IELTS Writing Task 2: Complete Guide with 70+ Topic Ideas

Contents
1. IELTS Academic Writing Task 2 .......................................................................5
2. IELTS Writing Task 2: how to use your 40 minutes ........................................5
. IELTS Writing Task 2: how to answer any !uestion .......................................5
4. IELTS Writing: "ro#$em % so$ution &$i'e e("ectancy) .......................................6
*. IELTS Writing Task 2: +o"inion+ essays ............................................................7
,. IELTS Ad-ice: argument or discussion...........................................................7
/. IELTS Writing Task 2: discussion without o"inion .........................................8
. IELTS rammar: cause and e''ect ...................................................................8
. IELTS Writing: to what e(tent do you agree ..................................................8
10. IELTS Writing Task 2: how to write an introduction ..................................9
11. IELTS Writing Task 2: introductions ............................................................9
12. IELTS Writing Task 2: how to write introductions ....................................10
1. IELTS Writing Task 2: short introductions ....................................................10
1. IELTS Writing Task 2: di ''erent in troductions ............................... ...........11
14. IELTS Writing Task 2: r u$es 'or introductions ...........................................12
1*. IELTS Writing Task 2: introductions and conc$usions ..............................12
1,. IELTS Writing Task 2: one -iew or #oth -iews ........................................13
1/. IELTS Writing Task 2: ha-e a strong o"inion ............................................13
1. IELTS Writing Task 2: #a$anced o"inion ....................................................13
1. IELTS Writing Task 2: strong or #a$anced o"inion ...................................14
20. IELTS Writing Task 2: do the ad-antages outweigh... .............................14
21. IELTS Writing Task 2: di''icu$t !uestions ..................................................15

22. IELTS Writing Task 2: when to gi-e your o"inion .....................................15
IELTSWritingTask2Simon Page1
2. IELTS Writing Task 2: how to w rite a "aragra"h .................................... .16
24. IELTS Writing Task 2: use re$ated words ...................................................17
2*. IELTS Writing Task 2: idea3 e("$ain3 e(am"$e ...........................................17
2,. IELTS Writing Task 2: #and  "aragra"h ..................................................18
2/. IELTS Writing: * sentence "aragra"hs .......................................................18
2. IELTS Writing Task 2: e(am"$e "aragra"h ............................................ ...19
2. IELTS Writing Task 2: " $an your main "aragra"hs ..................................19
4. IELTS Writing Task 2: main #ody "aragra"hs ..............................................20
0. IELTS Writing Task 2: conc$usions .............................................................20
1. IELTS Writing Task 2: +tra''ic+ to"ic ...........................................................21
2. IELTS Writing Task 2: + -egetarianism+ to"ic .............................................21
. IELTS Writing Task 2: "u#$ic%"ri-ate hea$thcare ......................................22
4. IELTS Writing Task 2: +chi$dren+ to"ic .......................................................22
*. IELTS Writing Task 2: +immigration+ to"ic ................................................23
,. IELTS Writing Task 2: using e(am"$es .......................................................23

/. IELTS Writing Task 2: +genetic engineering+ to"ic ............................. .......23
. IELTS Writing Task 2: +"arents and chi$dren+ to"ic ..................................24
. IELTS Writing Task 2: main #ody "aragra"hs ..........................................24
40. IELTS Writing Task 2: 'u$$ essay .................................................................25
41. IELTS Writing Task 2: studying a#road .....................................................26
42. 5and / 6oca#u$ary ....................................................................................26
4. IELTS Writing Task 2: crime to"ic ..............................................................27
44. IELTS Writing Task 2: +7oo+ to "ic ...............................................................27
4*. IELTS Writing Task 2: education % "ractica$ ski$$s ....................................28
4,. IELTS Writing Task 2: g$o#a$isation ...........................................................29
4/. IELTS Writing Task 2: ad-ertising to"ic ....................................................29
4. IELTS Writing Task 2: tourism ....................................................................30
4. IELTS Writing Task 2: what is ha""iness .................................................31
*0. IELTS Writing Task 2: g $o#a$ $anguage argument ....................................31
*1. IELTS Writing Task 2 : te chno$ogy ..............................................................32
*2. IELTS Writing Task 2: city "ro#$ems ..........................................................32
*. Students+ 8uestions: +c$imate+ t o"ic .............................................................33
*4. IELTS Writing Task 2: go-ernments ...........................................................33
**. IELTS writing Task 2: hea$th to"ic ..............................................................34
*,. IELTS Writing Task 2: go-ernment s"ending ............................................34
*/. IELTS Writing Task 2: +#ott$ed water+ to"ic ..............................................35
*. IELTS Writing Task 2: money and consumerism ......................................35
*. IELTS Writing Task 2: 'i(ed "unishments ..................................................36
,0. IELTS Writing Task 2: + on$ine sho""ing+ to"ic ..........................................36
,1. IELTS Writing Task 2: using the e#ook ......................................................37

,2. IELTS Writing Task 2: +marriages+ to"ic ....................................................37
,. IELTS Writing Task 2: +road sa'ety+ to"ic ..................................................38
,4. IELTS Writing Task 2: + academic a#i$ity+ to"ic .........................................38
,*. IELTS Writing Task 2: +ro#ots+ to"ic ..........................................................39
,,. IELTS Writing Task 2: +women and work+ to"ic ........................................40
,/. IELTS Writing Task 2: +minority $anguages+ essay ....................................41
,. IELTS Writing Task 2: + de"endence+ !uestion ...........................................41
,. IELTS Writing Task 2: + 9o# satis'action+ to"ic .......................................... .42
/0. IELTS Writing Task 2: s am"$e discussion essay .........................................42
/1. IELTS Writing Task 2: +museums+ essay .....................................................43
/2. IELTS Writing Task 2: +s"orts sa$aries+ to"ic .............................................44
/. IELTS Writing Task 2: +he$"ing "oor countries+ to"ic ...............................44
/4. IELTS Writing Task 2: +gender and uni-ersity+ to"ic ................................45
/*. IELTS Writing Task 2: +gender and uni-ersity+ essay ...............................46
/,. IELTS Writing Task 2: +techno$ogy+ to"ic ...................................................46
//. IELTS Writing Task 2: the +2 "art+ !uestion ...............................................47
/. IELTS Writing Task 2: recent !uestion .......................................................48
/. IELTS Writing Task 2: g $o#a$isation o' cu$ture ..........................................48
0. IELTS Writing Task 2: ad-ertising ..............................................................49
1. IELTS Writing Task 2: method ....................................................................50
2. IELTS Writing Task 2: "ro#$em and so$ution ................................ ............50
. IELTS Writing Task 2: "ro#$em and so$ution &o#esity) .............................50
4. IELTS Writing Task 2: higher education ....................................................51
*. IELTS Writing Task 2: +e!ua$ity+ to"ic .......................................................52
,. IELTS Writing Task 2: who shou$d we he$" .............................................53

*. IELTS Writing Task 2: +he$"+ essay .................................................................53
/. IELTS Writing Task 2: +g$o#a$ warming+ to"ic ................................... .......54
. IELTS Writing Task 2: +nuc$ear "ower+ to"ic .............................................55
. IELTS Writing Task 2: using the word I .................................................55
0. IELTS Writing Task 2: 'u$$ essay .................................................................55
1. IELTS Writing Task 2: #ooks3 radio3 T6 ....................................................56
2. IELTS Writing Task 2: +art and science+ to"ic ............................................57
. IELTS Writing Task 2: +techno$ogy+ essay ..................................................57
1. IELTS Academic Writing Task 2
In the second part of the IELTS Academc !rtn" Test# $o% ha&e to 'rte 250 'ords.
(o% sho%)d spend 40 mn%tes on ths tas*. !rtn" Tas* 2 s 'orth more than Tas* 1# so
$o% need to do t 'e)).
+or IELTS !rtn" Tas* 2# $o% ha&e to 'rte an essa$ dsc%ssn" a topc. (o% ')) ,e
"&en an opnon- ar"%ment# dfferent ponts of &e' or a pro,)em to dsc%ss.
ost st%dents prepare phrases for ntrod%cn" and )n*n" deas. /o'e&er# not man$
st%dents prepare "ood deas and opnons for IELTS topcs.
!e)) 'or* on these areas
• /o' to str%ct%re a "ood Tas* 2 essa$.

• reparaton of deas# opnons and "ood &oca,%)ar$ for each IELTS topc.
• /o' to ,%)d and )n* sentences to create coherent para"raphs.
• ommon msta*es n "rammar and 'ord %sa"e.
Some hard 'or* on these areas can ma*e a ," dfference to $o%r 'rtn" score.
2. IELTS Writing Task 2: how to use your 40 minutes
(o% ha&e 40 mn%tes for tas* 2# so tr$ or"ansn" $o%r tme n the fo))o'n" 'a$
irst 10 minutes
ead the %eston and ma*e s%re $o% %nderstand 'hat t s as*n" $o% to do. !rte a p)an
for a 4para"raph essa$ ntrod%cton# 2 man para"raphs# conc)%son and spend most of
the 10 mn%tes thn*n" of deas for the 2 man para"raphs.
* minutes
!rte $o%r ntrod%cton 2 sentences are eno%"h eamp)es
20 minutes
Spend 10 mn%tes on each of $o%r man ,od$ para"raphs. These are the$ most mportant
part of $o%r essa$# and the *e$ to a h"h score.
Last * minutes
!rte a %c* conc)%son eamp)es then chec* $o%r 'or*.

)ease note
These are s%""estons# not r%)es.
St%dents are often s%rprsed ,$ m$ 10mn%te p)annn" tme. In m$ eperence# a "ood
p)an he)ps $o% to 'rte $o%r essa$ m%ch faster than $o% thn*.
3. IELTS Writing Task 2: how to answer any !uestion
Toda$ I 'ant to sho' $o% 'hat happens n m$ ,ran 'hen I see an$ IELTS !rtn" Tas*
2 %eston.
/ere are m$ thn*n" steps
1. I read the %est on &er$ car ef%))$# ma$,e thre e tmes. I as* m$se)f :!hats the
topc; !hat s the %eston as*n" me to 'rte a,o%t;:
2. I %nder)ne the *e$ thn" s that m%s t ,e nc)%ded n the essa$ . I a)'a$s ans'er
e&er$ part of the %eston.
3. <o' I thn* a,o%t m$ 4 para" raph str%ct%re. I can 'r te an$ t $pe of es sa$ n 4
para"raphs= I >%st need to decde 'hat to p%t n each para"raph.
4. If I need to "&e m$ opnon# I thn* :!hat s the easest opnon to ep)an; !hat
"ood &oca,%)ar$ co%)d I %se;:
5. Then I 'rte do'n some &oca,%)ar$ deas that are re)ated to the topc.
6. I tr$ to 'rt e 2 sentences for th e ntrod%cton I ntrod%ce the top c# then "&e a
smp)e ans'er nc)%dn" m$ opnon f the %eston as*s for t.
7. I 'rte short to pc sentences to start each par a"raph# then de&e)op m$ deas ,$
ep)ann" and s%pportn" 'th eamp)es.
8. I )oo* at the %eston from tme to tme n order to chec* that Im ans'ern" e&er$
part of t.
9. I *no' that I 'rte a,o%t 10 'ords per )ne= I can %c*)$ chec* the appromate
n%m,er of 'ords that I&e 'rtten.
10. If I need more 'ords t o reach 250# I epand one of m$ eamp)es n the ma n
,od$ para"raphs. If necessar$# I dra' an arro' to sho' 'here I 'ant to add the
etra 'ords.
4. IELTS Writing: "ro#$em % so$ution &$i'e e("ectancy)
In the developed world, average life expectancy is increasing. What problems will this
cause for indivi duals and societ y? Suggest some measures that could be taken to
reduce the impact of aging populations.
Some ad-ice:
1. !rte 4 para"raphs ntrod%cton# pro,)ems# so)%tons# conc)%son.

2. ?ont 'orr$ a,o%t separatn" deas a,o%t nd&d%a)s and deas a,o%t socet$. @%st
menton somethn" a,o%t ,oth n $o%r para"raphs.
3. e)o' are some deas.
;ro#$ems caused:
an ncrease n the n%m,er of retred peop)e 'ho ')) rece&e a penson= a sma))er
proporton of $o%n" ad%)ts= sma))er 'or*n" pop%)atons= a "reater ta ,%rden on 'or*n"
ad%)ts= demand for hea)thcare ')) rse= $o%n" ad%)ts ')) ha&e to )oo* after e)der)$
re)at&es
;ossi#$e so$utions:
peop)e ma$ ha&e to retre )ater= the state penson a"e ')) rse= medca) ad&ances and
hea)th pro"rammes m"ht a))o' e)der)$ peop)e to sta$ hea)th$ and 'or* for )on"er=
peop)e sho%)d ,e enco%ra"ed to ha&e more ch)dren= "o&ernments sho%)d enco%ra"e
mm"raton n order to ncrease the n%m,er of $o%n"er ad%)ts
5. IELTS Writing Task 2: +o"inion+ essays
+or opnon essa$s# sho%)d $o% "&e ,oth sdes of the ar"%ment or >%st one sde; The
ans'er s that $o% can do ether.
A Essa$ str%ct%re for one sde of the ar"%ment
1. +rst
2. Introd%cton topc B$o%r
dea to s%pport $o%ropnon
opnon ether a"ree or dsa"ree
3. Second dea to s%pport $o%r opnon
4. onc)%son repeat $o%r opnon
 Essa$ str%ct%re for "&n" ,oth sdes
1. Introd%cton topc B menton the opposte opnon B $o%r opnon

2. Cpposte opnon $o% can accept some of the opposte ar"%ments
3. (o%r opnon
4. onc)%son ep)an that $o% %nder stand the oppos te opnon# ,%t o&era )) $o%
,e)e&e that...
Its &er$ mportant to "et the ntrod%cton r"ht. Ths sho's the eamner 'hether $o% are
"on" to "&e one sde of the ar"%ment or ,oth sdes.
/a&e a )oo* at ths )esson to see ho' I ntrod%ce ,oth sdes essa$ str%ct%re  %sn" the
'ord :'h)e:.
6. IELTS Ad-ice: argument or discussion
an$ peop)e as* me a,o%t the dfference ,et'een an ar"%ment essa$ and a dsc%sson
essa$. /eres an eas$ 'a$ to thn* a,o%t the dfference
• !hen $o% ar"%e# $o% are tr$n" to pers%ade the other person to a"ree 'th $o%r
pont of &e'. (o% m"ht e&en "et an"r$D
•
!hen $o% dsc%ss# $o% consder dfferent ponts of &e'# and no,od$ "ets an"r$.
The %eston sho%)d ma*e t &er$ c)ear 'hat t 'ants $o% to do. If t as*s $o% to
:dsc%ss:# $o% sho%)d 'rte a,o%t ad&anta"es and dsad&anta"es or t'o dfferent &e's.
If the %eston as*s 'hether $o% :a"ree or dsa"ree:# ts as*n" for your &e'. +or ths
t$pe of %eston# "&e $o%r opnon n the ntrod%cton and s%pport t n the rest of the
essa$. Tr$ to pers%ade the reader to a"ree 'th $o%.
7. IELTS Writing Task 2: discussion without o"inion
ost dsc%sson essa$s a)so as* for $o%r opnon. Sometmes# ho'e&er# the %eston
doesnt as* for $o%r opnon. It m"ht >%st as* $o% to dsc%ss t'o dfferent &e's# or
compare the ad&anta"es and dsad&anta"es.
emem,er f the %eston doesnt as* for $o%r opnon# dont "&e t.
ompare the 2 essa$s attached ,e)o'. The$ are a)most the same# ,%t n the frst essa$ I
"&e m$ opnon c)ear)$ n se&era) p)aces# 'h)e n the second essa$ I&e remo&ed m$
opnons comp)ete)$.
8. IELTS rammar: cause and e''ect
/ere are some %sef%) phrases for descr,n" ca%ses and effects for IELTS !rtn" Tas* 2
and ma$,e Spea*n" art 3. I)) %se the topc of ")o,a) 'armn" to sho' ho' the
phrases 'or*.
1. a%se  Effect
o))%ton ca%ses ")o,a) 'armn".

o))%ton )eads to ")o,a) 'armn".
o))%ton res%)ts n ")o,a) 'armn".
o))%ton s the man ca%se of ")o,a) 'armn".
+actores po))%te the atmosphere. As a res%)t# ")o,a) 'armn" s occ%rrn".
2. Effect  a%se
)o,a) 'armn" s ca%sed ,$ po))%ton.

