Stepwise Guide For IELTS Writing Task 2

Step Wise Guide For IELTS Writing Task 2

To achieve a band 8 in IELTS Writing Task 2, you will need to produce an essay that contains all the positive features contained in the band 8 writing assessment criteria. Let's take a look at these in the table below.

Criteria	Band 8 Requirements
Task response	sufficiently addresses all parts of the task presents a well-developed response to the question with relevant, extended and supported ideas
Coherence and cohesion	sequences information and ideas logically manages all aspects of cohesion well uses paragraphing sufficiently and appropriately
Lexical resource	uses a wide range of vocabulary fluently and flexibly to convey precise meanings skillfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation produces rare errors in spelling and/or word formation
Grammatical range and accuracy	uses a wide range of structures the majority of sentences are error-free makes only very occasional errors or inappropriacies

Using the band descriptors as a guide, we are going to go through the 8 steps to get you on your way to a band 8 in Writing Task 2.

We will start with the task response before moving through all the criteria to show you what an examiner will be looking for in your response.

---

Step 1: Answer is relevant to the question

Answer what you have been asked in the question. Don’t produce an essay that is close to a topic you have previously prepared. Make sure your examples and ideas are relevant. If you generalise too much and are not specific enough this will affect how your ideas are presented to the examiner.

Do:

• Make sure your ideas are directly related to the question.
• Use ideas and examples that you are familiar with, and that relate directly to the topic.
• Extend your answer to include a number of ideas that will support the question.

Don't:

• Include irrelevant information.
• Over-generalise.
• Produce a memorised essay.
• Present ‘recent’ research or statistics related to the topic (e.g., “At least 41% of all men…”).

---

Step 2: Answer all parts of the question

You must read the question carefully and decide how many parts are in it. You must answer all parts of the question to reach a band 6 or higher.

Let’s look at some example IELTS question prompts and see how many parts are in each if you need to present your opinion. Remember, it is very important to present a clear position when answering the statement to show that you understand the question being asked and to keep that position clear throughout the essay.

Question type	How many parts?	Opinion required?
To what extent do you agree or disagree with this statement?	1-part question	Yes, agree or disagree, or decide why you agree/disagree equally.
Discuss both views and give your own opinion.	3-part question - discuss both views as stated	Yes, present your opinion, it may be one of the views or a combination of both.
Why is this so? Give reasons for this and solutions?	3-part question	A position is presented on why this is so, the reasons for this issue and solutions to solve the issue.
Do the disadvantages of international tourism outweigh the advantages?	2-part question	Yes, you must clearly say if there are more advantages or more disadvantages.
Why is this so? What effect does it have on the individual and society?	3-part question	Yes, you must give reasons for the statement and then present the effect it has on 1) the individual and 2) society.

---

Step 3: Organise your essay logically, with clear progression using linking phrases

Ideas must be expressed and ordered clearly - starting with an introduction and moving through to a conclusion.

If you are asked to present both views and your opinion, state your opinion at the beginning of the essay and then move on to present both views. You can then come back to your own opinion and then conclude the essay. This is a logical way to present these ideas.

Do:

• Use a range of linking words and phrases, but don’t overuse them.
• Use adverbial phrases, rather than single basic linkers.
• Use referencing and substitution to avoid repetition (this/them/the issue/the problem).
• Use punctuation to make your writing coherent.
• Make sure your ideas are sequenced correctly and logically.
• Use a separate paragraph for the introduction and the conclusion.
• Use one paragraph for each idea or topic area.

Don't:

• Overuse basic linking words like 'firstly' (instead, try using ‘The first reason for/ The primary reason for this’).
• Start every sentence with a linker (Try to put it in the middle of a sentence).
• Use numbers, symbols or abbreviations (1, 2, etc, &, +).
• Use headings or subheadings.
• Underline words or phrases.
• Use one-sentence paragraphs.

---

Step 4: Organise your essays into paragraphs

Use paragraphs to organise your essay into clear parts. Make sure each paragraph contains a clear and developed topic with a minimum of two sentences.

Tip: You can use the acronym “PEEL” when writing your paragraphs:

• Point – introduce your topic or topic sentence
• Example – an example that supports your point
• Explain – why this evidence supports your point
• Link – transition to the next topic or paragraph

You must use enough paragraphs to clearly show a structured response. This will show that you can organise and present your thoughts and ideas logically. Here are some ideas on how many paragraphs you could include in an essay:

Question type	How many paragraphs?	Paragraph Structure
To what extent do you agree or disagree with this statement?	4 or 5	Introduction Reason why I agree/disagree Another reason why I agree/disagree Concession paragraph (reason why I don’t agree/disagree) Conclusion
Discuss both views and give your own opinion.	5	Introduction One view Other view Your opinion Conclusion
Why is this so? Give reasons for this and solutions?	5	Introduction Reason why it is so Reasons for this Solutions for this Conclusion
Do the disadvantages of international tourism outweigh the advantages?	4	Introduction (more advantages) Advantages (3) Disadvantages (2) Conclusion
Why is this so? What effect does it have on the individual and the society?	5	Introduction Why this is so Effect/s on individual Effect/s on society Conclusion

---

Step 5: Use less common vocabulary and spell it correctly

You will see in the band descriptors that a band 8 writer skillfully uses uncommon lexical items. When we learn a language, we use common and uncommon terms. Common terms are words and phrases we use every day to refer to personal experience and daily habits. Uncommon terms are used when we discuss specific topics or when we use idiomatic language (phrasal verbs).

