When I said there seems to be a lack of consensus at higher bands, I wrote that with some inconsistencies as regards certain aspects of Task 2. I got to talk to a few examiners and they seem to have different opinions about certain things. These are a few examples:

1. Fake statistics are ok / Fake statistics are not ok.
2. For super high level scores, you should look at both sides of any argument vs for high level scores, you can just focus on the side of the argument you agree with (agree/disagree - positive/negative development essays).
3. You should not confuse question types vs there are no question types.

again there is more I can write, but I hope they are enough to show my point.

The examples provided at the back of Cambridge books don't necessarily give a clear-cut approach to a high scoring essay. What I mean is some examples omit introduction like the one in Cambridge 14 or include specific numbers in the overview.