This article is part of our Complete IELTS Preparation Guide — all four skills covered with interactive practice exercises.
IELTS Writing Task 2 is a 250-word minimum academic or general essay worth two-thirds of your writing band score. You have 40 minutes to read the prompt, plan, write, and check. Most candidates fall short not because they lack ideas, but because they don't know the exact structure examiners expect. This guide shows you precisely what Band 7+ looks like — from paragraph formulas to vocabulary choices — and gives you a step-by-step plan you can apply from day one.
How IELTS Task 2 Is Marked
Your essay is assessed on four equally weighted criteria, each worth 25% of your Task 2 band:
- Task Achievement (TA) — Did you fully address every part of the question? Did you give a clear position or discussion? Is the response at least 250 words?
- Coherence and Cohesion (CC) — Is the essay logically organised? Does it flow naturally with appropriate linking devices? Is each paragraph unified around one idea?
- Lexical Resource (LR) — Do you use a wide range of vocabulary accurately? Can you paraphrase the question? Do you avoid repeating the same words?
- Grammatical Range and Accuracy (GRA) — Do you use a mix of sentence types (simple, compound, complex, mixed)? Are errors rare and minor?
The Five Task 2 Question Types
IELTS Task 2 questions fall into five predictable types. Identifying the type in the first 30 seconds of reading shapes your entire essay structure.
1. Opinion / Agree-Disagree
Prompt signal: "To what extent do you agree or disagree?" or "Do you agree or disagree?"
Structure: Take a clear position (fully agree, mostly agree, or disagree). Introduction states your view. Body paragraph 1 gives your main reason. Body paragraph 2 gives a second reason or a concession you then refute. Conclusion restates your position.
2. Discussion (Both Views)
Prompt signal: "Discuss both views and give your own opinion."
Structure: Introduction paraphrases the debate and states your opinion. Body 1 presents one side. Body 2 presents the other side (or your view). Conclusion summarises both and reinforces your stance. Do not sit on the fence — examiners deduct marks for a missing personal opinion.
3. Advantages and Disadvantages
Prompt signal: "Discuss the advantages and disadvantages" or "Do the advantages outweigh the disadvantages?"
Structure: Introduction paraphrases the issue. Body 1 covers advantages (usually 2 points). Body 2 covers disadvantages (usually 2 points). Conclusion gives your overall view on which side dominates, particularly if the question asks "outweigh."
4. Problem and Solution
Prompt signal: "What are the causes of this problem and what measures could be taken?"
Structure: Introduction acknowledges the problem. Body 1 analyses causes or problems. Body 2 proposes solutions. Conclusion summarises the relationship between them. Keep causes and solutions connected — each solution should link to a specific cause.
5. Two-Part / Direct Questions
Prompt signal: "Why is this happening? Is this a positive or negative development?"
Structure: Each question gets its own body paragraph. Failing to answer both questions is the most common Task Achievement error on this type. Introduction introduces the topic; conclusion answers both questions in brief.
Paragraph Structure: Introduction, Body, Conclusion
Introduction Formula (2–3 sentences)
- Paraphrase the prompt — restate the topic in your own words. Never copy the prompt verbatim; examiners discount copied phrases from your word count.
- Thesis statement — state your main position or briefly signpost what the essay will cover (for discussion/both-views types).
Example: "The rapid expansion of urban areas has raised concerns about the loss of green spaces and its long-term effects on residents' wellbeing. This essay argues that governments should prioritise preserving parks and natural areas within cities, as the benefits to public health and social cohesion far outweigh any development gains."
Body Paragraph Formula: PEEL
Every body paragraph should follow the PEEL structure:
- P — Point: Your topic sentence states the single idea of the paragraph.
- E — Explanation: Explain why or how in 1–2 sentences.
- E — Evidence / Example: Support with a specific example, statistic, or scenario. You may use general knowledge — real precision counts more than perfect citations.
- L — Link: A closing sentence that relates the paragraph back to the question or prepares the transition to the next point.
Conclusion Formula (2 sentences)
Restate your thesis in new words, then make a final recommendation, prediction, or summary sentence. Never introduce new ideas in the conclusion. Keep it brief — examiners are not awarding extra marks for a long conclusion.
Real Example Essay (Opinion Type, ~280 words)
Question: Some people believe that governments should invest heavily in public transport rather than building more roads. To what extent do you agree or disagree?