)o,a) 'armn" s the res%)t of po))%ton.
)o,a) 'armn" s d%e to po))%ton.
)o,a) 'armn" occ%rs as a res%)t of po))%ton.
<otce the dfferent %ses of res%)t res%)ts n# s the res%)t of# as a res%)t. St%dents ma*e a
)ot of msta*es 'th these phrases.
9. IELTS Writing: to what e(tent do you agree

A "ood 'a$ to ans'er ths %eston s
To a certain extent I agree that... However, I also think that...
$ sa$n" that $o% a"ree to a certan etent not comp)ete)$# $o% can no' ta)* a,o%t
,oth sdes of the ar"%ment.
E(am"$e !uestion:
eop)e &stn" other co%ntres sho%)d adapt to the c%stoms and ,eha&o%rs epected
there. The$ sho%)d not epect the host co%ntr$ to 'e)come dfferent c%stoms and
,eha&o%rs. To 'hat etent do $o% a"ree or dsa"ree;
<y introduction:
To a certan etent I a"ree that &stors to other co%ntres sho%)d respect the c%)t%re of the
host co%ntr$. /o'e&er# I a)so thn* that host co%ntres sho%)d accept &stors c%)t%ra)
dfferences.
After ths ntrod%cton# $o% can 'rte one para"raph a,o%t each &e'.
10. IELTS Writing Task 2: how to write an introduction
+or IELTS !rtn" Tas* 2# *eep $o%r ntrod%cton short and smp)e. ?ont 'aste tme
'rtn" a )on" ntrod%cton= the man ,od$ para"raphs are more mportant.
A good I!"S Writing introduction needs only # things$
1. A sentence that ntrod%ces the topc

2. A sentence that "&es a short# "enera) ans'er to the %eston
%ere is an example of an I!"S "ask # &uestion$
As comp%ters are ,en" %sed more and more n ed%caton# there ')) soon ,e no ro)e for
the teacher n the c)assroom. To 'hat etent do $o% a"ree or dsa"ree;
%ere is my introduction$
It s tr%e that comp%ters ha&e ,ecome an essenta) too) for teachers and st%dents n a))
areas of ed%caton. /o'e&er# 'h) e comp%ters are etreme)$ %sef%)# I do not a"ree 'th
the dea that the$ co%)d soon rep)ace teachers comp)ete)$.
1. In the frst sentence I ntrod%ce the topc of comp%ters n ed%caton.

2. In the sec ond sentence I ans'er th e %eston and ma* e m$ opn on c)ear. ?ont
'at %nt) the conc)%son to "&e $o%r opnon.
emem,er# do a smp)e ntrod%cton# then $o% can foc%s on the man para"raphs.
11. IELTS Writing Task 2: introductions
/ere are some eamp)e ntrod%ctons for 3 dfferent t$pes of essa$. $ techn%e s to
'rte 2 sentences
1. A sentence to ntrod%ce the topc

2. A sentence "&n" a "enera) response to the %eston or nstr%cton
;ro#$em = So$ution Essay:
It s tr%e that ch)dren s ,eha&o%r seems to ,e "ettn" 'orse. There are &aro%s reasons
for ths# and ,oth schoo)s and parents need to 'or* to"ether to mpro&e the st%aton.
>iscussion &= ?"inion) Essay:
eop)e ha&e dfferent &e's a,o%t ho' ch)dren sho%)d ,e ta%"ht. !h)e there are some
"ood ar"%ments n fa&o%r of teachn" ch)dren to ,e compett&e# I ,e)e&e that t s ,etter
to enco%ra"e cooperaton.
?"inion &Agree % >isagree) Essay:
In recent $ears t has ,ecome more common for 'omen to ret%rn to 'or* after ha&n" a
ch)d. /o'e&er# I do not a"ree that ths has ,een the ca%se of pro,)ems for $o%n" peop)e.
My advice:
Feep $o%r ntrod%cton short. an ,od$ para"raphs are more mportant.
12. IELTS Writing Task 2: how to write introductions
/ere s a re&e' of m$ ad&ce for tas* 2 ntrod%ctons
• a*e the ntrod%cton short and do t %c*)$. The man ,od$ para"raphs are
more mportant.
• T'o sentences are eno%"h 1 ntrod%ce the topc. 2 "&e a ,asc ans'er to the
%eston.
E(am"$e !uestion:
A)) h"h schoo) st%dents sho%)d ,e enco%ra"ed to ta*e part n comm%nt$ ser&ce
pro"rammes.
To 'hat etent do $o% a"ree or dsa"ree 'th ths statement;
<y introduction:
Some peop)e ,e)e&e that h"h schoo) st%dents 'o%)d ,eneft from don" %npad 'or* n
ther )oca) comm%ntes. I comp)ete)$ a"ree that comm%nt$ ser&ce pro"rammes for
teena"ers are a "ood dea.
1. IELTS Writing Task 2: short introductions
Its a "ood dea to practse 'rtn" short# fast ntrod%ctons. If $o% can 'rte the
ntrod%cton %c*)$# $o% ')) ha&e more tme to foc%s on the man para"raphs  these are
the *e$ to a h"h score.
/eres a %eston that someone as*ed me a,o%t
In many cities, security measures, such as the use of video cameras in public places,
are being increased in order to reduce crime, but some people believe that these
measures restrict our individual freedom.
'o the benefits of increased security outweigh the drawbacks?
/eres m$ short# fast ntrod%cton
It s tr%e that the sec%rt$ n man$ ctes has ,een t"htened n recent $ears. A)tho%"h I
a"ree that some sec%rt$ meas%res can fee) restrct&e# I ,e)e&e that there are more
,enefts than dra',ac*s.
(ote$
 In rea)t$# t m"ht not ,e tr%e that sec%rt$ has ,een ncreased n most ctes# ,%t I thn*
'e ha&e to accept ths n order to ans'er the %eston.
 The %eston "&es %s an eamp)e of ncreased sec%rt$ &deo cameras# so 'e can
defnte)$ %se that eamp)e n a para"raph a,o%t the dra',ac*s.
 <otce that m$ ntrod%cton paraphrases the %eston. I&e %sed some of the 'ords from
the %eston# ,%t there are some nce chan"es too e.". t"htened# fee) restrct&e.
13. IELTS Writing Task 2: di''erent introductions
Some people think the main purpose of schools is to turn children into good citi)ens
and workers, rather than to benefit them as individuals.
"o what extent do you agree or disagree?
/ere are 3 dfferent ntrod%ctons. <otce that the opnon s c)ear n each one.
A"ree
eop)e ha&e dfferent &e's a,o%t 'hat the man p%rpose of schoo)s sho%)d ,e.
ersona))$# I a"ree that a schoo)s ro)e s to prepare ch)dren to ,e prod%ct&e mem,ers of
socet$.
?sa"ree
an$ peop)e ar"%e that the man ro)e of schoo)s s to prepare ch)dren for ther f%t%re
>o,s. /o'e&er# I ,e)e&e that the p%rpose of ed%caton sho%)d ,e to he)p ch)dren to "ro'
as nd&d%a)s.
a)anced &e'
To a certan etent I a"ree that the ro)e of schoo)s s to prepare ch)dren to ,e prod%ct&e
mem,ers of socet$. /o'e&er# I a)so ,e)e&e that the ed%caton process has a post&e
mpact on %s as nd&d%a)s.
14. IELTS Writing Task 2: ru$es 'or introductions
*any people decide on a career path early in their lives and keep to it. "his, they
argue, leads to a more satisfying working life.
"o what extent do you agree with this view?
What other things can people do in order to have a satisfying working life?
In toda$s )esson I >%st 'ant to )oo* at ho' to 'rte an ntrod%cton for ths t$pe of
%eston. $ smp)e r%)es for tas* 2 ntrod%ctons are
1. !rte 2 sentences ntrod%ce the topc# then "&e a "enera) ans'er.

2. enton e&er$thn" that the %eston mentons.
3. ?ont sa&e an$ s%rprses for the conc)%son= "&e $o%r opnon n the ntrod%cton
f the %eston as*s for t.
%ere+s an example introduction$
It s tr%e that some peop)e *no' from an ear)$ a"e 'hat career the$ 'ant to p%rs%e# and
the$ are happ$ to spend the rest of ther )&es n the same professon. !h)e I accept that
ths ma$ s%t man$ peop)e# I ,e)e&e that others en>o$ chan"n" careers or see*n" >o,
satsfacton n dfferent 'a$s.

I)) )oo* at the man para"raphs net 'ee*.
15. IELTS Writing Task 2: introductions and conc$usions
an$ st%dents 'aste tme 'rtn" )on" ntrod%ctons and conc)%sons. These t'o
para"raphs sho%)d ,e short and smp)e= a )on"# comp)e ntrod%cton or conc)%son '))
not "&e $o% a h"h score.
@%st ma*e $o%r ntrod%ctons and conc)%sons %c* and concse# and spend $o%r tme
'rtn" rea))$ "ood man ,od$ para"raphs.
/eres m$ ntrod%cton and conc)%son for the topc of m$ )ast t'o 'rtn" )essons
Introd%cton
There are &aro%s ,enefts and dra',ac*s of ,oo*s# rado and te)e&son as 'a$s to
con&e$ nformaton. In m$ &e'# te)e&son s defnte)$ the most effect&e of these three
meda.
onc)%son
In conc)%son# a)tho%"h ,oo*s# rado and te)e&son each ha&e ther ad&anta"es and
dsad&anta"es# t seems to me that the mpact of te)e&son s "reater.
16. IELTS Writing Task 2: one -iew or #oth -iews
Ths s the most common %eston that st%dents as* me
For "agree or disagree" questions, do I have to discuss both sides,

or should I ust su!!ort one side o the argu#ent$
The ans'er s ts $o%r decson. If $o% comp)ete)$ a"ree# $o% dont need to menton the
opposte &e'  >%st s%pport $o%r sde of the ar"%ment. If $o% part)$ a"ree# $o% sho%)d
'rte somethn" a,o%t ,oth sdes.
Loo* at )ast 'ee*s )esson. After the frst t'o ntrod%ctons# I 'o%)d not "&e the other
pont of &e'# ,%t after the )ast ntrod%cton I 'o%)d menton ,oth sdes.
17. IELTS Writing Task 2: ha-e a strong o"inion
If the %eston as*s 'hether $o% a"ree or dsa"ree# ts often easer to ha&e a stron"
opnon comp)ete)$ a"ree or comp)ete)$ dsa"ree rather than tr$n" to ,e :n the
mdd)e:. /eres an eamp)e %eston
amilies who do not send their children to public schools should not be re&uired to pay
taxes that support universal education.
"o what extent do you agree or disagree with this statement?
I dont thn* there s a :mdd)e ans'er: to ths %eston ether $o% thn* that the parents
sho%)d not pa$ ta a"ree# or $o% thn* the$ sho%)d pa$ ta dsa"ree.
!hen $o% ha&e a stron" opnon# $o% dont need to menton the opposte &e'.
/eres m$ p)an for a 4para"raph essa$
1. Introd%cton 1 sentence to ntro d%ce the topc# 1 sente nce to ma*e $o%r opn on
c)ear e.". I comp)ete)$ dsa"ree...
2. an para"raph s%pport $o%r opnon 'th a reason
3. an para"raph s%pport $o%r opnon 'th another reason
4. onc)%son repeat-s%mmarse $o%r opnon
18. IELTS Writing Task 2: #a$anced o"inion
Last 'ee* I sad that ts often easer to ha&e a stron" opnon and on)$ s%pport one sde
of the ar"%ment. Toda$ Im "on" to contradct m$se)fD Lets )oo* at a ,a)anced opnon
essa$.
In the last century, the first man to walk on the moon said it was -a giant leap for
mankind. %owever, some people think it has made little difference to our daily lives.
+or ths %eston# I 'o%)d 'rte that :I part)$ a"ree: or that :I a"ree to some etent:.
Then I 'o%)d 'rte one man para"raph a,o%t each sde of the ar"%ment
1. Introd%cton I part)$ a"ree. a*e t c)ear that $o% ha&e a ,a)anced opnon.
2. Cne sde In pra ctca) terms# sendn" a man to the moon has not chan "ed most
peop)es )&es. !e ha&e not ,enefted n terms of o%r standard of )&n"# hea)th etc.
In fact# "o&ernments ha&e 'asted a )ot of mone$ that co%)d ha&e ,een spent on
p%,)c ser&ces.
3. Cther sde Cn the other hand# p%ttn" a man on the moon 'as a h%"e
ache&ement that st)) nspres and nterests peop)e toda$. It sho'ed %s that 'e can
ache&e an$thn" 'e p%t o%r mnds to.
4. onc)%son The fact tha t man has 'a)* ed on the moon m "ht not ha &e had a
drect effect on o%r da)$ )&es# ,%t t 'as an nsprn" ache&ement.
19. IELTS Writing Task 2: strong or #a$anced o"inion
The fo))o'n" %eston as*s for $o%r opnon. (o% can ether ha&e a stron" opnon or a
more ,a)anced opnon# ,%t ma*e t c)ear n $o%r ntrod%cton.
/overnments should not have to provide care or financial support for elderly people
because it is the responsibility of each person to prepare for retirement and support
him or herself.
"o what extent do you agree or disagree with this opinion?
Introd%cton stron" opnon

