IELTS Writing Task 2: a structure that works, with a band 7 sample

Task 2 is worth twice as much as Task 1, so it decides most Writing bands. Examiners are not looking for clever ideas. They are checking whether you answered the question fully, organised your answer clearly, and used vocabulary and grammar accurately.

The four-paragraph structure

That gives you 260–300 words. Writing much more does not raise your band and gives you more chances to make mistakes.

Five question types and how to answer each

1. Opinion (to what extent do you agree or disagree?). Pick a side, or a clear partial position, and keep it the same from introduction to conclusion. Both body paragraphs support your view, or one gives the other side and explains why you are not convinced.

2. Discuss both views and give your opinion. One body paragraph per view. Your own opinion must be in the introduction and conclusion. Forgetting to give your opinion caps Task Response.

3. Advantages and disadvantages. One paragraph each. If the question asks "do the advantages outweigh the disadvantages?", you must say which side is stronger.

4. Problem and solution (or causes and solutions). One paragraph on causes or problems, one on solutions. Make sure each solution actually responds to a problem you described.

5. Two-part question. For example: "Why is this happening? Is it a positive or negative development?" Answer each question in its own body paragraph.

A 40-minute plan

• 0–5 minutes: read, underline every part of the question, decide your position, note two ideas and an example for each.
• 5–8 minutes: introduction.
• 8–33 minutes: the two body paragraphs.
• 33–35 minutes: conclusion.
• 35–40 minutes: check. Look for your own repeat mistakes: articles, plurals, subject–verb agreement, missing words.

A band 7 sample

Question: Some people believe that university students should be free to study whatever they like. Others think they should only study subjects that will be useful in the future, such as those related to science and technology. Discuss both views and give your own opinion.

People disagree about whether university students should choose their subjects freely or be steered towards practical fields such as science and technology. While there are good economic reasons for the second view, I believe students should generally be free to choose.

Those who favour useful subjects argue that higher education is expensive and that society needs a return on that investment. Countries facing shortages of engineers, doctors and software developers may feel that funding history or philosophy degrees is a luxury. From the student's point of view, too, a technical qualification often leads more directly to employment, which matters when graduates leave university with large loans. If a degree does not help them find work, both the student and the taxpayer have arguably wasted their money.

However, I think this view underestimates the value of choice. Students who study a subject they care about are more likely to work hard, finish their degree and continue learning after it. Moreover, it is difficult to predict which skills will be useful in twenty years. Many employers now say they want graduates who can write clearly, argue a case and understand people, abilities that are developed in the humanities as much as in engineering. A rigid system would also waste the talent of students whose strengths are not technical, and a society made up only of engineers and programmers would lack the teachers, writers and lawyers it also depends on.

In conclusion, although governments are right to encourage study in areas with skill shortages, for example through scholarships, students themselves should make the final decision about what to study.

(266 words)

Why this would score around 7: it answers every part of the question and the opinion is clear in both the introduction and conclusion (Task Response). Each paragraph has one main idea, and linking is natural rather than mechanical (Coherence and Cohesion). There is some precise vocabulary such as "steered towards", "a return on that investment" and "skill shortages" (Lexical Resource). It mixes complex sentences with few errors (Grammatical Range and Accuracy). To reach 8, the examples would need to be more specific and the argument in body 2 developed further.

Common reasons essays get stuck at 6

• The opinion is unclear or changes between introduction and conclusion.
• Ideas are listed but not explained. "Technology is useful. It helps people." needs a "because" and an example.
• Memorised phrases that don't fit, such as "In this day and age, it is a controversial issue that…".
• Lots of linking words at the start of sentences: "Firstly… Secondly… Furthermore… Moreover…". Examiners mark this down as mechanical.

Check your own essay

Paste a Task 2 essay into our free Writing Task 2 checker. You get an estimated band and a score for each of the four criteria in about 30 seconds.