IELTS Writing Task 2: How to Score Band 7+

IELTS Writing Task 2 is worth twice as much as Task 1 — and it is where most candidates lose or gain the most marks. A Band 6 essay and a Band 7 essay can look similar on the surface, but they differ in four very specific areas that examiners are trained to spot. This guide explains exactly what those areas are, what Band 7+ looks like in practice, and how to get there systematically.

📌 What This Guide Covers

Everything from understanding the four marking criteria to planning, structuring, writing, and reviewing your essay — with a complete Band 7+ sample essay, paragraph templates, and a vocabulary bank. No filler. No vague advice.

Section 1
What Is IELTS Writing Task 2?

Task 2 asks you to write a formal discursive essay of at least 250 words in response to a question on a general topic (education, technology, environment, health, society, etc.). You have 40 minutes for this task.

Feature	Details
Minimum word count	250 words (penalties below this)
Recommended length	260–300 words for Band 7 \| 280–320 for Band 8+
Time allowed	40 minutes (suggested; same paper as Task 1)
Weighting	⅔ of your Writing band score (Task 1 = ⅓)
Register	Formal and academic — no contractions, no slang
First person	Allowed for opinion essays; avoid for Discussion essays

Section 2
The 4 Marking Criteria (25% Each)

Every Task 2 essay is scored on four equally weighted criteria. Understanding each one tells you exactly where to put your effort.

25%

Task Achievement (TA)

Did you fully answer the question? Did you cover all parts of the task with a clear position?

25%

Coherence & Cohesion (CC)

Is your essay logically organised? Do ideas flow smoothly with correct linking words and paragraphing?

25%

Lexical Resource (LR)

Do you use a wide, accurate, and appropriate range of vocabulary? Can you paraphrase naturally?

25%

Grammatical Range & Accuracy (GRA)

Do you use a variety of sentence structures accurately, including complex sentences?

💡 The Most Neglected Criterion

Most candidates focus almost entirely on vocabulary and grammar. But Task Achievement is where Band 5–6 candidates most commonly lose marks — by misreading the question, giving a partial answer, or having no clear position. Read the question three times before you write a single word.

Section 3
5 Question Types — And How to Identify Each

Before you can write a good essay, you must correctly identify what type of essay the question is asking for. Each type requires a different structure and a different approach to your position.

Type	Question Signals	Your Job	Position
Opinion / Agree-Disagree	"To what extent do you agree or disagree?" "Do you agree or disagree?"	State and defend a clear personal opinion throughout	Fully agree / Fully disagree / Partially agree (pick one clearly)
Discussion	"Discuss both views and give your own opinion."	Present both sides fairly, then give your own view	State your opinion in intro and conclusion only
Advantages & Disadvantages	"What are the advantages and disadvantages?" "Do the advantages outweigh the disadvantages?"	Cover both sides; if "outweigh" — give an overall verdict	Required if "outweigh" is asked; optional otherwise
Problem & Solution	"What are the causes of this problem and what solutions can be suggested?" "What problems does this cause and how can they be solved?"	Identify 2 causes/problems and 2 solutions clearly	Not required — no personal opinion needed
Two-Part / Direct Question	"Why is this happening? Is this a positive or negative development?" "What are the reasons? What can be done?"	Answer both questions fully — missing one = Band 5 maximum for TA	Depends on the second question

⚠️ The Most Dangerous Mistake: Misidentifying the Question Type

If the question says "Discuss both views and give your own opinion" but you write only your own opinion — you will lose marks on Task Achievement regardless of how good your language is. Always underline the instruction words in the question before planning.