eop)e ha&e dfferent &e's a,o%t 'hether or not "o&ernments sho%)d he)p senor
ctGens. I comp)ete)$ dsa"ree 'th the dea that e)der)$ peop)e sho%)d rece&e no s%pport
from the state.
Introd%cton
eop)e ha&e dfferent &e'smore a,o%t 'hether or not ,a)anced
"o&ernments sho%)d he)popnon
senor
ctGens. A)tho%"h I accept that 'e a)) ha&e a respons,)t$ to sa&e mone$ for retrement#
I dsa"ree 'th the dea that e)der)$ peop)e sho%)d rece&e no s%pport from the state.
(ote$
After the frst ntrod%cton# tr$ to 'rte 2 para"raphs that ,oth ep)an 'h$ $o% dsa"ree.
The second ntrod%cton a))o's $o% to dsc%ss ,oth sdes 'hch m"ht ,e easer.
20. IELTS Writing Task 2: do the ad-antages outweigh...
Some IELTS 'rtn" tas* 2 %estons as* :?o the ad&anta"es o%t'e"h the
dsad&anta"es;: or :?o the ,enefts o%t'e"h the dra',ac*s;:
$ ad&ce for these %estons s to 'rte a para"raph a,o%t each sde# and ma*e t c)ear n
the ntrod%cton and conc)%son 'hch sde o%t'e"hs the other .e. $o%r opnon a,o%t
'hether there are more ad&anta"es or dsad&anta"es.
Ths 'as a recent eam %eston
In some countries, governments are encouraging industries and businesses to move to

regional areas outside the big cities.
'o the advantages of this trend outweigh the disadvantages?
/ere are some deas
1. Introd%ce the topc ,$ paraphrasn" the statement# then "&e a c)ear opnon a,o%t
'hether there are more ad&anta"es or dsad&anta"es.
2. Ad&anta"es  e.". costs are )o' er n re"o na) areas= there s more spac e= pro&de
>o,s to ,oost depr&ed areas= a&od f%rther o&ercro'dn" n ctes.
3. ?sad&anta"es  e.". "reater a&a)a,)t$ of s*))ed 'or*ers n ," ctes= ,etter
transport
ther andpro&ders
c)ents# nfrastr%ct%re= companes
and other ,ased n re"ona) areas are f%rther from
contacts.
4. onc)%de ,$ s%mmarsn" $o%r opnon n a dfferent 'a$.
21. IELTS Writing Task 2: di''icu$t !uestions
I st%dent sent me ths %eston# and I a"ree that ts dffc%)t
In recent years, there has been growing interest in the relationship between e&uality
and personal achievement. Some people believe that individuals can achieve more in
egalitarian societies. 0thers believe that high levels of personal achiev ement are
possible only if individuals are free to succeed or fail according to their individual
merits.
What is your view of the relationship between e&uality and personal success?
+aced 'th ths %eston# here are 3 tps
1. @a-e a strong o"inion e.". I comp)ete) $ a"ree that peop)e can ache&e more n
e"a)taran socetes. (o% can "nore the other &e'.
2. ocus on the $ast $ine o' the !uestion !hat s $o%r &e' of...;. Ths )ne s%ms
%p the 'ho)e %eston &er$ c)ear)$. @%st ans'er ths %eston.
3. se e(am"$es as the ,ass of $o%r ar"%ment e.". free %n&erst$ ed%caton ens%res
e%a)t$ of opport%nt$# and therefore a))o's nd&d%a)s to ache&e more.
If $o% tr$ 'rtn" an essa$ for ths %eston# $o% can compare $o%r essa$ 'th m$ ans'er
net !ednesda$. Im afrad I cant chec* essa$s or "&e scores.
<ote e"a)taran refers to the prncp)e that peop)e are e%a)# and deser&e e%a) r"hts
and opport%ntes.
22. IELTS Writing Task 2: when to gi-e your o"inion
?o the fo))o'n" %estons as* for $o%r opnon or not;
1. To 'hat etent do $o% a"ree or dsa"ree;

2. ?sc%ss the ad&anta"es and dsad&anta"es.
3. ?sc%ss ,oth &e's and "&e $o%r opnon.
4. ?o the ad&anta"es o%t'e"h the dsad&anta"es;
5. Is ths a post&e or ne"at&e de&e)opment;
6. !hat are the ,enefts and dra',ac*s;
"ip$
Cn)$ opnon#
$o%r t'o of the a,o&e
dont "&e%estons dont
t. +or the as*fo%r
other for %estons#
$o%r opnon.
$o%Ifsho%)d
the %eston doesnt
ma*e $o%r as* for
opnon
c)ear n the ntrod%cton and conc)%son.
Answers$
 <%m,ers 2 and 6 are dsc%sson %estons. ?sc%ss ,oth sdes of the ss%e# ,%t dont
"&e $o%r opnon a,o%t 'hch sde $o% a"ree 'th.
 <%m,ers 1 and 5 are opnon %estons. &e $o%r opnon and s%pport t. (o% dont
need to menton the other sde of the ar"%ment.
 <%m,ers 3 and 4 can ,e ca))ed dsc%sson B opnon %estons . ?sc%ss ,oth sdes and
ma*e $o%r opnon c)ear too.
23. IELTS Writing Task 2: how to write a "aragra"h
Toda$ Im "on" to 'rte a para"raph a,o%t "%n contro). I)) start 'th some &oca,%)ar$
deas# then I)) ma*e them nto f%)) sentences.
Ideas 'h$ sho%)d the o'nershp of "%ns ,e )mted-contro))ed;
1. Topc sentence to ntrod%ce the dea of "%n contro)

2. rs* of accdents# dan"er to ch)dren
3. more &o)ent crmes# crmna)s ')) %se "%ns# po)ce ')) need "%ns
4. h"her s%cde rates
5. "%ns create &o)ent socetes
/eres m$ para"raph %sn" the deas a,o&e. I&e d&ded the para"raph nto separate
sentences so that $o% can see 'hat I ha&e done more c)ear)$.
1. In man$ co%ntres# "%n o'nershp s strct)$ contro))ed.

2. S%pporters of ths po)c$ pont o%t the rs * of accdents 'th "%ns# espe ca))$
'hen ch)dren can "an access to them.
3. The$ a)so ar" %e that the n%m, er of &o)ent cr mes ncreases 'hen "%ns are
a&a)a,)e# and that po)ce are forced to %se "%ns to com,at armed crmna)s.
4. +%rthermore# s%cde rates ha&e ,een sho'n to rse n p)aces 'here "%ns are )e"a).
5. A)) n a))# "%n cont ro) ad&ocates ,e)e&e that "%ns crea te &o)ent socetes 'th
h"h m%rder rates.
Cf co%rse# n the IELTS eam $o% 'o%)d pro,a,)$ ha&e to ep)an the opposte &e' the
ar"%ments n fa&o%r of "%n o'nershp.
24. IELTS Writing Task 2: use re$ated words
Loo* a"an at )ast 'ee*s %eston
Some people think that museums should be en1oyable places to entertain people, while
others believe that the purpose of museums is to educate.
'iscuss both views and give you own opinion.
Lets for"et a,o%t the 'ho)e %eston. @%st tr$ to )st some 'ords that are re)ated to the 3
man deas.
%se%ms
• eh,ton# eh,t &er,# )*e sho'# an eh,t no%n# tem# artfact# o,>ect#
co))ecton# hstor$# scence# art# c%)t%re# &stors# mem,ers of the p%,)c# p%,)c
&e'n"...
Entertan
• entertanment# entertann"# en>o$# en>o$ment# en>o$a,)e# ha&e f%n# nterestn"#

fascnatn"# spectac%)ar# mpress&e# )es%re tme# free tme# a da$ o%t# to%rst
attracton...
Ed%cate
• ed%caton# ed%catona)# teach# )earn# ep)an# %nderstand# *no'# "an-epand-pass

on-transmt *no')ed"e# s*))s# eperence# open $o%r mnd# ,roaden $o%r
horGons...
a*n" )sts of re)ated 'ords s a "ood 'a$ to "enerate deas. (o% m"ht not ha&e tme to
do ths n the eam# ,%t ts a %sef%) st%d$ techn%e.
25. IELTS Writing Task 2: idea3 e("$ain3 e(am"$e
A "ood 'a$ to 'rte man ,od$ para"raphs s ths
Start with an ideaB E("$ain it in detai$B i-e an e(am"$e
/eres an eamp)e of ho' I %build% a para"raph %sn" the a,o&e method
A sense of competton s necessar$ for s%ccess n )fe# and sho%)d therefore ,e

enco%ra"ed. ompetton mot&ates ch)dren to "et "ood "rades at schoo) or ,ecome
,etter at sports# 'h)e ad%)ts compete to c)m, the career )adder. In a >o, nter&e'# for
eamp)e# canddates compete to sho' that the$ are the most %a)fed# hard'or*n" and
competent person for the post.
(ote$
!hats the topc of the para"raph a,o&e; !hat do $o% thn* the %eston 'as;
26. IELTS Writing Task 2: #and  "aragra"h
e)o' s a ,and 9 para"raph a,o%t the ,enefts of Goos. I too* the &oca,%)ar$ deas from
ths )esson c)c* here and or"ansed them n the fo))o'n" 'a$
1. Smp)e topc sentence.

2. The man ,eneft s that...
3. Another ad&anta"e of Goos s that...
4. +rom a persona) pont of &e'#...
I&e %nder)ned the ,and 9 &oca,%)ar$.
Hoos ha&e se&era) ,enefts. The man ,eneft s that Goos p)a$ an mportant ro)e n
')d)fe conser&aton. The$ he)p to protect endan"ered speces# s%ch as pandas or rhnos#
and a))o' scentsts to st%d$ anma) ,eha&o%r. Ano ther ad&anta"e of Goos s that the$
emp)o$ )ar"e n%m,ers of peop)e# therefore pro&dn" >o, opport%ntes and ncome for the
)oca) area. A)so# the mone$ that Goos ma*e can ,e %sed for conser&aton pro>ects. +rom a
persona) pont of &e'# Goos are nterestn"# ed%catona) and f%n. The$ are entertann"
for fam)es# and teach ch)dren to apprecate ')d)fe and nat%re.
27. IELTS Writing: * sentence "aragra"hs
!hen 'rtn" man ,od$ para" raphs for IELTS 'rtn" tas* 2# tr$ to am for f&e
sentences. +or eamp)e
1. Topc sentence e.". There are se&era) reasons 'h$ I ,e)e&e...

2. +rst reason
3. Eamp)e
4. Second reason
5. Thrd reason
Another eamp)e
1. Topc sentence e.". an$ peop)e ,e)e&e that...

2. Ep)an 'h$
3. Ep)an n more deta)
4. Eamp)e
5. Ep)an 'h$ the$ dsa"ree 'th the opposte &e'
efore $o% start 'rtn" ts a "ood dea to ma*e some notes. Tr$ to or"anse $o%r notes
accordn" to ths 5sentence para"raph str%ct%re.
28. IELTS Writing Task 2: e(am"$e "aragra"h
/eres a 5sentence para"raph %sn" the second p)an from )ast 'ee*s )esson
an$ peop)e ,e)e&e that sports professona)s earn too m%ch mone$. The$ ar"%e that
sport s a form of entertanment rather than a &ta) p%,)c ser&ce. !e co%)d eas)$ )&e
'tho%t sportspeop)e# $et other professona)s 'ho contr,%te m%ch more to socet$ are
%nder&a)%ed and %nderpad. +or eamp)e# foot,a)) p)a$ers can earn enormo%s sa)ares ,$
smp)$ *c*n" a ,a))# 'h)e doctors# n%rses and teachers earn a fracton of the mone$
despte ,en" essenta) for o%r hea)th and prospert$. +rom ths perspect&e# sports stars
do not deser&e the sa)ares the$ c%rrent)$ earn.
As $o% can see# the para"raph ep)ans the &e' that sportspeop)e earn too m%ch mone$.
Ths came from a dsc%ss ,oth &e's %eston.
29. IELTS Writing Task 2: "$an your main "aragra"hs
efore $o% start 'rtn" $o%r tas* 2 essa$# $o% need a p)an
1. +rst# thn* a,o%t ho' $o% co%)d 'r te 2 man ,od$ para "raphs. !hat 'o% )d ,e
the man dea-topc of each one;
2. Then ma*e some notes for the f rst man para"raph. (o%r notes co%)d fo))o' ths
form%)a Idea# Ep)an# Eamp)e.
3. ?o the same thn" for the second man para"raph.
/eres an eamp)e %eston 'th a fe' deas ,e)o'
2eople nowadays work hard to buy more things. "his has made our lives generally
more comfortable, but many traditional values and customs have been lost and this is a
pity.
1. I can see t'o c)e ar deas n ths %e ston 1 ,%$ n" thn"s has ma de o%r )&e s
more comforta,)e. 2 tradtona) &a)%es and c%stoms ha&e ,een )ost. I a"ree 'th
,oth of these ponts# so I)) 'rte one para"raph ep)ann" 'h$ I a"ree 'th the
frst pont# and another para"raph ep)ann" the second pont.
2. Idea ,%$n" thn"s has made )fe more comforta,)e. Ep)a n-Eamp)es 'e ,%$
app)ances )*e mcro'a&e o&ens and dsh'ashers= 'e %se comp%ters to shop
on)ne= more peop)e o'n a car.

