IELTS Writing Task 2 Tips That Actually Work

Most IELTS candidates lose marks in Task 2 not because their English is bad, but because their essays are structurally weak. The examiner can’t follow the argument. The position shifts halfway through. The conclusion says something new. These are fixable problems, and fixing them is exactly what this post is about.

What IELTS Task 2 Actually Tests

Before you write a single word, understand what the examiner is looking for. Task 2 is worth twice as much as Task 1, so this is where your band score is really decided.

The four scoring criteria are:

• Task Achievement — Did you fully answer the question?
• Coherence and Cohesion — Is the essay easy to follow?
• Lexical Resource — Do you use a range of vocabulary accurately?
• Grammatical Range and Accuracy — Do you use varied grammar correctly?

Each criterion carries 25% of your Task 2 score. Most students obsess over grammar and vocabulary while completely neglecting Task Achievement. That’s backwards. A grammatically perfect essay that doesn’t answer the question will still score poorly.

The Five Tips That Move the Needle

1. Decide Your Position Before You Write

This sounds obvious. It isn’t. Many candidates start writing and figure out their argument as they go. The result is an essay that contradicts itself.

Spend two minutes planning. Write down: My position is X. My two main reasons are Y and Z. That’s your essay. Now write it.

2. Use a Four-Paragraph Structure

For most Task 2 question types, this structure is reliable and clear:

1. Introduction: Paraphrase the question, state your position.
2. Body Paragraph 1: First main point, developed with explanation and example.
3. Body Paragraph 2: Second main point, same development.
4. Conclusion: Restate your position in new words. No new ideas.

Five paragraphs is fine too, particularly for discussion or two-sided essays. Four is the minimum. Two body paragraphs is not laziness; it’s focus.

3. Develop Your Points, Don’t List Them

A common Band 5 habit is listing reasons without developing any of them: “There are many advantages. Firstly, it saves money. Secondly, it creates jobs. Thirdly, it helps the environment.”

That’s not an argument. That’s a shopping list.

Take one reason and explain it properly. Add a specific example. Show the logical connection. One well-developed point beats three undeveloped ones every time.

Undeveloped: Remote work saves money for companies.

Developed: Remote work significantly reduces operating costs for businesses. When employees work from home, companies spend less on office space, utilities, and equipment. A mid-sized firm moving to a fully remote model, for instance, might save tens of thousands of dollars annually on rent alone. These savings can then be reinvested in staff development or product innovation.

See the difference? The second version explains the mechanism and gives a concrete example. That’s what examiners reward.

This kind of paragraph construction — claim, explanation, example — is also the backbone of professional business writing. If you’re working on both IELTS and Business English at the same time, you’re building the same skill twice. That’s the kind of efficient practice we focus on in our daily coaching programme. For more details, click here.

4. Use Cohesive Devices Correctly, Not Constantly

Cohesive devices are linking words: however, furthermore, as a result, in contrast. Students sometimes use them at the start of every sentence, which actually makes writing harder to read, not easier.

Use them when they show a logical relationship. Don’t use them as decoration.

Over-linked: Furthermore, remote work is popular. Moreover, many companies support it. Additionally, employees prefer it.

Better: Remote work has become increasingly popular, and many companies now actively support flexible working policies because employees consistently report higher job satisfaction.

One sentence. Three ideas. No unnecessary signposting.

5. Write a Real Conclusion

Your conclusion should do two things: restate your position using different words, and give the reader a sense of finality. That’s it. Do not introduce a new argument. Do not suddenly add a qualification you didn’t mention earlier. Just land the plane cleanly.

Practice Exercise

Here’s a Task 2 question to work with:

Some people believe that governments should invest more in public transport rather than building new roads. To what extent do you agree or disagree?