The question of whether public authorities should direct funding towards mass transit systems rather than expanding road networks is increasingly relevant in rapidly urbanising societies. Paraphrase + thesis follows This essay strongly agrees that prioritising public transport is the more beneficial policy, primarily because it reduces congestion and lowers carbon emissions.
Firstly, investing in public transport directly addresses traffic congestion, one of the most pressing problems in modern cities. Point When efficient rail and bus services are available, a significant proportion of commuters choose them over private vehicles, reducing the number of cars on the road. Explanation For instance, cities such as Tokyo and Singapore have demonstrated that extensive metro networks can move millions of passengers daily with minimal gridlock. Evidence Consequently, fewer roads are needed, and existing infrastructure deteriorates more slowly. Link
Furthermore, mass transit systems produce far lower carbon emissions per passenger than private cars, making them a critical tool in meeting climate targets. Point A single bus can replace up to 50 vehicles on the road, dramatically cutting greenhouse gas output in urban corridors. Explanation + Evidence As governments worldwide face binding emissions commitments, channelling investment into electrified public transport networks represents a fiscally and environmentally rational choice. Link
In conclusion, although road expansion may seem to offer short-term relief, the long-term advantages of robust public transport — reduced congestion, lower emissions, and improved urban livability — make it the superior investment. Restated thesis + final sentence Governments that prioritise mass transit will reap both economic and environmental dividends for decades to come.
Linking Words and Discourse Markers
Band 7 requires a range of cohesive devices used appropriately — not the same three phrases repeated throughout. Use the table below as a reference, but vary your choices within each category.
| Function | Formal / Academic Choices | Avoid Overusing |
|---|---|---|
| Contrast | Nevertheless, However, Despite this, On the other hand, Conversely, Notwithstanding | But (too informal at sentence start) |
| Addition | Furthermore, Moreover, In addition, Additionally, What is more | Also (fine, but weak alone) |
| Cause & Effect | Consequently, As a result, Therefore, Thus, Hence, This leads to | So (informal register) |
| Exemplification | For instance, For example, To illustrate, A case in point is | Like (informal) |
| Concession | Admittedly, While it is true that, Even though, Granted | Of course (often vague) |
| Conclusion | In conclusion, To conclude, In summary, Overall, On balance | To sum up (borderline informal) |
Band 7 vs Band 5 Vocabulary Comparison
The difference between a Band 5 and a Band 7 essay is often visible at the word level. Examiners reward precise, varied, and contextually accurate word choices. Practise with Cloze Dropdown and Complete the Sentence exercises to build this intuition.
| Band 5 Phrasing | Band 7+ Upgrade | Why It Scores Higher |
|---|---|---|
| bad for the environment | environmentally detrimental / ecologically damaging | Precise adjective + academic register |
| a lot of people think | a significant proportion of the population holds the view that | Avoids vague quantifier; formal noun phrase |
| there are many problems | numerous challenges have emerged / a range of issues persist | Varied structure; stronger verb choice |
| make things better | improve outcomes / yield tangible benefits | Specific, collocations native to academic writing |
| people should do something | stakeholders / policymakers are urged to take decisive action | Precise subject; formal verb phrase |
| very important | of paramount importance / critical / pivotal | Stronger intensifiers; avoids "very + adjective" |
| nowadays | in contemporary society / in the modern era / at present | More formal; less clichéd opener |
| good and bad sides | merits and drawbacks / benefits and limitations / pros and cons | Collocated noun pairs; varied options |
For deeper vocabulary work, see our IELTS Vocabulary Guide and reinforce new words with Flash Cards.
Common Task 2 Mistakes and How to Fix Them
| Mistake | Why It Loses Marks | Fix |
|---|---|---|
| Copying the prompt word-for-word in the introduction | Copied words are discounted; TA and LR both suffer | Paraphrase every noun and verb in the question stem |
| No clear opinion on an Opinion question | Directly penalised under Task Achievement | State your view in the introduction and maintain it throughout |
| Three or four body paragraphs with thin ideas | Paragraphs lack development; CC score drops | Write two well-developed body paragraphs using PEEL |
| Introducing new ideas in the conclusion | Signals poor planning; undermines coherence | Conclusion restates only what the body has argued |
| Using informal vocabulary (kids, loads of, super important) | Reduces LR band; inappropriate register | Replace all informal words before checking grammar |
| All sentences the same length and pattern | Limited GRA score — no complex structures | Mix short statements with relative clauses, conditionals, and nominalisations |
| Over-using "In conclusion, as I mentioned above" | Mechanical and repetitive; loses CC marks | Vary your conclusion opener and avoid back-references |
| Under 250 words | Automatic TA penalty regardless of quality | Count words after writing; aim for 270–290 to create a buffer |
The 7-Step 5-Minute Planning Process
Spend the first five minutes planning before you write a single sentence. Candidates who plan consistently score higher because their arguments are coherent and their paragraphs stay on topic. Use this process:
- Identify the question type (Opinion / Discussion / Adv-Dis / Problem-Solution / Two-part) — 30 seconds.