3. Idea tradtona) &a)%e s and c%sto ms ha&e ,een )ost. Ep)an-Eamp)es peop)e
,%$ mcro'a&e mea)s rather than coo*n" tradtona) dshes= tradtona) )oca)
shops dsappear and are rep)aced 'th on)ne shoppn"= peop)e are more
ndependent# ,%t )ac* a sense of comm%nt$.
4. IELTS Writing Task 2: main #ody "aragra"hs
/ere are m$ 2 man ,od$ para"raphs for )ast 'ee*s %eston. I tred to %se an :Idea#
Ep)an# Eamp)e: str%ct%re for the frst para"raph# and a :+rst)$# Second)$# +na))$:
str%ct%re for the second.
*ain body paragraphs$
Cn the one hand# ha&n" a defned career path can certan)$ )ead to a satsf$n" 'or*n"
)fe. an$ peop)e decde as $o%n" ch)dren 'hat the$ 'ant to do as ad%)ts# and t "&es
them a "reat sense of satsfacton to 'or* to'ards ther "oa)s and "rad%a))$ ache&e them.
+or eamp)e# man$ ch)dren dream of ,ecomn" doctors# ,%t to rea)se ths am,ton the$
need to "an the re)e&ant %a)fcatons and %nderta*e $ears of trann". In m$ eperence#
&er$ fe' peop)e 'ho ha&e %a)fed as doctors choose to chan"e career ,eca%se the$ fnd
ther 'or* so re'ardn"# and ,eca%se the$ ha&e n&ested so m%ch tme and effort to reach
ther "oa).
Cn the other hand# peop)e fnd happness n ther 'or*n" )&es n dfferent 'a$s. +rst)$#
not e&er$one dreams of don" a partc%)ar >o,# and t can ,e e%a))$ re'ardn" to tr$ a
&aret$ of professons= startn" o%t on a comp)ete)$ ne' career path can ,e a
ren&"oratn" eperence. Second)$# some peop)e see ther >o,s as smp)$ a means of
earnn" mone$# and the$ are happ$ f ther sa)ar$ s h"h eno%"h to a))o' them to en>o$
)fe o%tsde 'or*. +na))$# >o, satsfacton s often the res%)t of 'or*n" condtons# rather
than the career tse)f. +or eamp)e# a post&e 'or*n" atmosphere# enth%sastc
co))ea"%es# and an nspratona) ,oss can ma*e 'or*n" )fe m%ch more satsf$n"#
re"ard)ess of the professon.
30. IELTS Writing Task 2: conc$usions
Se&era) peop)e ha&e as*ed me a,o%t conc)%sons for IELTS !rtn" Tas* 2. The man
,od$ para"raphs are m%ch more mportant# so dont 'orr$ too m%ch a,o%t the
conc)%son= ma*e t short# smp)e and fast.
/ere are some eamp)e conc)%son phrases for dfferent t$pes of %eston
1. ?"inion
+or the reasons mentoned a,o&e# I ,e)e&e that... B repeat $o%r opnon.
2. >iscussion &C ?"inion)

In conc)%son# there are con&ncn" ar"%ments ,oth for and a"anst... topc# ,%t I ,e)e&e
that... f the %eston as*s for $o%r opnon.
. Ad-antages and >isad-antages
In conc)%son# I 'o%)d ar"%e that the ,enefts of... topc o%t'e"h the dra',ac*s.
4. ;ro#$em and So$ution
In conc)%son# t s c)ear that there are &aro%s reasons for... topc# and steps need to ,e
ta*en to tac*)e ths pro,)em.
31. IELTS Writing Task 2: +tra''ic+ to"ic
Toda$ Id )*e to sho' $o% a "ood essa$ ,$ one of m$ st%dents. Ths s the essa$
%eston
"raffic congestion is becoming a huge problem for many ma1or cities. Suggest some
measures that could be taken to reduce traffic in big cities.
I "a&e the st%dents essa$ a ,and 7# man)$ ,eca%se t contans some rea))$ "ood topc
&oca,%)ar$. Cpen the f)e ,e)o' to see the f%)) essa$# "rammar correctons and m$
comments.
?o'n)oad Essa$
/opef%))$ $o% can see that the st%dent has fo))o'ed m$ ad&ce. /e foc%ses on ans'ern"
the %eston# there s a c)ear str%ct%re# and there s eno%"h ,and 7 &oca,%)ar$.
32. IELTS Writing Task 2: +-egetarianism+ to"ic
Toda$ I as*ed m$ st%dents a,o%t the &e"etaransm topc. The$ fo%nd t %te dffc%)t to
"&e ,oth sdes of the ar"%ment. Its mportant to ,e a,)e to dsc%ss ,oth sdes of an ss%e#
e&en f there are ponts that $o% dont a"ree 'th.
@ere is a summary o' the arguments in 'a-our o' a -egetarian diet3 according to the
s"eaker in yesterday+s -ideo:
• A &e"etaran det s hea)ther.

• Eatn" a ham,%r"er a da$ can ncrease $o%r rs* of d$n" ,$ a thrd.
• asn" anma)s n factor$ farm condtons s cr%e).
• eat prod%cton ca%ses more emssons than transportaton.
• eef prod%cton %ses 100 tmes the amo%nt of 'ater that &e"eta,)e prod%cton
re%res.
• A &e"etaran det s cheaper.
So# ,asca))$ he s sa$n" that a &e"etaran det s hea)ther# *nder to anma)s# ,etter for
the en&ronment and cheaper.
Dow you need to think a#out the o""osite argument. ee$ 'ree to discuss your ideas
in the comments area.
S. I&e 'rtten a,o%t ths topc n m$ e,oo*.
33. IELTS Writing Task 2: "u#$ic%"ri-ate hea$thcare

A recent IELTS !rtn" Tas* 2 %eston 'as a,o%t the ad&anta"es and dsad&anta"es of
pr&ate hea)thcare. /ere are some deas from m$ e,oo*
State @ea$th Systems: Ad-antages
• ood hea)thcare sho%)d ,e a&a)a,)e to e&er$one for free.

• State hea)thcare s pad ,$ the "o&ernment %sn" mone$ from taes.
• E&er$one has access to the same %a)t$ of care and treatment.
• r&ate hea)thcare s %nfar ,eca%se on)$ 'ea)th$ peop)e can afford t.
• The <atona) /ea)th Ser&ce n the F pro&des free hea)thcare for e&er$
resdent. %se ths as an eamp)e
;ri-ate @ea$thcare: Ad-antages
• State hospta)s are often &er$ )ar"e and dffc%)t to r%n.

• r&ate hospta)s ha&e shorter 'atn" )sts for operatons and appontments.
• atents can ,eneft from faster treatment.
• an$ peop)e prefer to pa$ for a more persona) ser&ce.
• atents ha&e ther o'n room and more comforta,)e fac)tes.
(ote$
(o% can %se the ad&anta"es of state hea)thcare 'hen dsc%ssn" the dsad&anta"es of
pr&ate hea)thcare.
34. IELTS Writing Task 2: +chi$dren+ to"ic
!hat pro,)ems do ch)dren face n toda$s 'or)d; !hat sho%)d 'e do to address or so)&e
these pro,)ems;
/ere are some deas from m$ e,oo* to "et $o% thn*n" a,o%t ths topc
• The )ac* of c)oseness n fam)es can ha&e a ne"at&e effect on ch)dren.

• an$ parents ha&e no dea ho' ther ch)dren spend ther tme.
• +rends# te)e&son and the Internet ha&e ,ecome the man nf)%ences on ch)drenJs
,eha&o%r.
• Teena"ers are nf)%enced ,$ peer press%re.
• @%&en)e de)n%enc$ s on the ncrease.
• arents sho%)d ,e more n&o)&ed 'th ther ch)drenJs %p,rn"n".
• (o%n" peop)e need post&e ro)e mode)s.
an $o% thn* of an$ more pro,)ems that ch)dren face# or s%""est other so)%tons; Is t
the respons,)t$ of parents# schoo)s or "o&ernments to tac*)e these pro,)ems;
35. IELTS Writing Task 2: +immigration+ to"ic
!hat are the ,enefts and dra',ac*s of mm"raton or m%)tc%)t%ra) socetes;
@ere is a "aragra"h gi-ing some o' the economic #ene'its o' immigration:
+rom an economc perspect&e# mm"raton can ,e etreme)$ post&e. an$ mm"rants

ha&e s*))s that are needed n the co%ntr$ the$ mo&e to. +or eamp)e# co%ntres
sometmes )ac*
enco%ra"ed. *e$ 'or*ers
Imm"rants )*e'or*
'ho fnd doctors and n%rses#
contr,%te and mm"raton
to the econom$ s co%ntr$
of ther ne' therefore
'th the s*))s the$ ,rn" and the taes the$ pa$. At the same tme# man$ mm"rants send
mone$ to he)p fam)$ mem,ers n ther home co%ntr$# therefore he)pn" to ,oost that
econom$ too.
an you think o' any socia$ #ene'its o' immigration Are there any economic or
socia$ disad-antages
36. IELTS Writing Task 2: using e(am"$es
Sometmes# the ,est 'a$ to thn* of deas for an essa$ s to start 'th an eamp)e. Cne
"ood eamp)e can "&e $o% eno%"h deas for a f%)) para"raph.
Loo* at the fo))o'n" %eston
Should governments make decisions about people+s lifestyle, or should people make
their own decisions?
Ths %eston seems dffc%)t# ,%t f $o% ta*e :smo*n": as an eamp)e of a )fest$)e
choce# t ,ecomes a )ot easer. /eres m$ para"raph
In some cases# "o&ernments can he)p peop)e to ma*e ,etter )fest$)e choces. In the F#
for eamp)e# smo*n" s no' ,anned n a)) 'or*p)aces# and t s e&en proh,ted for
peop)e to smo*e n resta%rants# ,ars and p%,s. As a res%)t# man$ peop)e 'ho %sed to
smo*e soca))$ ha&e no' "&en %p. At the same tme# the "o&ernment has ens%red that
c"arette prces *eep "on" %p# and there ha&e ,een se&era) campa"ns to h"h)"ht the
hea)th rs*s of smo*n". These meas%res ha&e a)so he)ped to red%ce the n%m,er of
smo*ers n ths co%ntr$.
37. IELTS Writing Task 2: +genetic engineering+ to"ic
!o%)d $o% ,e a,)e to dsc%ss the ad&anta"es and dsad&anta"es of "enetc en"neern";
/ere are some deas from m$ e,oo*
 enetc en"neern" s the practce of manp%)atn" the "enes of an or"ansm.

 It s %sed to prod%ce crops that are more resstant to nsects and dseases.
 Some "enetca))$ modfed crops "ro' more %c*)$.
 Some dr%"s and &accnes are prod%ced ,$ "enetc en"neern".
 It ma$ ,ecome poss,)e to chan"e a persons "enetc characterstcs.
 Scentsts ma$ %se "enetc en"neern" to c%re dseases.
 Inherted ))nesses 'o%)d no )on"er est.
 enes co%)d ,e chan"ed ,efore a ,a,$ s ,orn.
 It co%)d a)so ,e poss,)e to c)one h%man or"ans.
 !e co%)d ha&e rep)acement ,od$ parts.
 /%mans co%)d )&e )on"er# hea)ther )&es.
As $o% can see# I&e on)$ )sted the ad&anta"es. an $o% thn* of an$ dsad&anta"es;
38. IELTS Writing Task 2: +"arents and chi$dren+ to"ic
*any people believe that parents are not as close to their children as they used to be.
Suggest some reasons why this could be true.
/ere s an eamp)e para"raph a,o%t the a,o&e topc
arents and ther ch)dren seem to ,e )ess c)ose no'ada$s. erhaps the man reason for
ths s that ,oth parents often 'or* f%))tme and therefore spend )ess tme 'th ther
ch)dren. !hereas 'omen tradtona))$ sta$ed at home to coo*# c)ean and )oo* after
ch)dren# man$ mothers no' choose to 'or* or are forced to do so. Ths means that
ch)dren ma$ ,e )eft a)one# or 'th nannes or ,a,$stters. %s$ parents ha&e )ess contact
'th ther ch)dren and )ess ener"$ to en>o$ fam)$ act&tes. an$ fam)es no )on"er eat
mea)s to"ether# and ch)d ren are "&en the freed om to "o o%t 'th frends# 'atch
te)e&son or chat on the Internet for ho%rs.
2lease note$
A f%)) IELTS %eston 'o%)d a)so as* $o% to s%""est ho' fam)es co%)d ,ecome c)oser.
39. IELTS Writing Task 2: main #ody "aragra"hs
After $o% ntrod%cton see )ast 'ee*s )esson $o% need to 'rte 2 or 3 man ,od$
para"raphs. Ths s the most mportant part of $o%r essa$.
If $o% ha&e ,een fo))o'n" ths ,)o" for a 'h)e# or f $o% ha&e ,o%"ht m$ e,oo*# $o%
ma$ ha&e seen toda$s para"raph ,efore. /o'e&er# Im re%sn" t for 2 reasons
1. Its a "reat eamp)e of ho' to 'rte an :ad&an ta"es: para"raph %sn" a :frst)$#
second)$# fna))$: str%ct%re.
2. There are some ece))ent comments from st%dents ,e)o' ths )esson. If $o% read
them caref%))$# $o% ')) )earn a )ot.
*ain body -advantages- paragraph 3band 45$
There are se&era) ad&anta"es to %sn" comp%ters n ed%caton. +rst)$# st%dents )earn ne'
s*))s 'hch ')) ,e etreme)$ %sef%) for ther f%t%re >o,s. +or eamp)e# the$ )earn to
'rte reports or other doc%ments %sn" a 'ord processor# and the$ can practse don"
spo*en presentatons %sn" o'eront s)des. Second)$# techno)o"$ s a po'erf%) too) to
en"a"e st%dents. The %se of 'e,stes or on)ne &deos can ma*e )essons m%ch more
nterestn"# and man$ st%dents are more mot&ated to do home'or* or research %sn"
on)ne reso%rces. +na))$# f each st%dent has a comp%ter to 'or* on# the$ can st%d$ at
ther o'n pace.
40. IELTS Writing Task 2: 'u$$ essay
s%a))$ I s%""est 'rtn" 4 para"raphs for tas* 2. /o'e&er# sometmes t m"ht ,e ,etter
to 'rte 5 para"raphs. The fo))o'n" essa$ %eston has three parts# so I&e 'rtten three
man ,od$ para"raphs 5 para"raphs n tota).
xplain some of the ways in which humans are damaging the environment. What can
governments do to address these problems? What can individual people do?
/%mans are respons,)e for a &aret$ of en&ronmenta) pro,)ems# ,%t 'e can a)so ta*e
steps to red%ce the dama"e that 'e are ca%sn" to the p)anet. Ths essa$ ')) dsc%ss
en&ronmenta) pro,)ems and the meas%res that "o&ernment s and nd&d%a)s can ta*e to
address these pro,)ems.
T'o of the ,""est threats to the en&ronment are ar po))%ton and 'aste. as emssons
from factores and eha%st f%mes from &ehc)es )ead to ")o,a) 'armn"# 'hch ma$ ha&e
a de&astatn" effect on the p)anet n the f%t%re. As the h%man pop%)aton ncreases# 'e are
a)so prod%cn" e&er "reater %anttes of 'aste# 'hch contamnates the earth and po))%tes
r&ers and oceans.
o&ernments co%)d certan)$ ma*e more effort to red%ce ar po))%ton. The$ co%)d
ntrod%ce )a's to )mt emssons from factores or to force companes to %se rene'a,)e
ener"$ from so)ar# 'nd or 'ater po'er. The$ co%)d a)so mpose K"reen taesJ on dr&ers
and ar)ne companes. In ths 'a$# peop)e 'o%)d ,e enco%ra"ed to %se p%,)c transport
and to ta*e fe'er f)"hts a,road# therefore red%cn" emssons.
Ind&d%a)s sho%)d a)so ta*e respons,)t$ for the mpact the$ ha&e on the en&ronment.
The$ can ta*e

and rec$c)e as p%,)c
m%ch astransport rather
poss,)e. ostthan dr&n"# choose
s%permar*ets prod%ctsre%sa,)e
no' pro&de 'th )ess pac*a"n"#
,a"s for
shoppers as 'e)) as K,an*sJ for rec$c)n" ")ass# p)astc and paper n ther car par*s. $
re%sn" and rec$c)n"# 'e can he)p to red%ce 'aste.
In conc)%son# ,oth natona) "o&ernments and nd&d%a)s m%st p)a$ ther part n )oo*n"
after the en&ronment.
(ote$
Ths essa$ s eact)$ 250 'ords )on". I&e tred to ma*e t as smp)e as poss,)e# ,%t ts
st)) "ood eno%"h to "et a ,and 9.
41. IELTS Writing Task 2: studying a#road
*ore and more students are choosing to study at colleges and universities in a foreign
country. 'o the benefits of studying abroad outweigh the drawbacks?
6enefits of studying abroad$
• an$ st%dents tra&e) a,road to st%d$ at a prest"o%s %n&erst$.

