
• Accuracy: How well you control grammar rules—your ability to form correct sentence structures, maintain subject-verb agreement, use articles correctly, and avoid mistakes that confuse the reader. 

In an informal letter (like the one in IELTS General Training Task 1), the grammar should feel natural and conversational, but still accurate and purposeful. Informal writing does not mean careless grammar—it still requires clear structure, correct usage, and enough variety to show you are a competent and flexible English user.

Core Components of Grammatical Range and Accuracy

1. Sentence Variety

To demonstrate a wide grammatical range, you need to show that you can use more than just simple sentences. While simple sentences are acceptable (especially in informal writing), a high-scoring letter also includes:

• Compound sentences: Joined with conjunctions like and, but, so, or 
• Complex sentences: Using subordinators like because, although, when, if, even though, since 
• Conditional sentences: For hypothetical or polite questions (If it’s not too much trouble, could I stay at your place?) 
• Questions and embedded clauses: Especially natural in informal letters (Do you think we could go hiking? / I was wondering if there’s anything you’d like me to bring.) 

Here’s an example of varied sentence structures:

“I’ll be arriving around June 12th and planning to stay for about a week. Since I’ve got a flexible schedule, I’m happy to change the dates if that suits you better. Do you think we could visit the Blue Mountains again?”

This paragraph uses a mix of:

• Simple sentence: “I’ll be arriving around June 12th…” 
• Coordinated clause: “…and planning to stay…” 
• Complex sentence: “Since I’ve got a flexible schedule…” 
• Direct question: “Do you think we could…?” 

That’s a good example of grammatical range within an informal, friendly tone.

2. Tense Accuracy and Appropriateness

Your use of verb tenses should reflect the timeline and context of your letter.

Common tenses used in informal letters include:

• Present simple: For general facts or current feelings (I hope you’re doing well.) 
• Present continuous: For future arrangements or current actions (I’m planning to visit next month.) 
• Past simple: For things that happened before (I had a great time last year when I visited.) 
• Present perfect: For past events with relevance to now (I’ve finally got time off from work.) 
• Future forms: will, going to, or modal verbs (I’ll book my flight soon. / We could do some sightseeing.) 

Correct use of these tenses shows not only grammatical control but also good awareness of context.

For example:

“I’ve been meaning to visit for ages, and now that I’ve got some time off, I thought it’d be a great opportunity.”

This uses present perfect, present simple, and past simple—all in one clear, accurate sentence that reflects natural spoken English.

Mistakes like:

“I’ll go to visit you next month.”
or
“I was bringing some gifts.”
Would reduce your score, as they confuse the intended meaning and show poor control of tense forms.

3. Agreement and Article Usage

Two of the most common grammar errors in IELTS writing relate to:

• Subject-verb agreement 
• Use of articles (a, an, the) 

Examples of subject-verb agreement errors:

• Incorrect: “My friend lives in Sydney.” 
• Correct: “My friend lives in Sydney.” 

Examples of article errors:

• Incorrect: “I visited the Blue Mountains last year.” 
• Correct: “I visited the Blue Mountains last year.” 

Articles are tricky, especially for candidates whose native languages do not use them. Be sure to review common rules:

• Use a/an for nonspecific singular nouns (a trip, an idea) 
• Use the for something specific or already mentioned (the hotel you recommended) 
• Do not use articles for plural general nouns (I like beaches) or uncountable nouns (She gave me advice) 

Even in informal letters, correct article usage is expected.

4. Punctuation and Sentence Structure

Punctuation affects clarity, and in IELTS writing, it is assessed under Grammar.

Typical punctuation issues that reduce scores:

• Run-on sentences: “I’m coming to visit you, I hope that’s okay.” 
• Comma splices: “I booked my ticket, I’ll be there next week.” 
• Incorrect use of apostrophes: “It’s been a long time.” (should be It’s) 

Informal writing may allow for slightly looser punctuation, especially in short exclamations or casual phrases, but clarity is still essential.

