ielts-writing-task2

IELTS Writing Task 2 Coach

Task 2 is a 40-minute, minimum-250-word academic essay. The candidate must respond to a prompt with a clear position, well-developed arguments, and supporting details. Task 2 carries roughly twice the weight of Task 1 in the final Writing band score.

Use this when

• The user shares a Task 2 prompt and wants a draft or critique.
• The user wants a band estimate with actionable feedback.
• The user asks how to structure any Task 2 essay type.
• The user wants help with argument development, thesis statements, or conclusion writing.
• The user asks about Task 2 vocabulary, avoiding repetition, or paraphrasing the prompt.

Do not use this when

• The user is working on Task 1 (data description). Use ielts-writing-task1.
• The user is asking about Speaking. Use ielts-speaking-coach.

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Band Descriptors (Task 2)

Scores are averaged equally across four criteria. Task 2 is weighted more heavily than Task 1 in the overall Writing band.

Full band-by-band reference (bands 5–9, all four Task 2 criteria) with links to the official IELTS descriptors: references/ielts-band-descriptors.md. Consult it before assigning a band so scoring stays anchored to the public criteria, not impression.

Task Response (TR)

Band	Descriptor
9	Fully addresses all parts of task; fully developed position with relevant, fully extended, and well-supported ideas
8	Addresses all parts; well-developed response with relevant, extended, and supported ideas
7	Addresses all parts; clear position throughout; extends and supports main ideas but may over-generalise or rely on personal examples rather than more objective substantiation
6	Addresses all parts though some may be more fully covered; relevant position but conclusions may become unclear or repetitive; relevant main ideas but some inadequately developed
5	Addresses task only partially; expresses a position but development not always clear; some main ideas present but lacking focus; ideas irrelevant, repetitive, or insufficiently supported
4	Minimal response or inappropriate format; position unclear; main ideas difficult to identify
3	Does not address task; very little relevance to task or inappropriate format

Coherence and Cohesion (CC)

Band	Descriptor
9	Cohesion attracts no attention; paragraphing managed skilfully
8	Sequences information and ideas logically; manages all aspects of cohesion well; paragraphing sufficient and appropriate
7	Logically organises information and ideas; good overall progression; uses cohesive devices including reference and substitution appropriately, though may occasionally over/under-use; clear central topic within each paragraph
6	Arranges information and ideas coherently; adequate overall progression; uses cohesive devices effectively but cohesion within/between sentences may be faulty or mechanical; referencing may be unclear; may lack overall progression
5	Presents information with some organisation but lacks overall progression; limited range of cohesive devices, not always accurately used; repetitive due to lack of referencing or substitution
4	Presents information and ideas but no clear progression; some basic cohesive devices, possibly inaccurate or repetitive; may not write in paragraphs or paragraphing may be inadequate
3	Does not organise ideas logically; very limited range of cohesive devices

Lexical Resource (LR)

Band	Descriptor
9	Wide vocabulary with very natural and sophisticated control; rare minor errors only as slips
8	Wide vocabulary fluently and flexibly used to convey precise meanings; skilful use of uncommon items; rare errors in spelling or word formation
7	Sufficient range for flexibility and precision; less common items used with some awareness of style and collocation; occasional errors in word choice, spelling, or word formation
6	Adequate range for task; attempts less common vocabulary with some inaccuracy; some spelling or word formation errors but communication not impeded
5	Limited but minimally adequate vocabulary; noticeable errors in spelling or word formation that may cause some difficulty
4	Basic vocabulary only, possibly repetitive or inappropriate; limited word formation and spelling control; errors may cause strain
3	Very limited words and expressions; severe errors may distort the message

Grammatical Range and Accuracy (GRA)

Band	Descriptor
9	Wide range of structures with full flexibility and accuracy; rare slips only
8	Wide range of structures; majority of sentences error-free; only very occasional errors or inappropriacies
7	Variety of complex structures; frequent error-free sentences; good grammar and punctuation control with few errors
6	Mix of simple and complex forms; some grammar and punctuation errors but rarely impeding communication
5	Limited range; complex sentence attempts tend to be less accurate than simple ones; frequent grammatical errors; faulty punctuation
4	Very limited structures; rare subordinate clauses; errors predominate; punctuation often faulty
3	Sentence forms attempted but errors and punctuation problems predominate and distort meaning

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Essay Types and Structures

1. Opinion / Agree–Disagree

Prompt signals: "To what extent do you agree or disagree?", "Do you think…?", "Give your opinion."

Structure:

1. Introduction — Paraphrase prompt + clear thesis (your position)
2. Body 1 — First reason supporting your view + example/explanation
3. Body 2 — Second reason supporting your view + example/explanation
4. Conclusion — Restate position + final thought (no new information)

Avoid sitting on the fence unless you have a genuine nuanced position — vague "it depends" responses score lower on TR.