• The ,est %n&erstes emp)o$ )ect%rers 'ho are eperts n ther fe)ds.
• %a)fcatons "aned a,road can open doors to ,etter >o, opport%ntes.
• L&n" n a fore"n co%ntr$ can ,roaden st%dents horGons.
• C&erseas st%dents are eposed to dfferent c%)t%res and c%stoms.
• The$ can mmerse themse)&es n a )an"%a"e.
'rawbacks of studying abroad$
• L&n" a'a$ from home can ,e cha))en"n".

• St%dents ha&e pro,)ems 'th paper'or* s%ch as &sa app)catons.
• The )an"%a"e ,arrer can ca%se dffc%)tes.
• St%dents ha&e to fnd accommodaton and pa$ ,))s.
• an$ st%dents fee) homesc* and mss ther fam)es.
• Some st%dents eperence c%)t%re shoc*.
!hch of the 'ords or phrases a,o&e do $o% thn* 'o%)d ,e consdered ,and 7 or h"her;
42. 5and / 6oca#u$ary
!hen I sa$ :,and 7 &oca,%)ar$:# Im rea))$ ta)*n" a,o%t &oca,%)ar$ that co%)d he)p $o%
to "et a ,and 7 or higher. Eamners are )oo*n" for :)ess common: 'ords and phrases#
correct and re)e&ant co))ocatons# and ma$,e some domatc )an"%a"e.
I&e 'rtten the fo))o'n" para"raph %sn" some of the deas from the )esson ,e)o'. I&e
%nder)ned the ,and 7 or h"her &oca,%)ar$.
Advantages of studying abroad$
an$ st%de nts choose to st%d$ a,road ,eca%se there are "reater opport%ntes n a
partc%)ar fore"n co%ntr$. +ore"n %n&erstes ma$ offer ,etter fac)tes or co%rses. The$
ma$ a)so ,e more prest"o%s than %n&erstes n the st%dentJs o'n co%ntr$ and ha&e
teachers 'ho are eperts n ther fe)ds. There fore# ,$ st%d$n" a,road# st%dents can
epand ther *no')ed"e and "an %a)fcatons that open the door to ,etter >o,
opport%ntes. A perod of st%d$ a,road can a)so ,roaden st%dentsJ horGons. In the ne'
co%ntr$# the$ ')) ha&e to )&e and 'or* 'th other st%dents of &aro%s natona)tes. Th%s#
o&erseas st%dents are eposed to dfferent c%)t%res# c%stoms and ponts of &e'.
106 'ords
43. IELTS Writing Task 2: crime to"ic
/ere s a :pro,)em-so)%ton: %eston# 'th some deas for an essa$ ,e)o'
*any criminals re7offend after they have been punished. Why do some people
continue to commit crimes after they have been punished, and what measures can be
taken to tackle this problem?
a%ses of crme and reoffendn"
• The man ca%ses of crme are po&ert$# %nemp)o$ment and )ac* of ed%caton.
• eop)e 'ho commt crmes often ha&e no other 'a$ of ma*n" a )&n".
• The prson s$stem can ma*e the st%aton 'orse.
• Cffenders m 'th other crmna)s 'ho can ,e a ne"at&e nf)%ence.

• A crmna) record ma*es fndn" a >o, more dffc%)t.
• an$ prsoners reoffend 'hen the$ are re)eased.
oss,)e meas%res to red%ce crme and reoffendn"
• rsons sho%)d pro&de ed%caton or &ocatona) trann".

• eha,)taton pro"rammes prepare prsoners for re)ease nto socet$.
• omm%nt$ ser&ce s another 'a$ to reform offenders.
•
It ma*es offenders %sef%) n ther )oca) comm%ntes.
• The$ m"ht ,e re%red to ta)* to schoo) "ro%ps or c)ean p%,)c areas.
• Cffenders a)so need he)p 'hen )oo*n" for accommodaton and 'or*.
44. IELTS Writing Task 2: +7oo+ to"ic
Some people believe that it is wrong to keep animals in )oos, while others think that
)oos are both entertaining and ecologically important. 'iscuss both views.
/ere are some ,and 7 or h"her &oca,%)ar$ deas. I&e or"ansed the &oca,% )ar$
accordn" to dfferent perspect&es.
ost&es of *eepn" anma)s n Goos
1. conser&aton.
En-ironmenta$ The$"ers"ect
he)p to i-e: Hoos
protect p)a$ anspeces.
endan"ered mportant ro)e scentsts
The$ a))o' n ')d)fe
to
st%d$ anma) ,eha&o%r.
2. Economic "ers"ecti-e: Hoos emp)o$ )ar"e n%m,ers of peop)e. The$ pro&de >o,
opport%ntes and ncome for the )oca) area. The mone$ rased can ,e %sed for
conser&aton pro>ects.
3. ;ersona$ "ers"ecti-e: Hoos are nterestn"# ed%catona) and f%n. The$ ma*e a
"reat da$ o%t for fam)es. h)dren )earn to apprecate ')d)fe and nat%re.
<e"at&es of Goos
1. En-ironmenta$ "ers"ecti-e:Hoos are artfca) en&ronments. Anma)s )ose ther

nstnct to h%nt for food. It 'o%)d ,e ,etter to sa&e endan"ered spec es ,$
protectn" ther nat%ra) ha,tats.
2. <ora$ "ers"ecti-e: Feepn" anma)s n ca"es s %nethca). !e ha&e no r"ht to
%se anma)s for entertanment. Hoos eh,t anma)s 'th the am of ma*n" a
proft.
Thn*n" a,o%t topcs from dfferent perspect&es s a %sef%) techn%e. It he)ps $o% to
"enerate a &aret$ of nterestn" deas. I %sed ths techn%e 'hen thn*n" of deas for
m$ e,oo*# and I enco%ra"e m$ st%dents to %se t 'hen p)annn" ther essa$s.
45. IELTS Writing Task 2: education % "ractica$ ski$$s
Se&era) st%dents ha&e as*ed me to he)p them 'th ths IELTS %eston
Some people think that school children need to learn practical skills such as car
maintenance or bank account management along with the academic sub1ects at school.
/ere are some s%""estons ths s <CT an essa$
1. Introduce the to"ic then gi-e your o"inion

I 'o%)d 'rte that t s tr%e that ch)dren )earn academc s%,>ects at schoo)# ,%t not man$
practca) s*))s. /o'e&er# I 'o%)d then dsa"ree that schoo)s sho%)d teach s*))s )*e ,an*
acco%nt mana"ement and car mantenance.
2. irst su""orting "aragra"h

I 'o%)d 'rte a para"raph a,o%t the mportance of academc s%,>ects )*e maths# scence#
)an"%a"es etc. !e )&e n a *no')ed"e,ased econom$ 'here ndependent thn*n" and
pro,)em so)&n" are the most mportant s*))s. !th tmeta,)es a)read$ f%))# schoo)s do
not ha&e tme to teach ch)dren an$thn" e)se.
. Second su""orting "aragra"h

I 'o%)d ar"%e that ,an* acco%nt mana"ement s a )fe s*)) that an$one can )earn ,$
smp)$ openn" a ,an* acco%nt. ost ad%)ts ha&e no pro,)em mana"n" ther fnances
'tho%t ,en" ta%"ht acco%ntn" )essons at schoo). Cther s*))s )*e car mantenance are
not rea))$ necessar$. ost peop)e ta*e ther cars to a %a)fed mechanc.
4. onc$usion
epeat the dea that schoo)s are a)rea d$ don" a "ood >o, teachn" the trad tona)
academc s%,>ects. If the$ start to teach practca) s*))s# the st%d$ of mportant academc
s%,>ects ')) s%ffer.
46. IELTS Writing Task 2: g$o#a$isation
/ere s an essa$ %eston on the topc of ")o,a)saton
It has been said that the world is becoming a global village in which there are no
boundaries to trade and communication. 'o the benefits of globalisation outweigh the
drawbacks?
(esterda$s &deo contaned some %sef%) deas# ,%t here are some more deas from m$
e,oo*
ost&es of ")o,a)saton
• %sness s ,ecomn" ncreasn")$ nternatona).

• A ")o,a) econom$ means free trade ,et'een co%ntres.
• Ths can stren"then po)tca) re)atonshps.
• )o,a)saton can a)so create opport%ntes for emp)o$ment.
• It enco%ra"es n&estment n )ess de&e)oped co%ntres.
It co%)d red%ce po&ert$ n the de&e)opn" 'or)d.

<e"at&es of ")o,a)saton
• )o,a)saton can a)so )ead to %nemp)o$ment and ep)otaton.

• ompanes mo&e to co%ntres 'here )a,o%r s cheap.
• Ths creates red%ndances# or >o, )osses.
• Some companes ep)ot ther emp)o$ees n de&e)opn" co%ntres.
• Sa)ares are )o' and 'or*n" condtons are often poor.
• )o,a) trade a)so creates ecess&e 'aste and po))%ton.
(ote$
The Amercan En")sh spe))n" s ")o,a)Gaton. (o% can %se ether spe))n" n the IELTS
test.
47. IELTS Writing Task 2: ad-ertising to"ic
Ad&ertsn" s a &er$ common topc n ,oth the IELTS 'rtn" and spea*n" tests. /ere
are some deas from m$ e,oo* that $o% co%)d )earn.
;ositi-es o' ad-ertising:
• ompanes need to te)) c%stomers a,o%t ther prod%cts and ser&ces.

• Ad&ertsements nform %s a,o%t the choces 'e ha&e.
• The ad&ertsn" nd%str$ emp)o$s man$ peop)e.
• Ad&ertsements are often f%nn$# artstc or tho%"htpro&o*n".
Degati-es o' ad-ertising:
• Ad&ertsers am to con&nce %s that ,%$n" thn"s )eads to happness.

• !e are pers%aded to fo))o' the )atest trends and fashons.
• h)dren can ,e eas)$ nf)%enced ,$ ad&ertsements.
• The$ p%t press%re on ther parents ,$ pestern" or na""n".
?"inions:
• Ad&ertsn" sho%)d ,e re"%)ated ,$ "o&ernments.

• Ad&ertsements that tar"et ch)dren sho%)d ,e ,anned.
• ac*a"n" for >%n* food sho%)d dsp)a$ c)ear hea)th 'arnn"s.
•
C&era))# ad&ertsn" s necessar$ ,%t t needs to ,e contro))ed.
48. IELTS Writing Task 2: tourism
'o the benefits of tourism outweigh the drawbacks?
/ere are some deas. I&e or"ansed the &oca,%)ar$ accordn" to dfferent perspect&es
dfferent 'a$s of )oo*n" at ths ss%e.
ost&es of to%rsm
1. ;ersona$ "ers"ecti-e: To%rsm s a pop%)ar )es%re act&t$. To%rsts can re)a#

ha&e f%n# rechar"e ther ,atteres# eperence dfferent c%stoms and c%)t%res
s"htseen"# s%n,athn"# &stn" mon%ments# tastn" ne' c%sne. Tra&e) opens
o%r mnds. It can ,roaden o%r horGons.
2. Economic "ers"ecti-e: The to%rsm nd%str$ s &ta) for some co%ntres. eop)e
re)$ on to%rsm for ther ncome. To%rsm attracts n&estment from "o&ernments
and companes. It creates emp)o$ment d%e to demand for "oods and ser&ces
hote)s# entertanment etc.. It he)ps to mpro&e the standard of )&n".
<e"at&es of to%rsm
1. En-ironmenta$ "ers"ecti-e: To%rsm can ha&e a ne"at&e mpact on the

en&ronment. Ecess&e ,%)dn" roads# hote)s etc. destro$s nat%ra) ha,tats and
spo)s the )andscape. To%rsm creates po))%ton and 'aste. It p%ts press%re on )oca)
reso%rces s%ch as food# 'ater and ener"$.
2. Economic "ers"ecti-e: To%rsm ma$ ca%se a rse n the cost of )&n". rces of
"oods and ser&ces "o %p. To%rsts ,%$ second homes. A)) of ths affects )oca)
peop)e.
3. u$tura$ "ers"ecti-e: Loca) tradtons ma$ ,e )ost. Tradtona) >o,s and s*))s de
o%t e.". farmn"# fshn". Loca) peop)e are forced to 'or* n the to%rst nd%str$.
Thn*n" a,o%t topcs from dfferent perspect&es can he)p $o% to "enerate ,etter deas.
Ths techn%e snt perfect for e&er$ topc# ,%t t can ,e rea))$ %sef%).
49. IELTS Writing Task 2: what is ha""iness
an$ st%dents fnd the fo))o'n" %eston dffc%)t am,rd"e IELTS 4# pa"e 55
%appiness is considered very important in life.

