1. What is IELTS Writing Task 2?
IELTS Writing Task 2 is an essay-writing task in which you are given a statement, argument, or issue and asked to write a discursive essay of at least 250 words. You have 40 minutes to complete it. Because it carries more weight than Task 1, it has a disproportionate impact on your final Writing band score.
Task 2 exists in both the Academic and General Training versions of IELTS. In the Academic version, essays are typically formal, discursive, and objective in tone. In General Training, you may be invited to express a slightly more personal stance, but the marking criteria are identical in both versions. Both require formal written English and the same four-criterion scoring framework.
Weighting within the Writing test
- Task 1 contributes 40% of your Writing band score.
- Task 2 contributes 60% of your Writing band score.
This means that a weak Task 2 cannot be compensated for by a strong Task 1. Always prioritise Task 2 in your preparation and in the exam itself.
The 4 Marking Criteria
All Task 2 essays are assessed against four criteria, each weighted equally at 25% of the Task 2 band score. Understanding these criteria is the foundation of all effective Task 2 preparation.
| Criterion | Abbreviation | Weighting | What It Measures |
|---|---|---|---|
| Task Response | TR | 25% | Addressing all parts of the question, clear position, developed ideas |
| Coherence & Cohesion | CC | 25% | Logical structure, paragraphing, linking words |
| Lexical Resource | LR | 25% | Vocabulary range, accuracy, collocations |
| Grammatical Range & Accuracy | GRA | 25% | Sentence variety, error frequency |
2. The 5 IELTS Essay Types
Every IELTS Task 2 question belongs to one of five essay types. Identifying the correct type before you begin writing is critical — it determines your structure, your thesis statement, and how you organise your body paragraphs. Misidentifying the essay type is one of the most costly errors a candidate can make, as it directly affects Task Response.
1. Opinion / Agree-Disagree Essay
Identifying keywords
"To what extent do you agree or disagree?" — "Do you agree or disagree?"
Example question
"Some people believe that university education should be free for all students. To what extent do you agree or disagree?"
Structure note
State a clear position in your introduction (agree, disagree, or partially agree) and maintain it throughout. Both body paragraphs should support your position, or if you partially agree, each paragraph can address one side — but you must always return to your stated position in the conclusion.
2. Discussion (Both Views) Essay
Identifying keywords
"Discuss both views" — "Discuss both sides" — "Discuss both views and give your own opinion"
Example question
"Some people think that children should learn to be competitive. Others believe cooperation is more important. Discuss both views and give your own opinion."
Structure note
Devote one body paragraph to each view and a clear sentence in your conclusion stating your own position. Do not omit your opinion — the question explicitly asks for it.
3. Problem-Solution Essay
Identifying keywords
"What are the problems?" — "What solutions can you suggest?" — "What are the causes and what measures can be taken?"
Example question
"Traffic congestion in cities is becoming a serious problem. What are the main causes of this problem and what solutions can be suggested?"
Structure note
Dedicate one body paragraph to problems/causes and one to solutions/recommendations. Avoid writing only about problems — both parts of the question must be addressed equally.
4. Advantages-Disadvantages Essay
Identifying keywords
"Discuss the advantages and disadvantages" — "Do the advantages outweigh the disadvantages?"
Example question
"Many companies now allow their employees to work from home. Do the advantages of this outweigh the disadvantages?"
Structure note
If asked whether advantages outweigh disadvantages, you must state a clear position (yes or no) in your introduction. One body paragraph covers advantages, one covers disadvantages, and your conclusion reinforces which side outweighs the other.
5. Double Question Essay
Identifying keywords
Two separate question sentences within the same prompt. No "agree or disagree" or "both views" instruction — just two direct questions.
Example question
"Why do some people prefer to live in cities? What are the disadvantages of city life?"
Structure note
Answer each question in a separate body paragraph. Do not merge your answers — treat each question as a distinct task. Candidates frequently lose Task Response marks by answering only one of the two questions in depth.
Quick-Reference: Identifying Essay Types by Keywords
| Essay Type | Keywords to Look For |
|---|---|
| Opinion / Agree-Disagree | agree or disagree, to what extent |
| Discussion (Both Views) | discuss both views, discuss both sides |
| Problem-Solution | causes, problems, solutions, measures, what can be done |
| Advantages-Disadvantages | advantages, disadvantages, outweigh |
| Double Question | Two separate question sentences (Why…? What…?) |
3. Essay Structure That Scores Band 7+
High-scoring Task 2 essays share a common structural logic. This does not mean every essay is identical — it means that strong essays are built on a reliable framework that allows ideas to flow clearly and logically. The four-paragraph structure below is the most effective and widely used approach for Task 2.
Introduction (2–3 sentences)
Your introduction has two jobs: paraphrase the topic and state your position. It should not be a lengthy preamble — two or three focused sentences are ideal.