Section 4
The 40-Minute Time Plan

Forty minutes sounds like plenty. It isn't — unless you have a clear plan. Most candidates spend too long writing and have no time to check. Stick to this breakdown:

Read & Plan

Identify type, underline keywords, brainstorm 2 ideas per paragraph

10'

Introduction

Paraphrase topic + thesis statement (2–3 sentences, ~60 words)

20'

Body Paragraphs

10 min per paragraph — Point, Explain, Example, Link

Conclusion + Check

Summarise + restate position, then check grammar & spelling

💡 The 5-Minute Plan Is Non-Negotiable

Candidates who skip planning often write themselves into a corner halfway through Body Paragraph 2 and run out of ideas. Five minutes of thinking saves ten minutes of confused writing — and produces a far more coherent essay.

Section 5
The 4-Paragraph Essay Structure

For most Task 2 question types, a 4-paragraph structure is the safest, clearest, and most examiner-friendly format. It works for Opinion, Discussion, Advantages/Disadvantages, and Two-Part questions.

1️⃣

Introduction

Sentence 1: Paraphrase the topic (do NOT copy the question word for word).
Sentence 2: Your thesis — state your position or what the essay will cover.
Sentence 3 (optional): Outline — briefly mention the two main points you will discuss.

Target: 55–70 words

↓

2️⃣

Body Paragraph 1 — Main Argument / First View / Advantage / Cause

Topic sentence → state the main point clearly.
Explanation → explain why or how.
Example → give a specific, relevant example.
Link → connect back to the question or your thesis.

Target: 90–110 words

↓

3️⃣

Body Paragraph 2 — Counter-Argument / Second View / Disadvantage / Solution

Follow the same PEEL structure as Body Paragraph 1.
For Opinion essays: present and concede an opposing view, then refute it.
For Discussion essays: present the second view fairly before giving your opinion in the conclusion.

Target: 90–110 words

↓

4️⃣

Conclusion

Sentence 1: Signal the end — "In conclusion," or "To summarise,"
Sentence 2: Restate your position (paraphrase your thesis — do NOT copy it).
Sentence 3 (optional): Final thought, recommendation, or prediction.

Target: 45–60 words

⚠️ Never Write a 5-Paragraph Essay for Task 2

A 5-paragraph structure with three body paragraphs spreads your ideas too thin. Each body paragraph only gets ~70 words — not enough to develop an argument properly and demonstrate the depth examiners are looking for. Two well-developed paragraphs always outscore three shallow ones.

Section 6
How to Plan in 5 Minutes

Use this exact approach every time. Do not skip it. Let's use this example question:

📝 Example Question

"Some people believe that children should be taught to compete, while others think that cooperation is more important. Discuss both views and give your own opinion."

Step 1 — Identify the Question Type

"Discuss both views and give your own opinion" → This is a Discussion essay. I must cover both sides AND state my view.

Step 2 — Underline Key Words

children, taught to compete, cooperation more important, discuss both views, own opinion.

Step 3 — Brainstorm (2 ideas per paragraph)

Paragraph	Main Point	Example / Evidence
BP1: Competition	Prepares children for the competitive adult world (jobs, exams)	University entrance exams; job market competition
	Builds resilience and self-motivation	Sports teach children to handle defeat
BP2: Cooperation	Most workplace success depends on teamwork	Tech companies, hospitals, construction all require teams
	Cooperation builds social skills and empathy	Group projects teach listening and compromise
My opinion	Cooperation is more important — but both have a role	State in intro + conclusion

Step 4 — Write Your Thesis Sentence

"While competitive skills are undeniably useful, I believe that the ability to cooperate is a more fundamental life skill that should be given greater emphasis in education."

This is written before your essay begins — as your planning note. It becomes the core of your introduction and your conclusion.

Section 7
Writing the Introduction

The introduction has one job: tell the examiner clearly what the essay is about and what your position is. It does not need to be impressive or elaborate — it needs to be clear and accurate.