Wh y is it difficult to define?
What factors are important in achieving happiness?
/ere are some deas from m$ e,oo*.
•
/appness means dfferent thn"s to dfferent peop)e.
• It can ,e descr,ed as a fee)n" of p)eas%re or en>o$ment.
• eop)e en>o$ spendn" tme 'th fam)$ and frends.
• /o,,es# sports and "ames can ,e a so%rce of f%n and en>o$ment.
• Some peop)e see mone$ as a so%rce of happness.
• Cther peop)e defne happness as somethn" deeper.
• The$ need to fee) that the$ are don" somethn" %sef%) 'th ther )&es.
• Some peop)e "et a sense of ache&ement from ther 'or*.
• Cthers fnd happness n ,rn"n" %p ther ch)dren.
Tr$ epandn" on these dea to 'rte a f%)) essa$. emem,er to %se eamp)es from $o%r
eperence= ths s the ,est 'a$ to de&e)op an dea.
50. IELTS Writing Task 2: g$o#a$ $anguage argument
The spea*e r n $esterda$s &deo "a&e the post &es of En")sh as a ")o,a) second
)an"%a"e. /ere s a para"raph 'th ar"%ments a"anst ths &e'.
Degati-es o' Eng$ish as a g$o#a$ $anguage:

The epanson of En")sh has a)so ,een crt csed. Some peop)e 'orr$ that f one
)an"%a"e# )*e En")sh# ,ecomes domnant# other )an"%a"es ma$ dsappear. Lan"%a"es
spo*en ,$ sma)) comm%ntes co%)d ,ecome etnct as peop)e )earn En")sh n order to
fnd 'or*. Ths 'o%)d o,&o%s)$ ha&e a ne"at&e effect on )oca) c%)t%res# c%stoms and
tradtons ,eca%se the ne' domnant )an"%a"e 'o%)d ,rn" ts o'n c%)t%re 'th t. +or
eamp)e# the epanson of En")sh has happened a)on"sde the ncreasn" pop%)art$ of
Amercan c%)t%re. The Amercan f)m# m%sc and fashon nd%stres are as domnant as
")o,a) Amercan companes and prod%cts# s%ch as crosoft or the od. Some peop)e
ca)) ths Kc%)t%ra) mpera)smJ# meann" that one c%)t%re has po'er o&er others.
Try to ana$yse this "aragra"h
Is there a topc sentence; !hat reasons and eamp)es are "&en; !hat )n*n"
epressons are %sed; !hat ,and 7 &oca,%)ar$ s %sed; an $o% fnd some condtona)
sentences;
!rte the man deas for the ")o,a) )an"%a"e topc post&es and ne"at&es n $o%r
note,oo*.
51. IELTS Writing Task 2: techno$ogy
/ere s a %eston that a st%dent as*ed me a,o%t

Some people believe that the range of technology available to individuals today is
increasing the gap between rich people and poor people, while others say that
technology has the opposite effect. 'iscuss both views and give your opinion.
Id 'rte a 4para"raph essa$
1. Introd%cton ntrod%ce the topc and "&e $o%r &e'

2. Cne &e'
3. The other &e' that $o% a"ree 'th
4. onc)%son repeat $o%r &e'
Some deas
Techno)o"$ co%)d ncrease the "ap ,et'een rch and poor. ch peop)e ha&e smartphones#
)aptops# 're)ess ,road,and Internet etc. eop)e n de&e)oped co%ntres can no' 'or*
from home or from an$'here n the 'or)d. The$ can do ther shoppn" on)ne and ha&e
thn"s de)&ered to ther homes. Techno)o"$ mpro&es ther %a)t$ of )fe.
Cn the other hand# man$ peop)e n poorer co%ntres# 'ho dd not ha&e norma) te)ephones#
no' ha&e mo,)e phones. A)so# the Internet s spreadn" to a)) parts of the 'or)d. In the
past# on)$ peop)e n de&e)oped co%ntres had access to 'or)dc)ass ),rares# ,%t no' the
Internet "&es e&er$one access to the same nformaton. Ths ')) )ead to "reater e%a)t$.
52. IELTS Writing Task 2: city "ro#$ems
*ore and more people are migrating to cities in search of a better life, but city life can
be extremely difficult. xplain some of the difficulties of living in a city. %ow can
governments make urban life better for everyone?
/ere are some ,and 7 &oca,%)ar$ deas from m$ e,oo* for descr,n" ct$ pro,)ems
• Lfe n ctes has ts dra',ac*s.
• The cost of )&n" s h"her than n r%ra) areas.
• /o%sn" s %s%a))$ m%ch more epens&e.
• /ome)essness and po&ert$ are common n ctes.
• There s a "ap ,et'een the rch and poor.
• Lfe n ctes can ,e etreme)$ stressf%).
• There are pro,)ems )*e traffc con"eston and crme.
•
tes )ac* a sense of comm%nt$.
• eop)e do not e&en *no' ther ne"h,o%rs.
• tes are sometmes descr,ed as Mconcrete >%n")esN.
an $o% s%""est an$ so)%tons to these pro,)ems; !atch $esterda$s &deo for some
deas.
53. Students+ 8uestions: +c$imate+ to"ic
54. IELTS Writing Task 2: go-ernments
A )ot of IELTS !rtn" %estons as* $o% to "&e opnons a,o%t 'hat "o&ernments
sho%)d do n re)aton to an ss%e. o&ernments can ha&e an nf)%ence on a)most
e&er$thn" en&ronment# crme# te)e&son# ad&ertsn"# 'or* etc.
As part of $o%r IELTS preparaton# $o% sho%)d thn* a,o%t 'hat "o&ernments can do n
re)aton to IELTS topcs. /ere are some deas from m$ e,oo*
• o&ernments pro&de p%,)c ser&ces )*e hea)thcare and ed%caton.

• The$ ntrod%ce ne' )a's.
• The$ rase mone$ ,$ tan" 'or*n" peop)e.
• The$ can spend mone$ on campa"ns to ed%cate peop)e.
• The$ can rase peop)es a'areness of ss%es.
• The$ can create ne' >o,s.
• The$ can pro&de reso%rces for schoo)s# hospta)s etc.
• The$ can s%pport peop)e 'ho are )&n" n po&ert$ or %na,)e to 'or*.
So# f the %eston as*s $o% to s%""est 'hat "o&ernments sho%)d do to red%ce o,est$#
$o% co%)d 'rte ths
:In m$ opnon# "o&ernments sho%)d spend mone$ on campa"ns to ed%cate peop)e a,o%t
the mportance of re"%)ar eercse and a hea)th$ det. erhaps the$ sho%)d a)so ntrod%ce
ne' )a's to ,an the ad&ertsn" of >%n* food to ch)dren.:
Thn* a,o%t some other IELTS topcs. !hat do $o% thn* "o&ernments sho%)d do;
55. IELTS writing Task 2: hea$th to"ic
'espite huge improvements in healthcare, the overall standard of physical health in

many developed countries is now falling. What could be the reason for this trend, and
what can be done to reverse it?
/ere s a para"raph a,o%t ca%ses of poor hea)th
Lfest$)e s a ma>or ca%se of poor hea)th n de&e)oped co%ntres. ost peop)e no' tra&e)
,$ car rather than 'a)*n"# and machnes no' perform man$ tradtona) man%a) >o,s. As
a res%)t# peop)e tend to 'or* n offces 'here )tt)e ph$sca) act&t$ s re%red. At home#
peop)e are a)so )ess act&e= most ad%)ts re)a ,$ 'atchn" te)e&son# 'h)e ch)dren p)a$
&deo "ames rather than don" o%tdoor sports. Te chno)o"$ has therefore made o%r )&es
more comforta,)e ,%t perhaps )ess hea)th$.
an $o% s%""est an$ so)%tons to these )fest$)e pro,)ems;
56. IELTS Writing Task 2: go-ernment s"ending
As $esterda$s )stenn" eercse 'as a,o%t space pro"rammes# )ets )oo* at the fo))o'n"
'rtn" %eston
"he money spent by governments on space programmes would be better spent on vital
public services such as schools and hospitals. "o what extent do you agree or disagree?
)annn" $o%r ans'er
1. +rst $o% need to decde 'hat $o%r opnon s. !)) $o% a"ree# dsa"ree# or tr$ to
present a ,a)anced opnon; !hch 'o%)d ,e easer;
2. Then $o% need to dec de ho' to or"a nse the essa $. /o' man$ par a"raphs '))
$o% 'rte# and 'hat ')) each para"raph ,e a,o%t;
3. +na))$# $o% need to p)an some deas "ood &oca,%)ar$ to s%pport $o%r opnon.
+ee) free to dsc%ss $o%r deas n the :comments: area ,e)o'. Im afrad I cant chec*
essa$s# ,%t I)) ,e happ$ to ma*e "enera) comments a,o%t $o%r deas.
57. IELTS Writing Task 2: +#ott$ed water+ to"ic
Water is a natural resource that should always be free. /overnments should ban the
sale of bottled water.
/ere are some opnons that $o% co%)d %se

• Some peop)e ,e)e&e that ,ott)ed 'ater s hea)ther than tap 'ater.
• The$ a)so ar"%e that t tastes ,etter.
• Cther peop)e ,e)e&e that 'e sho%)d cons%me )ess ,ott)ed 'ater.
• )astc 'ater ,ott)es add to )tter and 'aste pro,)ems.
• ompanes sho%)d not ,e a,)e to ma*e a proft from a nat%ra) reso%rce.
• There s no dfference n %a)t$ ,et'een ,ott)ed and tap 'ater.
• o&ernments sho%)d ens%re that e&er$one has access to c)ean tap 'ater.
58. IELTS Writing Task 2: money and consumerism
/ere
these are some
deas &oca,%)ar$
to 'rte deas for the topc of mone$ and cons%mersm. (o% co%)d %se
an essa$
*any people say that we now live in +consumer societies+ where money and
possessions are given too much importance. 0thers believe that consumer culture has
played a vital role in improving our lives.
'iscuss both views and give your opinion.
enera$ ideas:
a cons%mer socet$# matera)stc# earn mone$# ma*e mone$# ma*e a proft# s%ccess#
matera) possessons# connect 'ea)th 'th happness# stat%s s$m,o)s# the po'er of
ad&ertsn".
;ositi-es o' consumerism:
emp)o$ment# ncome# sa)ares# prod%cts that 'e need# red%ce po&ert$# ,etter standard of
)&n"# %a)t$ of )fe# creat&t$ and nno&aton# trade ,et'een co%ntres.
Degati-es:
create 'aste# %se nat%ra) reso%rces # dama"e to the en&ronment# thro'a'a$ c%)t%re#
peop)e ,ecome "reed$# se)fsh# mone$ does not ma*e %s happ$# )oss of tradtona) &a)%es.
59. IELTS Writing Task 2: 'i(ed "unishments
&o#e !eo!le believe that there should be ixed !unish#ents or each ty!e o cri#e.
'thers, however, argue that the circu#stances o an individual cri#e, and the #otivation
or co##itting it, should always be taken into account when deciding on the !unish#ent.
(iscuss both these views and give your own o!inion.
/ere s m$ s%""ested essa$ o%t)ne
1. Introduction: to"ic C res"onse
eop)e ha&e dfferent &e's a,o%t 'hether p%nshments for crmes sho%)d ,e fed.
A)tho%"h there are some ad&anta"es of fed p%nshments# I ,e)e&e that t s ,etter to
>%d"e each crme nd&d%a))$.
2. 5ene'its o' 'i(ed "unishments
There are some "ood ar"%ments for ha&n" one set p%nshment for each crme.
I?EAS eas$# far >%stce s$stem= e&er$one s a'are of the p%nshment for each crme=
fed p%nshments co%)d deter crmna)s.
. 5ene'its o' not ha-ing 'i(ed "unishments
/o'e&er# I 'o%)d ar"%e that the crc%mstances of a crme and the crmna)Js mot&aton
sho%)d ha&e an nf)%ence on the p%nshment.
I?EAS >%d"e can decde the ,est response= a more h%mane s$stem= eamp)e stea)n" to
feed a fam)$ compared to stea)n" for proft.
4. onc$usion: re"eat your res"onse
In conc)%son# despte the ad&anta"es of fed p%nshments# t seems to me that each

crme sho%)d ,e >%d"ed ta*n" ,oth the crc%mstances and mot&aton nto acco%nt.
60. IELTS Writing Task 2: +on$ine sho""ing+ to"ic

Ths 'as a recent IELTS eam %eston
0nline shopping is increasing dramatically. %ow could this trend affect our
environment and the kinds of 1obs re&uired?
$ ad&ce s to p)an $o%r essa$ 'th a 4para"raph str%ct%re
1. Introduction: to"ic C res"onse &2 sentences are enough)

Introd%ce the topc of on)ne shoppn" ,ecomn" more pop%)ar. Then 'rte that t '))
ha&e a s"nfcant mpact on the en&ronment and on >o,s.
2. ;aragra"h a#out the en-ironment

!rte a,o%t smp)e deas e.". peop)e ')) dr&e )ess# so there ')) ,e )ess po))%ton# )ess
destr%cton from the ,%)dn" of ne' roads# ,%t perhaps more pac*a"n".
. ;aragra"h a#out 9o#s

Smp)e deas e.". man$ shop 'or*ers ')) )ose ther >o,s# %nemp)o$ment ma$ rse# ,%t
there ')) ,e more s*))ed >o,s n IT comp%ter pro"rammers# 'e, des"ners.
4. onc$usion: re"eat your res"onse

C&era)) opnon on)ne shoppn" ma$ ha&e a ne"at&e effect on emp)o$ment# ,%t t m"ht
,e a "ood thn" for the en&ronment.
61. IELTS Writing Task 2: using the e#ook
A fe' peop)e ha&e as*ed me ho' to %se the e,oo*. Cne 'a$ s to practse 'rtn"
para"raphs %sn" the e,oo* deas.
Some ideas 'rom the e#ook a#out the #ene'its o' mo#i$e "hones:
•
The mo,)e phone s the most pop%)ar "ad"et n toda$Js 'or)d.
• !e can sta$ n to%ch 'th fam)$# frends and co))ea"%es 'here&er 'e are.
• sers can send tet messa"es# s%rf the Internet# ta*e photos and )sten to m%sc.
• o,)es ha&e a)so ,ecome fashon accessores.
• o,)e phones ha&e re&o)%tonsed the 'a$ 'e comm%ncate.
5y $inking these ideas &and adding a 'ew things) I can write a "aragra"h:
The mo,)e phone has ,ecome the most pop%)ar "ad"et n toda$Js 'or)d. The reason for
ths s that t s porta,)e and &ersat)e. o,)e phones are no' carred at a)) tmes ,$ most
peop)e# a))o'n" %s to sta$ n to%ch 'th fam)$# frends and co))ea"%es 'here&er 'e are.
+%rthermore# the$ no' ha&e man$ more f%nctons than a standard te)ephone= mo,)e
phone %sers can send tet messa"es# s%rf the Internet# ta*e photos and )sten to m%sc# as
'e)) as ma*n" ca))s. o,)es ha&e ,ecome fashon accessores# and the$ ha&e
re&o)%tonsed the 'a$ 'e comm%ncate.
62. IELTS Writing Task 2: +marriages+ to"ic
*arriages are bigger and more expensive nowadays than in the past. Why is this the
case? Is it a positive or negative development?
To p)an an essa$ for ths topc# consder the fo))o'n" %estons
1. !o%)d $o% ca)) ths an opnon essa$ or a dsc%sson essa$;

2. +or a 4para"raph essa$# 'hat 'o%)d each para"raph ,e a,o%t;
3. !hat 2 thn"s do $o% need to do n the ntrod%cton;
4. ?o $o% ha&e an$ deas to ep)an 'h$ 'eddn"s are ,""er-epens&e;
5. Sho%)d $o% choose post&e or ne"at&e# or can $o% dsc%ss ,oth;
+ee) free to ans'er these %estons n the comments area. I)) "&e $o% m$ ans'ers
tomorro'# and I)) tr$ to 'rte a f%)) essa$ for net 'ee*.
(ote$
)ease dont send me f%)) essa$s. I cant chec* them or "&e $o% a score.
63. IELTS Writing Task 2: +road sa'ety+ to"ic
oad safet$ co%)d ,e the topc of a :pro,)em-so)%ton: essa$
'espite improvements in vehicle technology, there are still large numbers of road
accidents. xplain some of the causes of these accidents, and suggest some measures
that could be taken to address the problem.
auses:
• ?r&n" 'h)e tred or dr%n* s etreme)$ dan"ero%s.