Introduction formula
Sentence 1 — Background: Rephrase the topic in your own words. Do not copy the question verbatim.
Sentence 2 — Thesis: State your position clearly. For opinion essays: "This essay agrees / disagrees / partially agrees with this view because…" For discussion essays: "This essay will examine both perspectives before presenting a reasoned conclusion."
Body Paragraph 1 — PEEL Method
PEEL is the most reliable paragraph structure for Task 2. It ensures every paragraph has a clear point, sufficient development, a concrete example, and a clear link back to the essay question.
Point
Open with a topic sentence that clearly states the main idea of the paragraph.
Explain
Develop the idea. Why is this true? What does it mean? Add detail and reasoning.
Evidence / Example
Support with a specific example — a named country, statistic, study, or real event. Avoid vague generalisations.
Link
End with a sentence that relates the paragraph back to the essay question or your thesis.
Body Paragraph 2 — PEEL (Second Point or Counter-Argument)
Apply the same PEEL structure to your second body paragraph. Depending on your essay type, this paragraph may present a contrasting argument (discussion essay), a second supporting reason (opinion essay), or solutions (problem-solution essay). Avoid introducing a completely new topic that is unrelated to your introduction — consistency of focus is essential for Coherence & Cohesion.
Conclusion (2–3 sentences)
A strong conclusion does three things: restates your position, summarises your main points briefly, and optionally offers a recommendation or future-looking statement. Do not introduce any new ideas in the conclusion.
Conclusion formula
Begin with a concluding phrase ("In conclusion", "To conclude", "Overall") + restate your thesis in different words. Then briefly summarise the two main arguments from your body paragraphs. Optionally close with a recommendation or prediction about future developments.
Recommended Word Count by Section
| Section | Recommended Words |
|---|---|
| Introduction | 40–60 |
| Body Paragraph 1 | 80–100 |
| Body Paragraph 2 | 80–100 |
| Conclusion | 40–60 |
| Total | 250–300 |
Tip: Do not write more than 300 words in Task 2. Quality over quantity — examiners are looking for accuracy and range, not volume. A concise, well-developed 270-word essay will always outperform a rambling 350-word essay with repetition and grammatical errors.
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Try AI Writing Evaluator →4. The 4 Band Descriptors Explained
Understanding what examiners are specifically looking for in each criterion — and what they penalise — is the most direct route to improving your score. The descriptions below go beyond the surface-level band descriptors and explain the practical implications for your writing.
TRTask Response
Task Response assesses whether you have answered the question fully and whether your position is clear and well developed. Examiners read the question and then check whether every element of it has been addressed in your essay.
Common failures at Band 5–6 include: only discussing one view in a discussion essay that explicitly asks for "both views and your own opinion"; giving a position in the introduction and then abandoning it in the body paragraphs; presenting ideas but failing to develop them beyond a single sentence; and writing vague, generalised body paragraphs with no specific examples or reasoning.
To score Band 7 or above in Task Response, every idea you introduce must be extended and supported. A bare claim — "This is bad for the environment" — is insufficient. You must explain the mechanism: why is it bad, in what circumstances, for whom, and with what consequences?
CCCoherence & Cohesion
Coherence refers to the logical organisation of your ideas. Cohesion refers to the linguistic devices that connect those ideas — linking words, pronouns, and referencing. Both are assessed together and account for 25% of your Task 2 band.
A key Band 6 vs Band 7 distinction in this criterion involves linking words. Band 6 scripts often overuse a small set of connectives ("Furthermore", "Moreover", "Additionally") at the start of every sentence. This signals mechanical rather than genuine cohesion. Band 7 scripts use a wider variety of cohesive devices — including sentence-internal linking ("…which means that…"), subordination ("Although…"), and referencing ("This development…", "Such a policy…").
Paragraphing is also assessed under this criterion. Each paragraph should contain exactly one central idea. A paragraph that introduces two or three distinct points — without returning to a central focus — signals poor organisation. An examiner can identify weak paragraphing before reading a single word, simply from the visual layout of the page.
LRLexical Resource
Lexical Resource is not simply about using "big words". It assesses whether you use a wide range of vocabulary accurately, with an awareness of collocation and register. Using a low- frequency word incorrectly — for instance, writing "mitigate the benefits" instead of "realise the benefits" — will lower your score more than using a simpler word correctly.
Collocation is particularly important. Examiners notice when words are placed next to each other in ways that a native speaker would not use. For example, "raise awareness" is a natural collocation; "increase the awareness of something" is not. Building a vocabulary log of collocations — rather than individual words — is one of the most effective ways to improve this score.