Complete the following tasks:

1. Write a one-sentence thesis statement that clearly states your position on this topic.
2. Rewrite this undeveloped point into a fully developed argument (aim for 3-4 sentences): “Public transport is better for the environment.”
3. Identify the problem with this conclusion and rewrite it: “In conclusion, public transport is good. Governments should also build more roads in rural areas and consider cycling infrastructure as an alternative.”
4. Choose the more effective linking strategy from these two options and explain why in one sentence:
   Option A: “Furthermore, it reduces pollution. Moreover, it saves time. Additionally, it is cheaper.”
   Option B: “Public transport reduces pollution and travel costs while also easing congestion, which makes it a more practical long-term investment than road construction.”
5. Write a four-point essay plan (introduction, two body paragraphs, conclusion) for this question. Keep each point to one sentence.

The full answer key for this exercise, plus two additional practice questions with model answers, is available to daily coaching subscribers. If you want structured, consistent practice rather than occasional bursts of studying, take a look at what the subscription includes.

Vocabulary to Know

• thesis statement /ˈθiːsɪs ˈsteɪtmənt/ – Level: B2 – a sentence in the introduction that clearly states the writer’s main argument or position – Example: Her thesis statement made it immediately clear which side of the debate she supported.
• coherence /kəʊˈhɪərəns/ – Level: B2 – the quality of being logical and consistent, so ideas connect clearly – Example: The essay lacked coherence because the argument changed direction in the third paragraph.
• cohesive device /kəʊˈhiːsɪv dɪˈvaɪs/ – Level: B2 – a word or phrase used to link ideas within or between sentences – Example: Words like “however” and “therefore” are common cohesive devices in academic writing.
• to substantiate /səbˈstænʃieɪt/ – Level: C1 – to support a claim with evidence or detailed reasoning – Example: He failed to substantiate his argument, so the examiner couldn’t award a high band score.
• concession /kənˈseʃən/ – Level: C1 – an acknowledgement that the opposing view has some validity, used to make an argument more balanced – Example: Making a concession before restating your position shows sophisticated argumentation.
• to paraphrase /ˈpærəfreɪz/ – Level: B1 – to restate something using different words while keeping the original meaning – Example: In the introduction, always paraphrase the question rather than copying it directly.
• lexical range /ˈleksɪkəl reɪndʒ/ – Level: B2 – the variety and breadth of vocabulary a writer or speaker uses – Example: A wider lexical range helps you avoid repeating the same words throughout your essay.
• to hedge /hɛdʒ/ – Level: C1 – to express an idea with caution or qualification, avoiding absolute claims – Example: Academic writers often hedge by using phrases like “this may suggest” rather than “this proves.”
• band descriptor /bænd dɪˈskrɪptə/ – Level: B2 – the official IELTS criteria used to define what each score band looks like for each marking category – Example: Reading the band descriptors carefully shows exactly what separates a Band 6 from a Band 7.
• to warrant /ˈwɒrənt/ – Level: C2 – to justify or deserve something based on the evidence or reasoning provided – Example: A single example does not warrant a sweeping conclusion about global policy.

Frequently Asked Questions

How long should my Task 2 essay be?
The minimum is 250 words. Most Band 7+ essays fall between 260 and 320 words. Writing significantly more than that often means you’re repeating yourself or padding. Quality over quantity.

Should I always give both sides of an argument?
Only if the question asks you to discuss both views. For “To what extent do you agree or disagree?” questions, you can take a clear position on one side. Sitting firmly on the fence without a clear stance is a common reason candidates score lower on Task Achievement.

Can I use personal examples in Task 2?
Yes. IELTS does not require academic sources. You can refer to general knowledge, hypothetical examples, or personal experience, provided they actually support your argument. An invented but plausible example is perfectly acceptable.

One Last Thing

The gap between a Band 6 and a Band 7 in Task 2 usually comes down to one thing: consistent, deliberate practice with feedback. Writing essays into a void and hoping for the best is a slow way to improve. If you want structured daily practice and feedback on your actual writing, the coaching subscription is built exactly for that. Find out more here.