• o,)e phones can ,e a dan"ero%s dstracton for dr&ers.
• The$ dra' the dr&erJs attenton a'a$ from the road.
So$utions:
• The %se of phones 'h)e dr&n" has ,een ,anned n man$ co%ntres.
•
%nshments are ,ecomn" strcter.

• Te)e&son campa"ns are %sed to remnd peop)e to dr&e safe)$.
• Speed cameras ha&e ,ecome more common.
(o% co%)d a)so add the ca%ses mentoned n $esterda$s )esson.
64. IELTS Writing Task 2: +academic a#i$ity+ to"ic
Some people think schools should group pupils according to their academic ability, but
others believe pupils with different abilities should be educated together. 'iscuss both
views and give your opinion.
/ere are some :,and 7: or h"her deas from m$ e,oo*
+or "ro%pn" ,$ a,)t$
• Teachers can 'or* at the r"ht speed for ther st%dents.

• Teachers can p)an more s%ta,)e )essons.
• /"h)e&e) "ro%ps ma$ pro"ress faster.
• Lo'er )e&e) "ro%ps can ,eneft from a s)o'er pace.
A"anst "ro%pn" ,$ a,)t$
• ro%pn" ,$ a,)t$ ma$ ha&e a ne"at&e mpact on st%dents.

• h)dren do not 'ant to ,e seen as )ess nte))"ent than others.
• en" n a )o'er )e&e) "ro%p co%)d dama"e ther se)f esteem.
• ed a,)t$ c)asses enco%ra"e ch)dren of a)) a,)tes to cooperate.
65. IELTS Writing Task 2: +ro#ots+ to"ic
A st%dent sent me ths %eston
Some people believe that robots will play an important role in future societies, while
others argue that robots might have negative effects on society.
Toda$ m$ st%dents p)anned an essa$ for ths topc. The photo ,e)o' sho's the deas the$
had n the )esson
66. IELTS Writing Task 2: +women and work+ to"ic
?ana sent me the fo))o'n" %eston
Women should have an e&ual role alongside men in both police and armed forces. "o
what extent do you agree or disagree?
/ere s m$ p)an for a 4para"raph essa$
1. Introduction: to"ic C res"onse
 Introd%ce the topc e.". :Increasn" n%m,ers of 'omen are choosn" to...:
 espond to the %eston e.". :I comp)ete)$ a"ree that 'omen sho%)d ,e a,)e...:
2. irst reason why I agree: e!ua$ o""ortunities

Ep)an 'h$ 'omen sho%)d ha&e the same r"ht as men to choose ther professon.
eop)e sho%)d ,e chosen for >o,s accordn" to ther s*))s# %a)fcatons# character etc.
. Second reason why I agree: women+s ca"a#i$ities

I 'o%)d dsa"ree 'th the &e' that 'omen are )ess a,)e than men to do certan >o,s.
A)so# I 'o%)d
st%aton ar"%e that po)ce'omen#
,$ comm%ncatn" for eamp)e#
more effect&e)$. ma$m)tar$
o)ce and ,e ,etter'or*
at contro))n" a
re%res more
than >%st ph$sca) stren"th. Team'or*# )eadershp and comm%ncaton can ,e m%ch more
mportant.
4. onc$usion: one sentence

epeat $o%r response n a dfferent 'a$.
67. IELTS Writing Task 2: +minority $anguages+ essay
Toda$# Id )*e to share a ,and 9 samp)e essa$ for the %eston ,e)o'.
Several languages are in danger of extinction because they are spoken by very small
numbers of people. Some people say that governments should spend public money on
saving these languages, while others believe that would be a waste of money.
'iscuss both these views and give your opinion.
It s tr%e that some mnort$ )an"%a"es ma$ dsappear n the near f%t%re. A)tho%"h t can
,e ar"%ed that "o&ernments co%)d sa&e mone$ ,$ a))o'n" ths to happen# I ,e)e&e that
these )an"%a"es sho%)d ,e protected and preser&ed.
There are se&era) reasons 'h$ sa&n" mnort$ )an"%a"es co%)d ,e seen as a 'aste of
mone$. +rst)$# f a )an"%a"e s on)$ spo*en ,$ a sma)) n%m,er of peop)e# epens&e
ed%caton pro"rammes ')) ,e needed to ma*e s%re that more peop)e )earn t# and the
state ')) ha&e to pa$ for fac)tes# teachers and mar*etn". Ths mone$ m"ht ,e ,etter
spent on other p%,)c ser&ces. Second)$# t 'o%)d ,e m%ch cheaper and more effcent for
co%ntres to ha&e >%st one )an"%a"e. o&ernments co%)d c%t a)) *nds of costs re)ated to
comm%ncatn" 'th each mnort$ "ro%p.
?espte the a,o&e ar"%ments# I ,e)e&e that "o&ernments sho%)d tr$ to preser&e )an"%a"es
that are )ess 'de)$ spo*en. A )an"%a"e s m%ch more than smp)$ a means of
comm%ncaton= t has a &ta) connecton 'th the c%)t%ra) dentt$ of the peop)e 'ho
spea* t. If a )an"%a"e dsappears# a 'ho)e 'a$ of )fe ')) dsappear 'th t# and 'e '))
)ose the rch c%)t%ra) d&erst$ that ma*es socetes more nterestn". $ spendn" mone$
to protect mnort$ )an"%a"es# "o&ernments can a)so preser&e tradtons# c%stoms and
,eha&o%rs that are part of a co%ntr$Js hstor$.
In conc)%son# t ma$ sa&e mone$ n the short term f 'e a))o' mnort$ )an"%a"es to
dsappear# ,%t n the )on" term ths 'o%)d ha&e an etreme)$ ne"at&e mpact on o%r
c%)t%ra) herta"e.
258 'ords
68. IELTS Writing Task 2: +de"endence+ !uestion
The fo))o'n" %eston 'as %sed n se&era) co%ntres )ast Sat%rda$. I&e )sted some deas
,e)o'.
Some people think that in the modern world we have become more dependent on each
other, while others think that people are now more independent.
'iscuss both views and give your own opinion.
+rst &e' 'e ha&e ,ecome more dependent
• Lfe s more dffc%)t and epens&e# and 'e are )ess se)fs%ffcent
• (o%n" peop)e re)$ on ther parents for )on"er
• nemp)o$ed peop)e rece&e state ,enefts
• C%r >o,s are m%ch more speca)sed# and 'e need to 'or* n teams
Second &e' 'e are more ndependent
• !e re)$ on machnes more than 'e depend on each other

• The Internet a))o's %s to so)&e pro,)ems 'tho%t needn" he)p
• +am)es are more dspersed# and therefore pro&de )ess s%pport
• Ed%caton "&es %s the freedom to ma*e o%r o'n choces
$ )n*n" these ponts to"ether and s%pportn" them 'th eamp)es# $o% co%)d eas)$
'rte t'o "ood para"raphs.
69. IELTS Writing Task 2: +9o# satis'action+ to"ic
As most people spend a ma1or part of their adult life at work, 1ob satisfaction is an
important element of individual well7being.
What factors contribute to 1ob satisfaction?
%ow realistic is the expectation of 1ob satisfaction for all workers?
The fo))o'n" para"raph ans'ers the second part of the %eston /o' rea)stc..
It s dffc%)t to ma"ne a 'or)d n 'hch e&er$one s tr%)$ satsfed 'th ther >o,. ost
peop)e 'or* n order to earn a sa)ar$# and the$ 'o%)d pro,a,)$ not choose to spend e"ht
or more ho%rs each da$ don" ther >o,s f the$ dd not need the mone$. The need to earn
mone$ to pa$ mort"a"es# ,))s and e&er$da$ )&n" costs s of m%ch "reater concern than
>o, satsfacton. In fact# I 'o%)d ar"%e that the ma>ort$ of peop)e ds)*e ther >o,s and
are %nhapp$ a,o%t ther sa)ares# 'or*n" ho%rs# 'or*)oads# or ther ,osses.
95 'ords
(ote$
!hat :,and 7 &oca,%)ar$: can $o% fnd n the para"raph a,o&e;
70. IELTS Writing Task 2: sam"$e discussion essay
/eres an eamp)e of ho' I 'rte a 4para"raph essa$ for :dsc%ss and "&e $o%r opnon:
%estons. <otce that I "&e m$ opnon n 3 p)aces ntrod%cton# para"raph 3#
conc)%son.
Some people believe that studying at university or college is the best route to a
successful career, while others believe that it is better to get a 1ob straight after school.
!hen the$ fnsh schoo)# teena"ers face the d)emma of 'hether to "et a >o, or contn%e
ther ed%caton. !h)e there are some ,enefts to "ettn" a >o, stra"ht after schoo)# I
'o%)d ar"%e that t s ,etter to "o to co))e"e or %n&erst$.
The opton to start 'or* stra"ht after schoo) s attract&e for se&era) reasons. an$
$o%n" peop)e 'ant to start earnn" mone$ as soon as poss,)e. In ths 'a$# the$ can
,ecome ndependent# and the$ ')) ,e a,)e to afford ther o'n ho%se or start a fam)$. In
terms of ther career# $o%n" peop)e 'ho decde to fnd 'or*# rather than contn%e ther
st%des# ma$ pro"ress more %c*)$. The$ ')) ha&e the chance to "an rea) eperence
and )earn practca) s*))s re)ated to ther chosen professon. Ths ma$ )ead to promotons
and a s%ccessf%) career.
Cn the other hand# I ,e)e&e that t s more ,enefca) for st%dents to contn%e ther
st%des. +rst)$# academc %a)fcatons are re%red n man$ professons. +or eamp)e# t
s mposs,)e to ,ecome a doctor# teacher or )a'$er 'tho%t ha&n" the re)e&ant de"ree.
As a res%)t# %n&erst$ "rad%ates ha&e access to more and ,etter >o, opport%ntes# and
the$ tend to earn h"her sa)ares than those 'th fe'er %a)fcatons. Second)$# the >o,
mar*et s ,ecomn" ncreasn")$ compett&e# and sometmes there are h%ndreds of
app)cants for one poston n a compan$. (o%n" peop)e 'ho do not ha&e %a)fcatons
from a %n&erst$ or co))e"e ')) not ,e a,)e to compete.
+or the reasons mentoned a,o&e# t seems to me that st%dents are more )*e)$ to ,e
s%ccessf%) n ther careers f the$ contn%e ther st%des ,e$ond schoo) )e&e).
271 'ords# ,and 9
71. IELTS Writing Task 2: +museums+ essay
Some people think that museums should be en1oyable places to entertain people, while
others believe that the purpose of museums is to educate.
'iscuss both views and give you own opinion.
eop)e ha&e dfferent &e's a,o%t the ro)e and f%ncton of m%se%ms. In m$ opnon#
m%se%ms can and sho%)d ,e ,oth entertann" and ed%catona).
Cn the one hand# t can ,e ar"%ed that the man ro)e of a m%se%m s to entertan.
%se%ms are to%rst attractons# and ther am s to eh,t a co))ecton of nterestn"
o,>ects that man$ peop)e ')) 'ant to see. The a&era"e &stor ma$ ,ecome ,ored f he or
she has to read or )sten to too m%ch ed%catona) content# so m%se%ms often p%t more of
an emphass on en>o$ment rather than )earnn". Ths t$pe of m%se%m s des"ned to ,e
&s%a))$ spectac%)ar# and ma$ ha&e nteract&e act&tes or e&en "ames as part of ts
eh,tons.
Cn the other hand# some peop)e ar"%e that m%se%ms sho%)d foc%s on ed%caton. The am
of an$ eh,ton sho%)d ,e to teach &stors somethn" that the$ dd not pre&o%s)$ *no'.
s%a))$ ths means that the hstor$ ,ehnd the m%se%mJs eh,ts needs to ,e ep)aned#
and ths can ,e done n &aro%s 'a$s. Some m%se%ms emp)o$ professona) "%des to ta)*
to ther &stors# 'h)e other m%se%ms offer headsets so that &stors can )sten to deta)ed
commentar$ a,o%t the eh,ton. In ths 'a$# m%se%ms can p)a$ an mportant ro)e n
teachn" peop)e a,o%t hstor$# c%)t%re# scence and man$ other aspects of )fe.
In conc)%son# t seems to me that a "ood m%se%m sho%)d ,e a,)e to offer an nterestn"#

en>o$a,)e and ed%catona) eperence so that peop)e can ha&e f%n and )earn somethn" at
the same tme.
253 'ords# ,and 9
72. IELTS Writing Task 2: +s"orts sa$aries+ to"ic
As I&e sad ,efore# $o% cant "et a h"h score for IELTS 'rtn" tas* 2 f $o% dont ha&e
"ood deas a,o%t the %eston topc. /ere are some deas from m$ e,oo* a,o%t the
fo))o'n" %eston
Some people believe that the salaries paid to professional sportspeople are too high,
while others argue that sports salaries are fair.
Oe' 1 sports sa)ares are too h"h
• Sports professona)s earn too m%ch mone$.
• The$ do not pro&de a &ta) ser&ce.
• +oot,a)) p)a$ers earn enormo%s sa)ares ,$ smp)$ *c*n" a ,a)).
• !e co%)d a)) )&e happ)$ 'tho%t professona) foot,a)).
• !e sho%)d &a)%e professona)s s%ch as n%rses and teachers more h"h)$.
Oe' 2 sports sa)ares are far
•
It s far that the ,est sportspeop)e earn a )ot of mone$.
• Sport s a m%)tm))onpo%nd nd%str$.
• There s a )ar"e a%dence of sports fans 'ho are '))n" to pa$.
• Te)e&sed "ames or e&ents attract man$ &e'ers.
• en" a top sportsperson re%res ho%rs of practce.
73. IELTS Writing Task 2: +he$"ing "oor countries+ to"ic
Ths 'as the IELTS 'rtn" tas* 2 %eston on 28th a$
"he money given to help poor countries does not solve the problem of poverty, so rich
countries should give other types of help instead.
$ st%dents and I p)anned a 4para"raph essa$
1. Introd%cton ntrod%ce the topc of he)pn" poor co%ntres# and a"ree that "&n"
mone$ s not the ,est 'a$ to he)p.
2. ara"raph ep)ann" 'h$ "&n" mone$ s a ,ad dea.
3. ara"raph ep)ann" 'h$ other t$pes of he)p are ,etter.
4. onc)%son repeat the ar"%ment n&estn" s ,etter than "&n".
!e dsc%ssed some deas and 'rote para"raph 2 to"ether
In m$ opnon# t s a ,ad dea to smp)$ "&e fnanca) ad to "o&ernments of poor