The 3-Sentence Introduction Template

Sentence	What It Does	Example
Sentence 1	Paraphrase the topic — use synonyms, change the sentence structure	"There is ongoing debate about whether schools should prioritise a competitive mindset or a cooperative one when educating young people."
Sentence 2	Your thesis — your position, stated clearly	"While competitive skills are undeniably useful, I believe that cooperation is a more fundamental life skill and should receive greater emphasis."
Sentence 3	Outline — briefly preview your two main points (optional but helpful)	"This essay will first examine the merits of competition before arguing that collaborative abilities are ultimately more valuable."

⚠️ Never Copy the Question — It Is Not Scored

Examiners are trained to ignore any text that is copied directly from the question. If your first sentence is a copy, it does not count toward your word total or your Lexical Resource score. Always paraphrase.

Section 8
Writing Body Paragraphs — The PEEL Method

Every body paragraph should follow the PEEL structure. This gives your paragraphs a logical, examiner-friendly flow and ensures you fully develop each point.

Letter	Stands For	What to Write	Approx. Sentences
P	Point	Your main argument for this paragraph — one clear, direct statement	1 sentence
E	Explain	Explain why or how — develop the logic behind your point	2–3 sentences
E	Example	A specific, relevant example — real-world, hypothetical, or statistical	1–2 sentences
L	Link	Connect back to the question or your thesis — do not just stop abruptly	1 sentence

PEEL in Practice — Body Paragraph 2 (Cooperation)

Point

On the other hand, the ability to cooperate is arguably a more essential skill in the modern world.

Explain

The vast majority of professional environments — from hospitals and schools to technology companies and construction sites — rely on individuals who can work effectively as part of a team. A person who struggles to collaborate, regardless of their individual talent, will find progress in such environments severely limited. Moreover, cooperation develops empathy and communication skills that competition tends to suppress.

Example

For instance, research into high-performing organisations consistently shows that team cohesion and psychological safety are stronger predictors of success than individual ability.

Link

For these reasons, teaching children to cooperate meaningfully prepares them for the realities of adult professional life in a way that competition alone cannot.

💡 On Examples: They Do Not Need to Be Factual

IELTS examiners do not verify your examples for factual accuracy. You can write "research suggests…" or "studies have shown…" without citing a specific source. What matters is that your example is relevant, specific, and well-integrated into your argument — not whether the statistic is real.

Section 9
Writing the Conclusion

The conclusion is the shortest paragraph and has the clearest job: close the essay and restate your position. It should introduce no new ideas or new evidence.

Conclusion Template

Sentence	Function	Example Phrase
Opening signal	Tell the examiner the essay is ending	"In conclusion," / "To conclude," / "To summarise,"
Restate position	Paraphrase your thesis — do NOT copy it word for word	"…although competitive instincts have clear value, I remain convinced that collaborative skills are of greater importance for young people's long-term development."
Final thought	Recommendation, prediction, or broader implication (optional)	"Ideally, schools should strike a balance, incorporating both approaches to produce well-rounded individuals."

Section 10
Full Band 7+ Sample Essay (with Annotations)

Below is a complete Band 7+ essay for the competition vs cooperation question. Highlighted phrases show Band 7+ vocabulary and structure choices.

Introduction — 65 words

There is ongoing debate about whether schools should prioritise fostering a competitive mindset or a cooperative one in young learners. While both approaches carry undeniable merit, I believe that the ability to collaborate with others is ultimately the more vital skill for modern life, and should therefore be given greater emphasis in education. This essay will examine arguments for both perspectives before presenting my own view.

Body Paragraph 1 — Competition — 100 words

Proponents of competition argue that it prepares children for the realities of adult life, where individuals must frequently compete for limited resources such as university places and employment opportunities. Exposure to competitive environments from an early age can build resilience, self-motivation, and the ability to perform under pressure — qualities that are highly valued in professional settings. For example, students who participate in academic competitions or competitive sports often develop greater determination and a stronger work ethic than those who do not. Consequently, there is a compelling case for incorporating competition into children's education.