Correct punctuation examples:

• “By the way, is there anything you’d like me to bring?” 
• “Hope you’re doing well—it’s been way too long!” 

Overuse of exclamation marks can also make writing seem juvenile or unbalanced:

• Poor: “I’m coming!!! We’ll have fun!!!” 
• Better: “I’m so excited to visit! It’s going to be great.” 

5. Avoiding Repeated Errors

One or two small grammar mistakes won’t significantly harm your score. But if you repeat the same mistake multiple times, examiners will notice, and your band score will reflect that.

For example:

• One subject-verb error might be overlooked. 
• Repeating the same error with articles or verb tenses in every paragraph suggests a lack of control. 

Examiners are trained to distinguish between a slip (a minor mistake that doesn’t reflect a deeper issue) and a pattern (evidence of limited understanding).

If your writing includes a wide variety of structures but also consistent grammar errors, you will likely be placed in Band 6.

If your writing is accurate but only uses simple structures, Band 6 or 7 is still the limit.

To reach Band 8 or above, your grammar needs to be both flexible and accurate.

Band Descriptor Summary for Grammatical Range and Accuracy

• Band 9: Uses a wide range of structures with full flexibility and accuracy. Rare minor errors occur only as slips. 
• Band 8: Uses a wide range of structures. The majority of sentences are error-free. Occasional errors may occur, but they do not reduce clarity. 
• Band 7: Uses a variety of complex structures. Some errors are present, but they do not impede understanding. 
• Band 6: Uses a mix of simple and complex sentence forms. Errors are noticeable and may cause some difficulty for the reader. 
• Band 5: Uses only a limited range of structures. Frequent errors reduce communication and may distort meaning. 

Common Grammar Mistakes in Task 1 Informal Letters

1. Incorrect tenses: “I visit you next month.” (should be I’ll visit you) 
2. Subject-verb disagreement: “My friends are going too.” (should be My friend is or My friends are) 
3. Article misuse: “We’ll go to the beach.” (should be the beach) 
4. Punctuation errors: Run-on or comma-spliced sentences 
5. Inconsistent sentence structure: Overuse of simple sentences 

How to Improve Your Grammar Score

1. Identify your common errors: Practice writing and reviewing where you make frequent grammar mistakes. 
2. Use sentence variety: Try to include at least one complex or compound sentence in each paragraph. 
3. Edit your writing: Leave time at the end to check for grammar mistakes, especially with verb tenses and subject-verb agreement. 
4. Review grammar rules: Refresh your understanding of articles, conditional forms, modals, and punctuation. 
5. Practice writing letters: The more you write informal letters, the more natural your sentence structure and grammar choices will become. 

Final Thoughts 

While grammar in informal letters may seem more relaxed than in essays, it is just as important for scoring well. The tone may be friendly, but the examiner still expects a clear demonstration of grammar control and variety.

Your goal is to write a letter that feels like something you might genuinely send to a friend—friendly in tone, but fluent and accurate in grammar.

With this, you now have a complete understanding of how IELTS General Writing Task 1 is assessed across all four criteria:

1. Task Achievement 
2. Coherence and Cohesion 
3. Lexical Resource 
4. Grammatical Range and Accuracy 

In IELTS General Writing Task 1, informal letters are assessed based on four key criteria: Task Achievement, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. To score well, candidates must fully address all three bullet points in the prompt with relevant and detailed information, while maintaining a friendly, conversational tone suitable for writing to a friend. The letter should be logically organised with clear paragraphing and smooth transitions between ideas, supported by a range of cohesive devices. Vocabulary should be varied, precise, and appropriate to informal contexts, avoiding excessive repetition and overly formal expressions. Additionally, grammar should demonstrate flexibility through a mix of sentence structures and accurate use of tenses, agreement, punctuation, and articles. Mistakes that confuse meaning or occur repeatedly can lower the score, but occasional minor errors are acceptable. Ultimately, successful responses are those that communicate sound, natural, and reflect both fluency and control in everyday written English.