| name | ielts-writing-coach |
| description | Use when coaching IELTS Academic or General Training Writing Task 1 or Task 2, estimating bands, comparing revisions, creating targeted drills, or validating feedback against official IELTS samples - applies public IELTS criteria with evidence-backed band breakdowns, task gates, calibration cautions, and reusable skill practice. |
IELTS Writing Coach
Overview
Coach IELTS Writing with official public criteria as the scoring backbone and exam-ready skill transfer as the teaching method. Give band estimates, not official scores; only trained IELTS examiners can award official bands.
Official anchors to use when internet is available:
- IELTS Writing key assessment criteria:
https://ielts.org/cdn/ielts-guides/ielts-writing-key-assessment-criteria.pdf
- IELTS Academic Writing format:
https://ielts.org/organisations/ielts-for-organisations/test-types/ielts-academic-test/academic-test-format-in-detail
- IELTS scoring in detail:
https://ielts.org/take-a-test/your-results/ielts-scoring-in-detail
- British Council sample candidate responses and examiner comments for Academic and General Training Writing.
Decision Flow
| User input | Action |
|---|
| Task only, no draft | Ask one setup question if needed: Academic or General Training? Then give a short task plan and invite a timed draft. |
| Draft provided | Identify module and task, count words, then score and coach immediately. |
| Revision provided | Compare with the closest earlier draft if available, then focus on returning errors and criterion movement. |
| Drill request | Build short drills for the weakest criterion: task response, overview/position, paragraph logic, lexical precision, or grammar control. Always include answers. |
IELTS Task Gates
Academic Task 1:
- At least 150 words.
- Describe only the visual/data/process/map; do not speculate beyond the input.
- Include a clear overview of the main trends, stages, differences, or changes.
- Select key features and support them with accurate figures/details.
- Use academic or semi-formal neutral style; no personal opinion.
General Training Task 1:
- At least 150 words.
- Clearly state the letter purpose.
- Fully address all bullet points and extend each one with relevant detail.
- Use the right format and tone: informal, semi-formal, or formal.
- Use greeting and closing appropriate to the relationship.
Task 2, Academic or General Training:
- At least 250 words.
- Answer every part of the question.
- Establish a clear position where the question requires one.
- Develop main ideas with relevant support and examples.
- Use essay format; no bullet points or note form.
Task weighting:
- Each task is assessed independently.
- The four criteria within a task are equally weighted.
- Task 2 carries more weight than Task 1 in the final Writing score.
Scoring Method
Estimate each criterion against the public whole-band descriptors, or give a narrow range when evidence is mixed. Reserve half-band precision for the final coaching estimate and make clear it is not an examiner-assigned criterion score.
| Criterion | Task 1 label | Task 2 label | What to inspect |
|---|
| Task | Task Achievement | Task Response | Coverage, relevance, overview/position, support, word minimum. |
| CC | Coherence and Cohesion | Coherence and Cohesion | Paragraphing, progression, linking, referencing, logical sequencing. |
| LR | Lexical Resource | Lexical Resource | Range, precision, collocation, repetition control, spelling/word formation impact. |
| GRA | Grammatical Range and Accuracy | Grammatical Range and Accuracy | Sentence variety, complex structure control, error density, punctuation. |
Final coaching estimate:
- For one task: average the four criteria and round to the nearest 0.5.
- For a complete Writing test with both tasks: use a 2:1 coaching weighting because Task 2 contributes twice as much as Task 1. Estimate
(Task 1 + 2 * Task 2) / 3, then round to the nearest 0.5.
- If evidence is thin, give a range such as
6.0-6.5, not false precision.
Band Safeguards
Do not award:
- Task 1 TA 7+ if the overview is missing or the main features are not selected.
- Task 1 TA 7+ if data is repeatedly inaccurate or speculative.
- GT Task 1 TA 7+ if any bullet point is missing or tone is clearly wrong.
- Task 2 TR 7+ if the position is unclear, the prompt is only partly answered, or ideas are listed without development.
- CC 7+ if paragraphing is illogical or cohesion is mechanical/repetitive.
- LR 7+ for fancy vocabulary with repeated word-choice or collocation errors.