Words that are old-fashioned and not used in everyday speech should not be used. If you choose a synonym, the meaning must be the same and must not alter the idea being presented. For example, adolescent/teenager have close meaning and can be used interchangeably, however, toddler/baby have quite different meanings.

Collocation is also mentioned in band 8, and it is assumed that you know which words go together, and which words are suitable to use for different topics.

• If you are discussing child crime, you could use the term ‘minor’ as this is a legal term used to describe children under the age of 18.
• If you use phrasal verbs, make sure that you are using the correct preposition as it can change the meaning: throw out/away = discard | throw up = vomit/get sick.
• Idioms (cultural language) should only be used if you understand them completely and if they fit the topic you are discussing.

Do:

• Use precise word choices.
• Use language that we use in everyday speech.
• Use words that you understand and are related to the topic.
• Use collocation and phrasal verbs (e.g., environmental pollution | major issue | promising future).

Don't:

• Make spelling mistakes or typos.
• Mix up American and British spelling (You should use one or the other).
• Use a word if you don’t understand it or cannot spell it.
• Use imprecise words like ‘stuff/thing’ or slang like ‘gonna’.
• Use old-fashioned language (e.g., the masses | denizens | myopic view | Hitherto).
• Overuse synonyms or clichés.
• Use contractions (can’t, doesn’t).

Vocabulary Adjustments (Bad vs. Good)

Avoid (Bad)	Use Instead (Good)
Nowadays	In recent times
Crux of the discussion	The main/key issue is…
Can't	cannot
Stuff/thing	Use the correct/specific word!
Controversial issue	Major issue
e.g.	For example, …
The pros and cons	Benefits and drawbacks
Every coin has two sides/faces	There are both disadvantages and advantages…
Firstly	The primary reason why
A double-edged sword	The solution can also cause issues as…
Secondly	Lack of education is another reason why…
In a nutshell	In conclusion…

---

Step 6: Don’t use memorised language, phrases or examples

Don’t use any memorised language, phrases or examples throughout your essay. They are easy for examiners to spot and don’t demonstrate your ability to write fluently.

Overused phrases, idioms, proverbs and clichés should also be avoided, again, they are often used when speaking. These include phrases like:

• The grass is always greener on the other side
• Love is blind
• Off the top of my head
• Old is gold
• A friend in need is a friend indeed

---

Step 7: Use a variety of complex sentence structures

At band 8 it is expected that you can use a wide range of structures accurately to present your ideas and opinion. Show the examiner that you can use a wide range of structures and make sure your sentences are error-free.

It is important to use a mix of complex and simple sentences. But remember, your complex sentences should not be long and complicated. Your punctuation needs to be accurate, using capitalisation, commas and full stops correctly.

Grammar Area	Common Errors to Avoid
Relative Clause	Using the pronoun incorrectly - who/that/which.
Conditional clause	Choosing the wrong tense for the clause type – Zero, Type 1, 2, 3.
Present perfect/past	Choosing the wrong tense - had/have had.
Passive	Choosing the wrong past participle.
Gerunds	Making errors with -ing.
Countable nouns	Making errors with singular and plural nouns.
Articles	Using a/the incorrectly, or not using it at all.
Subject/verb agreement	The girls ‘are’ – singular or plural.
Prepositions	Choosing the wrong dependent preposition, an incorrect preposition of place, etc.
Punctuation	Used incorrectly, or not used at all.

---

Step 8: Final Checklist

Use the following checklist to make sure that your writing contains all the positive features at a band 8.

1. Task Response

• Did you answer ALL parts of the question sufficiently?
• Are all your ideas and support directly relevant to the question?
• Did you avoid over-generalising the topic?
• Does the examiner know exactly what you think, and do you present this position clearly for the whole essay?
• Did you support your ideas with clear examples [not vague research and survey results]?
• Did you write over 250 words?

2. Coherence and Cohesion

• Can the examiner follow your ideas easily, from the beginning of your essay to the end?
• Does it progress clearly [introduction, main ideas with supporting examples, conclusion]?
• Did you use a range of linking words and phrases?
• Did you avoid repetition and starting every sentence with a linking device [Firstly... Secondly… Thirdly]?
• Did you use referencing [These issues…] and substitution [problems/issues] correctly?
• Did you use sufficient paragraphs?
• Did you use one paragraph to develop each idea?
• Is there a clear introductory and concluding paragraph?

3. Lexical Resource

• Did you use a range of vocabulary that is on-topic?
• Did you use precise vocabulary choices?
• Did you avoid memorised language, clichés [double-edged sword] and proverbs?
• Did you use collocation correctly [environmental problem | global issue]?
• Did you use appropriate uncommon words [detrimental to | cultural diversity | measures]?
• Did you correct your spelling mistakes?
• Did you check for typos?
• Did you use the correct form of the word you needed [adverbs, nouns, adjectives and verbs]?

4. Grammatical Range and Accuracy

• Did you use simple and complex structures accurately?
• Did you use a range of structures [conditional, present perfect, relative clauses, modal verbs]?
• Did you avoid long, complicated sentences?
• Are your sentences error-free?
• Did you punctuate correctly?
• Did you use capital letters to start sentences and for proper nouns?
• Did you use commas in your complex sentences, where needed?
• Did you use full stops (.) to finish sentences?

Is IELTS writing hard?
IELTS writing is not so hard if you have a thorough understanding of the test format and are able to organise your thoughts into grammatically-correct, well-structured sentences. Obviously, it requires a fair amount of practice. If you follow these 8 steps, you will be well on your way to a band 8 in Writing Task 2.