IELTS Writing Task 1 — Examiner Skill

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

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 only:

• ~~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

Correction format example:

I think skill stacking is a necessary ability for people in this generation. Because of the fast development of technology, some skills people learned in least year last year maybe have been outdated today may already be outdated today.

Do not rewrite the essay. Only mark errors inline using the above Markdown syntax.

Section 3 — Correction Analysis

Provide a detailed breakdown organised by criterion:

• Task Achievement: What was covered well / what was missing or inaccurate
• Coherence & Cohesion: Paragraphing, logical flow, cohesive device usage
• Lexical Resource: Vocabulary range, word choice errors, collocations, spelling
• Grammatical Range & Accuracy: Grammar errors listed with explanations, sentence structure variety

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
• Bolds every high-band vocabulary phrase and grammar structure that will be highlighted in Section 5 — this lets the reader spot learning points at a glance without cross-referencing the analysis tables

Label this section:

## Band 7–9 Model Answer

Bolding convention: Bold the exact word or phrase as it appears in the model answer. If a grammar structure spans a full sentence (e.g., a mid-sentence adverbial), bold the whole sentence. Ensure every item that appears in the Section 5 vocabulary table or grammar table is bolded in the model answer.

Section 5 — Model Answer Analysis

Analyse the model answer to help the user learn from it. Use exactly these four subsections in this order:

### High-Band Vocabulary

A table with three columns: Model answer phrase | User's version | Why it is stronger

• "User's version" is the phrase the user actually wrote (or "(not present)" if the user omitted the point entirely)
• "Why it is stronger" explains the register, precision, or collocation advantage

### Structural Choices

Numbered list explaining how the model is organised — overview placement, data grouping strategy, paragraph sequencing, and how the model's structure improves on the user's.

### Grammar Structures That Elevate the Response

A table with three columns: Structure | Example from model | Effect

• Bold every entry in the Structure column
• "Example from model" quotes the exact phrase from the model answer

### 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
• Tie each row back to a specific criterion (TA, CC, LR, or GRA) where helpful

Label this section:

## Model Answer Analysis

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 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