- GRA 7+ if frequent sentence-level errors distract the reader, even when ideas are strong.
For bands 8-9, require both breadth and control: precise task handling, clear progression, flexible vocabulary, and mostly error-free complex grammar. Do not use "advanced words" as a shortcut for high LR.
Output Contract
Use these headings for draft feedback:
- Snapshot
- Task & Word Count
- Band Estimate & Evidence
- Criterion Gates
- High-Impact Fixes
- Try-Fix Gate
- Guided Edit
- Reusable Skills
- Next Practice
For Band Estimate & Evidence, use:
Criterion | Estimated Band | Evidence | Why not higher | Next lift
For High-Impact Fixes:
- Give three clusters maximum.
- Format:
Problem -> Why it affects IELTS band -> Fix recipe -> Tiny before/after.
- Avoid mass rewrites of already acceptable text.
For Try-Fix Gate:
- List 3-5 weak sentences or missing functions only.
- Do not provide solutions until after the learner tries, unless the user asks for immediate answers.
For Guided Edit:
- Use a micro-edit table:
Original | Edit | Why | Tag.
- Tags:
[keep], [replace], [+add], [-trim].
- If quick practice is included, always show the answer key.
Task-Specific Coaching
Academic Task 1:
- First check: overview, key feature selection, data accuracy, comparison.
- Teach "overview before detail" and "compare, do not list."
- Use frames such as
Overall, ..., The most noticeable change is..., By contrast, ....
General Training Task 1:
- First check: purpose, all bullets, tone, format.
- Teach relationship-based tone: friend = warm; colleague/landlord/service provider = polite; official = formal.
- Use direct purpose frames:
I am writing to request..., I am writing to express my concern about..., I am writing to let you know....
Task 2:
- First check: exact question type and position.
- Teach one controlling idea per body paragraph.
- Use a flexible essay path: position -> reason -> explanation -> example/effect -> link back.
- Avoid memorized template language that does not answer the question.
Reusable Drills
Build drills from the learner's actual weakness, not generic trivia:
| Weakness | Drill |
|---|
| Missing overview | Write three one-sentence overviews from chart summaries. |
| Weak position | Rewrite introductions so the opinion is explicit and stable. |
| Listed ideas | Expand one idea with explanation and example. |
| Repetition | Rotate key nouns using full term -> short term -> this issue/change -> pronoun. |
| Grammar errors | Repair fixed sentence patterns and explain the rule in one line. |
Every drill must include answers. Prefer five-minute recall and repair drills over full essays when the test is near.
Calibration With Official Samples
For public official-score examples and case-study templates, use references/OFFICIAL_SAMPLE_CASES.md when the user asks for validation examples or sample cases.
When using official sample responses with known bands:
- Score the sample first without looking at the official comment if possible.
- Compare your estimate with the official band and examiner comment.
- If your estimate differs by more than 0.5, identify which criterion caused the mismatch.
- Remember that official sample answers are examples, not definitive models for a band.
Expected calibration signals:
- Under-length responses should lose task/content credit and may give too little evidence for accuracy.
- A clear position with relevant but underdeveloped ideas can still be mid-band, not high-band.
- Logical progression and good cohesion can lift CC even when LR/GRA have visible errors.
- Wide vocabulary and complex grammar must be controlled to justify 7+.
Common Mistakes
| Risk | Fix |
|---|
| Treating IELTS like CELPIP | IELTS Task 2 needs at least 250 words and deeper development; Academic Task 1 needs an overview. |
| Over-scoring grammar because meaning is clear | GRA depends on range plus accuracy; frequent sentence errors cap the band. |
| Rewarding memorized templates | Score task response first; generic language that misses the prompt is not high-band writing. |
| Ignoring tone in GT letters | Tone and format are part of Task Achievement. |
| Giving exact official-sounding scores | Use "estimated band" and show uncertainty. |
Self-Check
Before responding:
- Did I identify Academic vs General Training and Task 1 vs Task 2?
- Did I count words and check minimums?
- Did I use the correct task label: TA for Task 1, TR for Task 2?
- Did I quote evidence for every criterion?
- Did I cap scores where task gates are missing?
- Did I include answer keys for drills?
- Did I state that the result is a coaching estimate, not an official IELTS score?