Body Paragraph 2 — Cooperation — 107 words

On the other hand, the ability to cooperate is arguably a more essential life skill in the contemporary world. The vast majority of professional environments — from hospitals and schools to technology firms and construction sites — depend on individuals who can work effectively as part of a team. A person who is highly competitive but struggles to collaborate will inevitably find their progress limited in such contexts. Furthermore, cooperation cultivates empathy, active listening, and the capacity to compromise — interpersonal qualities that competition often suppresses. Research into high-performing organisations consistently identifies team cohesion as a stronger predictor of success than individual ability alone.

Conclusion — 57 words

In conclusion, while I acknowledge that competitive skills have a valuable role in preparing young people for the challenges ahead, I remain convinced that the ability to cooperate is the more fundamental and widely applicable life skill. Ideally, schools should incorporate both approaches, ensuring that students develop not only ambition but also the social intelligence required to thrive in collaborative environments.

Word count: 329 words | Estimated Band: 7–7.5

Criterion	What This Essay Does Well
Task Achievement	Both views discussed; clear opinion stated in intro and conclusion; all parts of the question addressed
Coherence & Cohesion	Clear 4-paragraph structure; linking words used accurately ("On the other hand", "Consequently", "Furthermore"); no abrupt jumps
Lexical Resource	Range of academic vocabulary: "proponents", "resilience", "cultivates", "interpersonal", "cohesion"; no repetition of basic words
Grammatical Range	Mix of complex sentence structures; relative clauses, passive constructions, conditional implication; very few errors

Section 11
Linking & Academic Vocabulary Bank

Linking Words by Function

Function	Useful Phrases
Adding a point	Furthermore, Moreover, In addition, Additionally, What is more
Contrasting	However, On the other hand, Nevertheless, Despite this, Conversely, Notwithstanding
Giving a reason	This is because, due to the fact that, as a result of, owing to
Giving a result	Therefore, Consequently, As a result, Hence, Thus, This leads to
Giving an example	For instance, For example, To illustrate, A case in point is, Such as
Conceding a point	Admittedly, It is true that, While it is acknowledged that, Despite the fact that
Concluding	In conclusion, To conclude, To summarise, On balance, Taking everything into consideration

Academic Vocabulary to Upgrade Common Words

argue → contend / assert / maintain

For stating your view or others' views

"Proponents of this view contend that…"

show → demonstrate / illustrate / reveal

For introducing evidence or examples

"Research has consistently demonstrated that…"

important → significant / crucial / paramount / fundamental

For emphasising importance

"This is a fundamental consideration in education."

bad → detrimental / harmful / adverse / counterproductive

For negative effects

"This can have a detrimental impact on wellbeing."

good → beneficial / advantageous / conducive to

For positive effects

"This is conducive to long-term economic growth."

people → individuals / society / the population / stakeholders

For referring to groups without repetition

"Individuals from all backgrounds stand to benefit."

many → a significant number of / a considerable proportion of

For quantity without using "a lot of" (informal)

"A considerable proportion of young people today…"

think → believe / consider / recognise / acknowledge

For opinion verbs with more precision

"I acknowledge that this view has some merit, however…"

Section 12
What Separates Band 5 / 6 / 7 / 8

Modest

Competent

Good

Very Good

Expert

Criterion	Band 5	Band 6	Band 7	Band 8
Task Achievement	Addresses the topic but misses parts of the task; unclear position	Addresses all parts but position may be unclear or underdeveloped	All parts addressed; clear position throughout; main ideas extended and supported	All parts fully and relevantly addressed; position is nuanced and well-defended
Coherence & Cohesion	Some organisation; ideas may be difficult to follow; linking overused or mechanical	Organised with clear paragraphs; cohesive devices used, sometimes inaccurately	Logical progression; variety of cohesive devices used accurately; central topic is clear	Seamless, skilful use of cohesion; paragraphing is always appropriate
Lexical Resource	Limited range; errors in word choice affect communication	Adequate vocabulary; some attempts at less common words; noticeable errors	Sufficient range; some less common vocabulary with awareness of style; only minor errors	Wide range used flexibly and precisely; rare and minor errors only
Grammar	Limited range; mostly simple sentences; frequent errors	Mix of simple and complex structures; some errors but meaning is clear	Variety of complex structures; good control of grammar; only occasional errors	Wide range; most sentences error-free; errors are only occasional slips

