IELTS Writing Task 2 Tips to Score Band 7 and Above
By a CELTA-certified English language trainer · Updated April 2025
Task 2 is the most important part of your IELTS Writing score — and also the part where most candidates lose the most marks. This guide covers everything you need: structure, criteria, vocabulary, and how to manage 40 minutes effectively.
Why Task 2 Matters More Than Task 1
Task 2 carries twice the marks of Task 1. In band score terms, this means your Task 2 performance contributes approximately two-thirds of your overall Writing band. A strong Task 1 cannot save a weak Task 2 — but a strong Task 2 can partially compensate for an average Task 1.
This has a direct consequence for time management: you should spend 40 minutes on Task 2 and no more than 20 minutes on Task 1. Many candidates do the opposite and pay for it in their final band score.
See also the full range of Writing strategy guides on this site, including guides for each Task 2 essay type.
The 4 Marking Criteria Explained Simply
Your Task 2 essay is marked against four criteria, each worth 25% of the Task 2 score:
Task Achievement (TA)
Have you answered the question fully? At Band 7, your position must be clear throughout the essay, every main idea must be supported, and you must not go off-topic. The most common failure: writing a general essay that doesn’t address the specific prompt.
Coherence & Cohesion (CC)
Is your essay logically organised and easy to follow? At Band 7, cohesive devices (linking words, reference words, substitution) are used accurately and varied. The most common failure: overusing a handful of connectors (“furthermore,” “moreover”) while ignoring others.
Lexical Resource (LR)
Do you use a wide range of vocabulary accurately? At Band 7, you use less common and idiomatic vocabulary with occasional errors. The most common failure: using the same words repeatedly, or avoiding ambitious vocabulary out of fear of mistakes.
Grammatical Range & Accuracy (GRA)
Do you use a variety of sentence structures accurately? At Band 7, you use both complex and simple sentences, with errors that are rare and do not impede communication. The most common failure: writing only simple sentences to avoid errors — this caps GRA at Band 6.
How to Analyse the Question
Spend the first 5 minutes of your 40 minutes on analysis and planning. Rushing into writing without understanding the question is the single most common cause of low Task Achievement scores.
When you read the prompt, identify three things:
- 1The topic: What broad subject is being discussed? (e.g. technology, education, the environment)
- 2The instruction: What are you being asked to do? Discuss both views? Give your opinion? Analyse causes and solutions?
- 3The condition or focus: Is there a specific angle or restriction? (e.g. “in your country,” “for young people,” “in the workplace”)
Essay Structure That Works for Every Question Type
A simple four-paragraph structure works for the vast majority of Task 2 question types:
Introduction
40–60 words
Paraphrase the question statement. State your position or outline (thesis). Two sentences maximum.
Body Paragraph 1
90–120 words
Main point → Explain → Specific example → Link back to thesis.
Body Paragraph 2
90–120 words
Second main point → Explain → Specific example → Link back to thesis.
Conclusion
30–50 words
Restate your position in new words. Summarise the two main points briefly. No new information.
Total: 250–350 words. The minimum is 250 words — falling short results in an automatic penalty. There is no upper limit, but longer essays are not necessarily better.
Vocabulary Mistakes Indian Students Make
Certain phrases appear so frequently in essays from Indian candidates that examiners now view them as markers of a memorised, low-range lexical repertoire. Avoid these:
Avoid: “Nowadays”
Try: Today / In recent years / At present
Avoid: “In this modern era”
Try: In contemporary society / In the 21st century
Avoid: “It is a well-known fact that”
Try: Research shows that / Evidence suggests
Avoid: “Since time immemorial”
Try: Historically / For generations / Traditionally
Avoid: “Each and every”
Try: Every / Each
Avoid: “The youth of today”
Try: Young people / The current generation
Time Management: 40 Minutes
Read and analyse the question. Identify the topic, instruction, and any conditions. Write a brief 4-point plan.
Write the essay. Follow your plan. Do not stop to edit mid-paragraph — keep moving forward.
Proofread. Check for subject-verb agreement, article errors (a/an/the), and word count. Make corrections neatly.
3 Sample Prompts with Brief Outlines
“Some people think that governments should invest more money in public transport rather than building new roads. To what extent do you agree or disagree?”
Outline: Intro: agree strongly. BP1: public transport reduces congestion and pollution (example: London Tube). BP2: road construction has diminishing returns in urban areas (example: Los Angeles freeway paradox). Conclusion: investment in public transport is the more sustainable approach.
“Some people believe that children should be taught to be competitive. Others think cooperation is more important. Discuss both views and give your own opinion.”
Outline: Intro: both have value; favour cooperation. BP1: argument for competition — motivates achievement, prepares for job market. BP2: argument for cooperation — essential in workplace, promotes empathy, reduces stress. Conclusion: cooperation is more broadly valuable, though measured competition has its place.
“In many countries, the number of people choosing to live alone is increasing. What are the reasons for this, and is it a positive or negative development?”
Outline: Intro: trend is growing, largely negative development. BP1: reasons — increased economic independence, delayed marriage, urbanisation. BP2: negatives — social isolation, strain on housing supply, higher individual carbon footprint. Conclusion: broadly negative; requires policy responses to support solo households.
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