IELTS Writing Task 2
IELTS Writing Task 2: Essay Types, Structure and a Band 9 Model Answer
Task 2 is worth twice as much as Task 1 and follows one of five recurring question types. Learn to recognise each type, apply a structure that works for all of them, and see a full band 9 essay broken down paragraph by paragraph.
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How Task 2 is scored
Task 2 makes up two-thirds of your overall Writing score, so it carries more weight than Task 1 in every Writing band calculation. Examiners mark it against four equally weighted criteria.
Task Response
Do you answer every part of the question, take a clear position, and support it with developed, relevant ideas rather than generic filler?
Coherence and Cohesion
Is the essay logically organised into paragraphs, with a clear central idea per paragraph and natural linking between them?
Lexical Resource
Do you use a wide enough range of vocabulary, used precisely and naturally, to discuss the topic without repetition?
Grammatical Range and Accuracy
Do you use a mix of simple and complex sentence structures accurately, with only occasional, non-distracting errors?
The 5 essay question types
Almost every Task 2 prompt falls into one of five patterns. Identifying the type in the first thirty seconds tells you exactly what structure and content the examiner expects.
1. Opinion (Agree or Disagree)
You are given a statement and asked whether you agree or disagree. Pick one side and argue it consistently throughout, or take a partial position if you genuinely hold one, as long as it is clear from the introduction onward.
"Some people believe that unpaid community service should be a compulsory part of high school education. To what extent do you agree or disagree?"
2. Discussion (Discuss Both Views)
You are given two opposing views and asked to discuss both, then usually give your own opinion. Give genuine, balanced weight to each view before stating your position, rather than dismissing one side quickly.
"Some people think governments should invest in public transport, while others believe the money is better spent on roads. Discuss both views and give your own opinion."
3. Advantages and Disadvantages
You are asked to weigh up the benefits and drawbacks of a situation or trend. Some prompts ask you to also state whether the advantages outweigh the disadvantages, which requires a clear final position, not just a list.
"In many countries, more people are choosing to work from home. What are the advantages and disadvantages of this trend?"
4. Problem and Solution
You are presented with a problem, or asked to identify causes, and expected to propose realistic solutions. Vague solutions score poorly; specific, workable ones tied directly to the stated problem score well.
"Traffic congestion is a growing problem in many major cities. What are the causes of this problem, and what measures could be taken to solve it?"
5. Two-Part Question
You are asked two direct questions on a topic rather than given a statement to react to. Both questions must be answered with roughly equal development, since Task Response is marked down if one part is only briefly addressed.
"Many students choose to study abroad. Why do students study in foreign countries, and what problems might they encounter while doing so?"
Essay structure that works for every type
The same four-part structure adapts to all five question types. What changes is what goes inside each paragraph, not the overall shape.
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Introduction (2 to 3 sentences)
Paraphrase the question in your own words, then state your position or preview what the essay will cover. Never copy the question's wording directly.
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Body paragraph 1 (main idea plus support)
State one clear central idea, explain it, then support it with a specific example, reason, or consequence. One idea per paragraph, fully developed, beats three ideas mentioned briefly.
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Body paragraph 2 (second main idea plus support)
Follow the same pattern with a second, distinct idea. For discussion or advantages/disadvantages questions, this is typically where the second view or side is developed.
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Conclusion (1 to 2 sentences)
Summarise your position without introducing new ideas. A conclusion that simply restates the introduction's stance in different words is enough; it does not need new arguments.
Band 9 model answer
Opinion essay, 267 words
"Some people believe that unpaid community service should be a compulsory part of high school education. To what extent do you agree or disagree?"
Introduction: It is sometimes argued that secondary school students should be required to complete unpaid community work as part of their education. I largely agree with this view, primarily because of the practical skills and civic awareness it fosters, although I accept that mandatory participation carries some risk of resentment if poorly implemented.
Body 1: The strongest argument in favour of compulsory community service is that it exposes teenagers to responsibilities and environments they would rarely encounter through classroom study alone. A student who spends several weeks assisting at a care home or a local charity develops communication skills, empathy, and a sense of accountability that traditional lessons struggle to teach directly. These qualities are increasingly valued by universities and employers, who often note that academically strong candidates can still lack real-world experience.
Body 2: Equally important is the broader social benefit. When community service is voluntary, it tends to be undertaken disproportionately by students who are already civically engaged, meaning the practice reaches only a narrow group. Making it compulsory ensures that every student, regardless of background, is exposed to the needs of their local community at a formative age, which is more likely to build a lasting habit of civic participation into adulthood than optional schemes ever could.
Conclusion: In conclusion, while care must be taken to design meaningful placements rather than token exercises, I believe the personal and social benefits of compulsory community service outweigh the drawbacks of making it mandatory.
Linking words and cohesion
Cohesion is marked on how naturally ideas connect, not on how many linking words you fit in. A small set of accurate, varied linkers used correctly outscores a long list used mechanically.
| Function | Examples |
|---|---|
| Adding a point | furthermore, in addition, moreover |
| Contrasting | however, on the other hand, whereas |
| Giving a result | as a result, consequently, this means that |
| Giving a reason | this is because, given that, since |
| Giving an example | for instance, a clear example of this is |
| Concluding | in conclusion, to summarise, overall |
Referencing words such as "this", "these" and "such" often build cohesion more naturally than a linking word, by pointing back to an idea already introduced in the previous sentence.
Common mistakes
- Memorising a template essay. Examiners are trained to recognise pre-learned content that does not fully address the specific question asked, which is marked down under Task Response regardless of language quality.
- Writing four or more body paragraphs. Splitting ideas too thinly across many short paragraphs usually means none of them are developed enough to score well; two well-developed paragraphs beat four shallow ones.
- Ignoring part of the question. Two-part questions and "discuss both views" prompts are marked down heavily if one part receives only a sentence or two.
- Overusing linking words. Starting every sentence with "Moreover" or "Furthermore" reads as mechanical rather than cohesive, and can actually lower the Coherence and Cohesion score.
- Writing under 250 words. Essays below the word count are penalised under Task Response, but padding with repetition to reach the count is equally counterproductive.
- Leaving no time to plan. Spending three to four minutes planning your position and two main ideas before writing almost always produces a more coherent essay than writing directly from the prompt.
Want every essay type modelled at band 9?
The Writing Masterclass covers Task 1 and Task 2 in full, with band 9 model essays for every question type shown here, plus the exact planning method examiners reward.
Explore the Writing MasterclassFrequently asked questions
How long should my Task 2 essay be?
Aim for 260 to 290 words. The minimum is 250, but writing closer to 270 to 280 gives enough room to develop two ideas fully without risking the rushed, error-prone writing that comes with essays over 320 words.
How many body paragraphs should I write?
Two, in almost all cases. Two fully developed paragraphs, each with one main idea, an explanation, and a specific example, consistently score higher than three or four thinner paragraphs.
Do I need to give my own opinion in a "discuss both views" essay?
Check the exact wording of the prompt. Most "discuss both views" questions also ask you to give your own opinion, which should appear briefly in the introduction and be reflected in the conclusion, not argued at length in a separate paragraph.
How much time should I spend on Task 2?
Around 40 minutes, since it carries twice the marks of Task 1. A rough guide is 3 to 4 minutes planning, 30 to 32 minutes writing, and a few minutes left to check grammar and word choice.
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