Spelling errors are also penalised under this criterion. Frequent spelling errors, particularly of common academic words, indicate a Band 5 or below Lexical Resource score. Occasional errors in less common words are acceptable at Band 7. At Band 8 and above, errors are rare.
GRAGrammatical Range & Accuracy
GRA assesses both the variety of grammatical structures you use and how accurately you use them. A high GRA score requires a mix of simple and complex sentence types: relative clauses ("…which has led to…"), conditional structures ("If governments were to invest…"), passive voice ("It has been argued that…"), and reported speech ("Researchers have found that…").
The key Band 6 vs Band 7 distinction here is error frequency and impact. At Band 6, errors occur and occasionally impede communication — the reader has to re-read a sentence to understand it. At Band 7, errors occur but rarely reduce communication — the meaning is always clear even if the form is not perfect. At Band 8, the majority of sentences are error-free, and only rare, minor errors appear.
Band 6 vs Band 7 vs Band 8 Comparison
| Criterion | Band 6 | Band 7 | Band 8 |
|---|---|---|---|
| Task Response | Addresses task, position clear but not always consistent | Position clear throughout, well-developed main ideas | Fully developed position, well-extended and supported |
| Coherence & Cohesion | Cohesive devices used but some over/under use | Logically organised, progression throughout | Sequences information skilfully |
| Lexical Resource | Adequate range, some errors in word choice | Sufficient range, some errors in collocation | Wide resource, rare errors |
| GRA | Mix of simple/complex, some errors | Variety of complex structures, some errors | Wide range, majority of sentences error-free |
5. Common Mistakes That Cost Bands
The following mistakes appear repeatedly in Task 2 scripts that score below Band 7. Each one is avoidable with awareness and practice. Recognising these patterns in your own writing is one of the most important skills you can develop.
⚠ Not answering all parts of the question
Many Task 2 questions contain two instructions. For example, "Discuss both views and give your own opinion" contains three separate requirements: discuss view A, discuss view B, and give your own opinion. Missing one means your Task Response score cannot exceed Band 5. Before you begin writing, read the question carefully and underline each distinct requirement.
⚠ Using memorised phrases
Examiners are trained to identify memorised content. Phrases such as "In this day and age", "It is a well-known fact that", and "Since time immemorial" appear in thousands of scripts and signal to examiners that you are not producing genuine language. This directly lowers your Lexical Resource score because it indicates an inability to use vocabulary flexibly. Avoid pre-learned templates and instead focus on using natural academic language that fits the specific question.
⚠ Vague examples
Writing "For example, many countries have this problem" is meaningless. It does not demonstrate any knowledge, engagement with the topic, or specific reasoning. A strong example names a specific place, person, statistic, or event. "For instance, China introduced a national carbon trading scheme in 2021 to address industrial emissions" is specific, credible, and demonstrates genuine engagement with the topic. It also provides a much stronger foundation for developing your argument.
⚠ Weak conclusions
A conclusion that simply states "In conclusion, there are advantages and disadvantages to this issue" contributes nothing to your essay and signals to the examiner that you have not thought carefully about your position. A strong conclusion restates your thesis in new words, briefly summarises your strongest argument, and — optionally — closes with a recommendation or prediction. It should leave the reader with a clear sense of your position.
⚠ Writing under 250 words
Going under the word limit automatically affects your Task Response score. The 250-word minimum is not a guideline — it is a requirement. An essay of 230 words will be penalised regardless of its quality. Always count your words before finishing, and if you are close to the limit, expand your examples or add a sentence to your conclusion. Writing significantly over 300 words, however, increases the likelihood of errors and rarely adds marks.
⚠ Poor paragraphing
A wall of text with no paragraph breaks signals low Coherence & Cohesion to the examiner before they even read a word. Each new idea belongs in a new paragraph, separated by a blank line or indentation. Your essay should have four clear, distinct paragraphs: introduction, body paragraph 1, body paragraph 2, and conclusion. One paragraph that contains several different, loosely connected ideas will always score lower than four focused, well-organised paragraphs.
6. Sample Band 7 Essay
Question: "Some people believe that university education should be free for all students. To what extent do you agree or disagree?"
Essay type: Opinion / Agree-Disagree | Target word count: 270
The question of whether higher education should be provided at no cost to students has generated considerable debate in recent decades. While there are valid reasons to support free university tuition, this essay argues that a fully state-funded model is neither financially sustainable nor the most equitable solution available.
Proponents of free university education argue that financial barriers prevent talented individuals from lower-income backgrounds from accessing higher education, thereby perpetuating social inequality. There is merit in this concern. In the United Kingdom, research by the Sutton Trust has consistently shown that students from disadvantaged backgrounds are less likely to apply to selective universities, even when academically qualified to do so. If tuition costs were eliminated, participation rates among underrepresented groups would likely improve, producing long-term benefits for both individuals and the wider economy.