Section 13
Do's and Don'ts for Band 7+

✅ Always Do

Read and underline key words in the question before writing
Spend 5 minutes planning your two main ideas
Paraphrase the question in your introduction
State your position clearly in the introduction
Use PEEL structure in every body paragraph
Give specific examples, even hypothetical ones
Use a variety of linking words — not just "firstly, secondly"
Write in formal register throughout
Check your essay for grammar and spelling in the last 3–4 minutes
Write at least 250 words — aim for 270–300

❌ Never Do

Copy the question into your introduction
Use contractions (don't, can't, it's)
Use informal language (kids, lots of, a lot, stuff)
Use bullet points or numbered lists — write in paragraphs
Start every sentence with a linking word — it becomes mechanical
Introduce new ideas in the conclusion
Write fewer than 250 words — marks are deducted
Repeat your thesis sentence word-for-word in the conclusion
Give only one side for a Discussion question
Give personal stories ("In my village…", "My father says…")

Section 14
Pre-Submission Checklist

Run through this in the final 3–4 minutes. One pass can gain you half a band.

#	Check	What to Look For
1	Word count	Is it at least 250 words? Count if unsure.
2	Question type	Have I answered ALL parts of the task?
3	Position	Is my opinion clearly stated and consistent throughout?
4	Introduction	Does it paraphrase (not copy) the question and state my thesis?
5	Paragraph structure	Does each body paragraph have a topic sentence, explanation, and example?
6	Conclusion	Does it summarise without adding new ideas?
7	Subject-verb agreement	"The government is" not "the government are"
8	Articles	Check a/an/the — especially before nouns
9	Register	Any contractions or informal words? Remove them.
10	Spelling	Check the words you know you sometimes misspell

⚡ Task 2 Master Quick Reference

Topic	Key Rule / Formula
Word count	Minimum 250 — aim for 270–300
Time plan	5 min plan → 10 min intro → 20 min body → 5 min conclusion + check
Paragraphs	4 paragraphs: Intro → BP1 → BP2 → Conclusion
Body paragraph	PEEL: Point → Explain → Example → Link
Introduction	Paraphrase topic + thesis + optional outline (no copied text)
Conclusion	Restate position + final thought (no new ideas)
Opinion question	State your view clearly — and maintain it throughout
Discussion question	Both sides fairly + your opinion in intro and conclusion
Register	Formal always — no contractions, no slang, no personal anecdotes
Vocabulary	Vary your synonyms; avoid repeating the same noun/verb more than twice
Examples	Specific and integrated — not verified for factual accuracy by examiners
Linking words	Vary them; do not start every sentence with a linker

Summary

Task 2 is worth twice Task 1 — give it 40 minutes and treat it as the priority.
The 4 marking criteria each carry 25% — neglect any one of them and your band drops.
Identify the question type first — it determines your entire structure and approach.
Always spend 5 minutes planning before you write a single word.
Use a 4-paragraph structure and the PEEL method for body paragraphs — every time.
Paraphrase the question in your introduction — never copy it.
Band 7 is achievable for most learners with a structured approach — it is not about genius, it is about system.

📖 Contents

Section 1 What Is IELTS Writing Task 2?

Section 2 The 4 Marking Criteria (25% Each)

Section 3 5 Question Types — And How to Identify Each

Section 4 The 40-Minute Time Plan

Section 5 The 4-Paragraph Essay Structure

Section 6 How to Plan in 5 Minutes