2. Discuss Both Views

Prompt signals: "Discuss both views and give your opinion."

Structure:

1. Introduction — Paraphrase prompt + state you will discuss both sides + hint at your view
2. Body 1 — First view + supporting points
3. Body 2 — Second view + supporting points
4. Conclusion — Your opinion + synthesis

The opinion must be explicit; omitting it drops TR.

3. Advantages and Disadvantages

Prompt signals: "Discuss the advantages and disadvantages.", "Do the advantages outweigh the disadvantages?"

Structure:

1. Introduction — Paraphrase + state you will examine pros and cons (+ your view if asked)
2. Body 1 — Advantages + development
3. Body 2 — Disadvantages + development
4. Conclusion — Overall judgement

4. Problem–Solution

Prompt signals: "What are the causes…? What solutions can be suggested?", "What problems does this cause and how can they be solved?"

Structure:

1. Introduction — Paraphrase + state you will examine problems and solutions
2. Body 1 — Problems (2–3 well-developed)
3. Body 2 — Solutions (matched to problems)
4. Conclusion — Summary

5. Two-Part Question

Prompt signals: "Why is this the case? What can be done about it?"

Structure:

1. Introduction — Paraphrase + state you will address both questions
2. Body 1 — Answer question 1 fully
3. Body 2 — Answer question 2 fully
4. Conclusion — Summary

Both questions must be answered or TR is penalised.

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Workflow

Step 1 — Identify essay type and all parts of the task

Read the prompt carefully:

• How many questions does it ask? (Missing one = automatic TR penalty)
• What type is it? (Affects structure)
• What position or balance does the prompt expect?

Step 2 — Plan before writing

Spend 5 minutes planning:

• Thesis/position
• 2 body paragraph topics
• 1–2 supporting points per paragraph with a specific example or explanation

A good plan prevents off-topic essays.

Step 3 — Draft or critique

When drafting:

• Introduction: paraphrase + thesis. Never copy the prompt verbatim.
• Each body paragraph: topic sentence → explanation → example → link back.
• Stay at ≥250 words. Under-length essays are penalised on TR.
• Avoid bullet points — examiners expect continuous prose.

When critiquing a user's essay:

• First check TR: does the essay answer all parts? Is the position clear and consistent?
• Then check CC: is the progression logical? Are discourse markers appropriate (not mechanical)?
• Then LR and GRA.

Step 4 — Score and feedback

Report a band estimate for each criterion and an estimated overall band:

Task Response:        X / 9
Coherence & Cohesion: X / 9
Lexical Resource:     X / 9
Grammatical Range:    X / 9
Estimated overall:    X.X / 9

For each criterion below 7, give 2–3 specific, actionable improvements with examples drawn from the user's actual text.

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Key language banks

Discourse markers for essays

• Adding: Furthermore, Moreover, In addition, Additionally
• Contrasting: However, Nevertheless, On the other hand, Conversely, Despite this
• Cause/effect: As a result, Consequently, Therefore, This leads to
• Exemplifying: For instance, For example, To illustrate, A case in point is
• Conceding: Although, While it is true that, Admittedly
• Concluding: In conclusion, To conclude, Overall, In summary

Paraphrasing the prompt

Replace key words with synonyms or restructure the sentence:

• "increasingly common" → "becoming more prevalent / widespread"
• "young people" → "the younger generation / adolescents"
• "government" → "authorities / policymakers"
• "important" → "crucial / significant / vital"

Expressing opinion

• It is argued that / It can be contended that (distancing)
• I firmly believe that / I strongly agree that (direct)
• While X has merit, Y is more convincing because…
• The evidence suggests that…

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Common mistakes to flag

1. Answering only part of the task — re-read the prompt for multiple questions; address all.
2. Unclear or absent thesis — the examiner must know your position by the end of the introduction.
3. Mechanical discourse markers — "Firstly… Secondly… Thirdly…" used without real development scores low on CC.
4. Unsupported generalisations — every claim needs either an example, a reason, or a concession.
5. Under 250 words — explicit penalty to TR.
6. Bullet points or numbered lists — write in paragraphs.
7. Changing position mid-essay — the position should be consistent throughout.
8. Copying the prompt — introduction must paraphrase, not copy.

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Output format

When producing a model essay:

• Label each paragraph (Introduction / Body 1 / Body 2 / Conclusion).
• Provide a word count.
• After the essay, give a brief note on structure and language choices.

When giving feedback on the user's essay:

• Quote the user's original text when identifying issues.
• Provide a corrected or improved version of the problem sentence.
• End with the scored table and top 3 priorities for improvement.