- Underline the key topic words in the prompt. These must be addressed, not sidestepped.
- Decide your position if it is an opinion type. Choose one side clearly; partial views are harder to sustain over 250 words.
- Brainstorm 3–4 ideas in a quick list. Pick the 2 strongest for your body paragraphs — quality beats quantity.
- Choose 1 concrete example per body paragraph. Specific examples (a named country, a statistic, a scenario) score more than vague generalisations.
- Sketch your paragraph plan: Intro (paraphrase + thesis) → BP1 (PEEL) → BP2 (PEEL) → Conclusion (restate + final point).
- Note 4–6 topic-specific vocabulary items you want to use, so you don't default to weak default words under time pressure.
Topic Vocabulary for 5 Common Themes
Around 80% of IELTS Task 2 questions relate to five core topic areas. Learning a bank of precise vocabulary for each means you always have strong words available when you need them. Test yourself with a Quiz after studying each set.
Environment
- carbon emissions / carbon footprint
- biodiversity loss / habitat destruction
- renewable energy sources
- deforestation / reforestation
- climate change mitigation
- ecological sustainability
- greenhouse gas output
- fossil fuel dependency
Technology
- artificial intelligence / automation
- digital divide / digital literacy
- cybersecurity threats
- technological advancements
- data privacy / surveillance
- remote working / telecommuting
- disruptive innovation
- social media algorithms
Education
- academic achievement / attainment
- critical thinking skills
- vocational training / apprenticeships
- standardised testing
- educational inequalities
- lifelong learning
- tuition fees / student debt
- extracurricular activities
Health
- mental health / psychological wellbeing
- sedentary lifestyle / physical inactivity
- preventative healthcare
- obesity epidemic / dietary habits
- healthcare expenditure
- universal healthcare access
- chronic illness / non-communicable disease
- public health campaigns
Society
- socioeconomic inequality / wealth gap
- social mobility / meritocracy
- ageing population / demographic shift
- urbanisation / rural depopulation
- multiculturalism / cultural integration
- gender equality / pay gap
- community cohesion
- consumer culture / materialism
Putting It All Together: Your Practice Routine
Knowing the theory is only half the battle. Band 7+ comes from consistent, targeted practice. Here is a weekly routine that covers all four marking criteria:
- Monday/Wednesday: Write one timed essay (40 minutes). Use the 7-step plan every time, even when it feels unnecessary.
- Tuesday/Thursday: Vocabulary review — study 10 new topic words using Flash Cards, then test yourself with a Quiz.
- Friday: Rewrite one paragraph from your essay using better vocabulary and more complex grammar. Compare the two versions side by side.
- Weekend: Do 1–2 Cloze Dropdown or Complete the Sentence exercises to reinforce collocations in context.
Feedback matters. If possible, have a trained IELTS teacher mark one essay per week with detailed comments against the four criteria. Blind self-marking against the band descriptors is the next best alternative.
Frequently Asked Questions
How many paragraphs should a Task 2 essay have? Four paragraphs is the standard: Introduction, Body 1, Body 2, Conclusion. Five is acceptable if both main points are well developed, but resist splitting one idea across two thin paragraphs.
Can I use personal examples like "In my country…"? Yes. The IELTS Academic and General writing tasks both accept personal and general-knowledge examples. Precision and relevance matter more than whether the example is globally famous.
Should I give both sides even on an Opinion question? You may briefly acknowledge the opposing view (a concession) in one body paragraph before refuting it — this can push your Coherence and Cohesion score higher. However, your overall position must remain clear throughout.
Does spelling count? Yes, under Lexical Resource. Occasional minor errors are tolerated at Band 7, but repeated spelling mistakes signal limited vocabulary control and will cap your LR score.
What if I run out of time? Prioritise completing the essay over perfecting any single paragraph. An unfinished essay is penalised more heavily than a slightly rough but complete one. If you are short on time, cut the conclusion to two sentences rather than abandoning a body paragraph.