However, the cost of providing free university education to an entire population is substantial, and in many countries this expenditure would necessitate significant reductions in other public services such as healthcare or primary education. A more targeted approach — such as means-tested grants, income-contingent loans, or subsidised fees for students from low-income households — would direct resources where they are most needed without eliminating the principle of individual contribution. Germany's tuition-free model, for instance, has faced funding pressures that have affected university research budgets and infrastructure investment.
In conclusion, while the aspiration to make university accessible to all is laudable, a blanket policy of free tuition is unlikely to be the most effective or sustainable means of achieving that goal. Targeted financial support for those who genuinely need it represents a more pragmatic and equitable solution.
Examiner Annotations — Why This Scores Band 7
Introduction — TR & CC
The introduction contains a clear paraphrase of the question topic ("The question of whether higher education should be provided at no cost") — not a copied sentence. The thesis ("this essay argues that…") is unambiguous and signals a clear position from the outset, satisfying TR. The two-sentence structure is concise and logical.
Body Paragraph 1 — PEEL & TR
The paragraph opens with a clear topic sentence, develops the reasoning ("financial barriers prevent…"), supports it with a specific named source (Sutton Trust research), and links the example back to the essay ("participation rates… would likely improve"). The development is sufficient for Band 7 — it goes beyond a bare claim.
Body Paragraph 2 — Counter-argument with concession
The paragraph introduces an effective counter-position using a concession structure ("However, the cost…"). It proposes an alternative policy approach, which demonstrates critical thinking. The specific example of Germany adds credibility and specificity. This is a characteristic Band 7 move — acknowledging complexity rather than dismissing the other side.
Conclusion — CC & TR
The conclusion restates the thesis without copying the introduction ("blanket policy" paraphrases "fully state-funded model") and ends with a clear, forward-looking recommendation. No new ideas are introduced.
Vocabulary — LR highlights
- perpetuating social inequality — accurate collocation, less common phrasing
- means-tested grants — precise academic / policy vocabulary
- income-contingent loans — shows topic-specific lexical range
- laudable — less common adjective used accurately in context
Grammar — GRA highlights
- Conditional structure: "If tuition costs were eliminated, participation rates… would likely improve" — accurate second conditional
- Relative clause: "students from disadvantaged backgrounds are less likely to apply to selective universities, even when academically qualified" — embedded qualifying clause
- Passive voice: "has been provided at no cost" / "are less likely to apply" — varied passive constructions used naturally
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Try AI Writing Evaluator →7. How to Improve Your Writing Score
Improvement in IELTS Writing Task 2 requires deliberate, structured practice — not passive reading or memorising lists of vocabulary. The strategies below are ordered from most to least impactful and reflect common guidance from IELTS trainers and band-score research.
Write regularly under timed conditions
Write one Task 2 essay every two to three days at minimum. Crucially, always write under timed conditions — set a 40-minute timer and do not exceed it. Practising without time pressure builds poor habits that will not transfer to the exam room. Consistency over intensity: three essays per week for a month is far more effective than ten essays in one weekend.
Review against all four criteria — not just grammar
After writing, review your essay explicitly against Task Response, Coherence & Cohesion, Lexical Resource, and GRA. Most candidates only re-read for spelling and grammar. Ask yourself: Have I answered every part of the question? Is there one idea per paragraph? Have I used any less common vocabulary accurately? Have I varied my sentence structures? This structured self-review is far more productive than a general re-read.
Get feedback from qualified sources
Self-correction has significant limits — you cannot see your own blind spots. AI writing evaluators can provide rapid, criterion-by-criterion feedback that helps you understand patterns across multiple essays. Human trainers with IELTS experience offer an additional layer of qualitative judgement. Both are more effective than relying solely on self-assessment. Use our AI Writing Evaluator for instant band scores and targeted feedback.
Build a collocation vocabulary log
When reading academic articles or model essays, do not merely note single words — note collocations (two or three words that naturally appear together). Examples: 'address the problem', 'exacerbate inequality', 'foster economic growth', 'mitigate the effects of'. Recording these in context (with the sentence they appeared in) is far more effective for retention than a list of synonyms.
Study model essays analytically
Read high-scoring Band 8 and 9 model essays not to memorise them but to understand how they earn their marks. For each essay, identify: the thesis statement, the PEEL structure in each body paragraph, the cohesive devices used, the specific vocabulary choices, and the grammatical structures that appear. Analytical reading builds awareness that transfers to your own writing.
Focus on your weakest criterion first
Identify your lowest-scoring criterion and address it before spreading effort across all four. If Grammatical Range & Accuracy is your weakness, spend targeted time on sentence structure exercises — practising complex sentences, conditionals, and relative clauses — before investing equal time in vocabulary expansion. This focused approach produces faster, more visible improvement.