co%ntres. If rch co%ntres do ths# there s a rs* that the mone$ ')) not "o to the peop)e
'ho need t most. o&ernments ma$ ms%se the mone$ the$ are "&en ,eca%se the$ do
not ha&e the reso%rces or the *no'ho' to tac*)e the ca%ses of po&ert$. In some cases#
corr%pt po)tcans ha&e ,ecome rch 'h)e ther ctGens contn%e to s%ffer. +or these
reasons# t s mportant for de&e)oped co%ntres to fnd 'a$s to n&est n de&e)opn"
natons# nstead of >%st donatn" mone$.
74. IELTS Writing Task 2: +gender and uni-ersity+ to"ic
A fe' peop)e ha&e as*ed me a,o%t ths %eston from am,rd"e IELTS 5
8niversities should accept e&ual numbers of male and female students in every sub1ect.
I dd a )esson a,o%t ths %eston 'th m$ st%dents. /ere are o%r deas
1. Introd%cton !e decded to comp)ete)$ dsa"ree 'th the %est on statement. (o%

dont need to ep)an ,oth sdes of the ar"%ment. @%st "&e $o%r opnon n the
ntrod%cton# then s%pport t n the man ,od$ para"raphs.
2. ara"raph 2 Cne rea son 'h$ 'e dec ded to dsa "ree s that t 'o% )d not ,e
practca) or rea)stc to ha&e eact)$ the same n%m,er of ma)es and fema)es on
e&er$ co%rse. Some co%rses ha&e man)$ ma)e app)cants# 'h)e others are more
pop%)ar 'th fema)es.
3. ara"raph 3 Ano ther reas on 'e dsa"reed s tha t t 'o%) d not ,e far to ,ase
admsson to co%rses on "ender. n&erstes sho%)d se)ect canddates ,ased on
ther %a)fcatons# s*))s# eperence etc.
4. onc)%son epeat the dea that se)ectn" accordn" to "ender s not the ,est 'a$
to ens%re e%a) opport%ntes for men and 'omen at %n&erst$.
I)) p%t a f%)) eamp)e essa$ on the ste net 'ee*. (o% are 'e)come to share $o%r o'n
deas# ,%t Im afrad I cant "&e feed,ac*# scores or correctons.
75. IELTS Writing Task 2: +gender and uni-ersity+ essay
/eres m$ f%)) essa$ %sn" )ast 'ee*s p)an
8niversities should accept e&ual numbers of male and female students in every sub1ect.
In m$ opnon# men and 'omen sho%)d ha&e the same ed%catona) opport%ntes.
/o'e&er# I do not a"ree 'th the dea of acceptn" e%a) proportons of each "ender n
e&er$ %n&erst$ s%,>ect.
/a&n" the same n%m,er of men and 'omen on a)) de"ree co%rses s smp)$ %nrea)stc.
St%dent n%m,ers on an$ co%rse depend on the app)catons that the nstt%ton rece&es. If
a %n&erst$ decded to f)) co%rses 'th e%a) n%m,ers of ma)es and fema)es# t 'o%)d
need eno%"h app)cants of each "ender. In rea)t$# man$ co%rses are more pop%)ar 'th
one "ender than the other# and t 'o%)d not ,e practca) to am for e%a) proportons. +or
eamp)e# n%rsn" co%rses tend to attract more fema)e app)cants# and t 'o%)d ,e dffc%)t
to f)) these co%rses f fft$ per cent of the p)aces needed to "o to ma)es.
Apart from the practca) concerns epressed a,o&e# I a)so ,e)e&e that t 'o%)d ,e %nfar
to ,ase admsson to %n&erst$ co%rses on "ender. n&erstes sho%)d contn%e to se)ect
the ,est canddates for each co%rse accordn" to ther %a)fcatons. In ths 'a$# ,oth
men and 'omen ha&e the same opport%ntes# and app)cants *no' that the$ ')) ,e
s%ccessf%) f the$ 'or* hard to ache&e "ood "rades at schoo). If a fema)e st%dent s the
,est canddate for a p)ace on a co%rse# t 'o%)d ,e 'ron" to re>ect her n fa&o%r of a ma)e
st%dent 'th )o'er "rades or fe'er %a)fcatons.
In conc)%son# the se)ecton of %n&erst$ st%dents sho%)d ,e ,ased on mert# and t 'o%)d
,e ,oth mpractca) and %nfar to chan"e to a se)ecton proced%re ,ased on "ender.
265 'ords# ,and 9
76. IELTS Writing Task 2: +techno$ogy+ to"ic
Ths 'as a recent IELTS eam %eston
arly technological developments helped ordinary people and changed their lives more
than recent developments.
/eres the p)an that I 'rote 'th m$ st%dents
1. Introd%cton 'e dsa"ree ,eca%se 'e thn* that ear) $ and recent techno)o"es
ha&e had an e&ually s"nfcant mpact on o%r )&es.
2. ara"raph a,o%t ho' ear)$ techno)o"es he)ped peop)e.
3. ara"raph a,o%t ho' recent techno)o"es he)p peop)e.
4. onc)%son repeat the s"nfcance of ,oth.
/eres a pct%re of 'hat 'e 'rote for para"raph 2
77.
IELTS Writing Task 2: the +2 "art+ !uestion
The fo))o'n" %eston conf%ses man$ st%dents ,eca%se t doesnt seem to ,e one of the 3
norma) t$pes opnon# dsc%sson# pro,)em-so)%ton.
%appiness is considered very important in life.

Wh y is it difficult to define?
What factors are important in achieving happiness?
I ca)) ths a :2 part: %eston# and ts easer than $o% thn*. @%st ans'er the frst %eston
n para"raph 2# and the second %eston n para"raph 3
1. Introduction F to"ic C sim"$e answer to #oth !uestions
2. ;aragra"h F e("$ain why ha""iness is di''icu$t to de'ine
Some deas
st%aton can Ep)an
ma*e onethat happness
person happ$means dfferent
,%t another thn"s
person to dfferent
sad-,ored peop)e=
etc. &e the same
eamp)es of
'hat ma*es dfferent peop)e happ$ mone$# s%ccess# fam)$# frends# ho,,es. &e an
eamp)e from $o%r eperence e.". a ho,,$ that ma*es $o% happ$ ,%t that $o%r frend
hates.
. ;aragra"h F gi-e your o"inions a#out how to achie-e ha""iness
Some deas Tr$ to or"anse $o%r deas )o"ca))$  $o% co%)d ,e"n 'th h%mans ,asc
needs n order to ,e happ$ 'e need to ,e hea)th$ and ha&e some'here to )&e# food to
eat etc. then ta)* a,o%t the mportance of fam)$ and frends. (o% co%)d then 'rte a,o%t
career# mone$# s%ccess# stat%s etc.  ma$,e $o% co%)d ep)an that these thn"s mean
nothn" f 'e do not ha&e fam)$ and frends to share o%r eperences 'th. &e an
eamp)e from $o%r o'n )fe  'hat ')) ma*e $o% happer than $o% are no';
4. onc$usion F re"eat%summarise the main ideas
78. IELTS Writing Task 2: recent !uestion
Ths 'as the IELTS 'rtn" tas* 2 %eston t'o 'ee*s a"o n the F
It is right that university graduates should earn more money than less well educated
people, but they should pay the full cost of their education.
$ st%dents and I p)anned a 4para"raph essa$
1 Introd%cton ntrod%ce the topc and respond to ,oth parts of the %eston. !e decded
to a"ree that "rad%ates deser&e "ood sa)ares# ,%t 'e dsa"ree 'th the dea that the$
sho%)d pa$ the f%)) cost of ther de"ree co%rses.
2 ara"raph ep)ann " 'h$ "rad%ates sho%)d earn "ood sa)ares the$ ha&e n&ested
tme and effort nto "ann" ther %a)fcatons= the$ ha&e *no')ed"e# s*))s and trann"
re%red for mportant >o,s= the$ are an asset to socet$.
3 ara"raph ep)ann" 'h$ "rad%ates sho%)d not ha&e to pa$ the f%)) cost of ed%caton
ths ')) ,e too epens&e and ')) deter man$ $o%n" peop)e from "on" to %n&erst$=
st%dents ')) ha&e h%"e de,ts= "rad%ates contr,%te ,$ pa$n" taes 'hen the$ 'or*.
4 onc)%son repeat the t'o man deas.
79. IELTS Writing Task 2: g$o#a$isation o' cu$ture
Ths 'as a recent eam %eston
'ifferences between countries become less evident each year. (owadays, all over the
world people share the same fashio ns, advertising, brands, eating habits and "9
channels.
'o the disadvantages of this trend outweigh the advantages?
/eres m$ o%t)ne for a 4para"raph essa$
Introduction
It s tr%e that man$ aspects of c%)t%re are ,ecomn" ncreasn")$ sm)ar thro%"ho%t the
'or)d. A)tho%"h ths trend has some ,enefts# I 'o%)d ar"%e that there are more
dra',ac*s.
irst sentence o' "aragra"h 2

Cn the one hand# the ")o,a)saton of fashon# ,rands# eatn" ha,ts and other areas of
c%)t%re has some ,enefts. Ep)an the ,enefts
irst sentence o' "aragra"h 

Cn the other hand# I ,e)e&e that the dsad&anta"es of c%)t%ra) ")o,a)saton are e&en more
s"nfcant. Ep)an the dsad&anta"es
onc$usion
In conc)%son# t seems to me that the dra',ac*s of ")o,a)saton# n terms of c%)t%ra)
ha,ts s%ch as the c)othes 'e 'ear or the foods 'e eat# do o%t'e"h the ,enefts.
80. IELTS Writing Task 2: ad-ertising
Ad&ertsn" has ,een the topc of IELTS 'rtn" tas* 2 se&era) tmes ths $ear. Its a
pop%)ar topc# so $o% need some deas and opnons a,o%t t.
/ere are some opnons a,o%t ad&ertsn"# ta*en from m$ e,oo*.
• Ad&ertsn" sho%)d ,e PPPPPP.

• Ad&ertsn" PPPPPP ch)dren sho%)d ,e contro))ed or e&en ,anned.
• nhea)th$ foods sho%)d not ,e mar*eted PPPPPP attracts ch)dren.
• rod%cts that can ,e a rs* to hea)th sho%)d PPPPPP 'arnn"s.
• /o'e&er# ad&ertsn" s necessar$ n free PPPPPP economes.
• It creates PPPPPP prod%cts.
• o&ernments sho%)d on)$ PPPPPP fa)se nformaton or prod%cts that are harmf%).
ill the gaps with these words:phrases$
mar*et# n a 'a$ that# re"%)ated# dsp)a$# censor# demand for# amed at

(ote$
Ad&ertsn" s %nco%nta,)e $o% cant sa$ :an ad&ertsn": or :ad&ertsn"s:.
Ad&ertsn" s the name of the nd%str$# act&t$ or professon )*e mar*etn". An
ad&ertsement or ad&ertsements s 'hat $o% see on TO# n the street# n ne'spapers
etc.
81. IELTS Writing Task 2: method
I&e notced that the more essa$ prac tce I do 'th m$ st%dents# the more defined m$
'rtn" method ,ecomes.
+or eamp)e# I no' *no' that m$ 250'ord essa$s %s%a))$ contan 13 to 15 sentences 2
for the ntrod%cton# 5 to 6 for each man para"raph and 1 sentence for the conc)%son. It
ta*es me 10 mn%tes to 'rte a "ood p)an# 5 mn%tes to 'rte an ntrod%cton# I ha&e 2
man 'a$s of 'rtn" man para"raphs etc. etc.
The %eston s ?o $o% ha&e a c)ear)$ defned method; ?o $o% repeated)$ practse
'rtn" essa$s n the same 'a$;
If $o% dont ha&e a method# ts >%st :ht and hope:.
82. IELTS Writing Task 2: "ro#$em and so$ution
6ehaviour in schools is getting worse. xplain the causes and effects of this problem,
and suggest some possible solutions.
/ere are some deas for t'o man ,od$ para"raphs
auses o' #ad #eha-iour in schoo$s:
1. ,ad ,eha&o%r - )ac* of dscp)ne

2. )ar"e c)asses - dffc%)t to teach
3. dsr%pt&e st%dents - fam)$ ,ac*"ro%nd
4. parents - )enent - spo)
;ossi#$e so$utions:
1. schoo)s - c)ear r%)es

2. teachers - p%nsh dsr%pt&e st%dents
3. parents - s%pport - schoo) r%)es
4. parents - ta*e respons,)t$ - ch)drenJs ,eha&o%r
A "ood 'a$ to practse $o%r 'rtn" s to tr$ ma*n" f%)) sentences 'th these deas e.".
'ne reason or bad behaviour is the lack o disci!line in #any schools .
S. If $o% ha&e m$ e,oo*# $o%)) fnd ths topc n the ed%caton chapter.
83. IELTS Writing Task 2: "ro#$em and so$ution &o#esity)
/opef%))$ $esterda$s &deo "a&e $o% some "ood &oca,%)ar$ deas for the fo))o'n"
%eston.
;hildhood obesity is becoming a serious problem in many countries. xplain the m ain
causes and effects of this problem, and suggest some possible solutions.
/ere are some more deas for ths topc
84. IELTS Writing Task 2: higher education
Some people believe that studying at university or college is the best route to a
successful career, while others believe that it is better to get a 1ob straight after school.
/eres m$ f%)) ntrod%cton and conc)%son# as 'e)) as some deas for the man ,od$
para"raphs
Introduction
!hen the$ fnsh schoo)# teena"ers face the d)emma of 'hether to "et a >o, or contn%e
ther ed%caton. !h)e there are some ,enefts to "ettn" a >o, stra"ht after schoo)# I
'o%)d ar"%e that t s ,etter to "o to co))e"e or %n&erst$.
;aragra"h 1: #ene'its o' getting a 9o#

The opton to start 'or* stra"ht after schoo) s attract&e for se&era) reasons.
I?EAS start earnn" mone$# ,ecome ndependent# "an eperence# )earn s*))s# "et
promotons# sett)e do'n ear)er# afford a ho%se# ha&e a fam)$
;aragra"h 2: #ene'its o' higher education &my o"inion)

Cn the other hand# I ,e)e&e that t s more ,enefca) for st%dents to contn%e ther
st%des.
I?EAS some >o,s re%re academc %a)fcatons# ,etter >o, opport%ntes# h"her
sa)ares# the >o, mar*et s &er$ compett&e# "an *no')ed"e# ,ecome a %sef%) mem,er of
socet$
onc$usion
+or the reasons mentoned a,o&e# t seems to me that st%dents are more )*e)$ to ,e
s%ccessf%) n ther )&es f the$ contn%e ther st%des ,e$ond schoo) )e&e).
85. IELTS Writing Task 2: +e!ua$ity+ to"ic
/eres m$ f%)) ,and 9 essa$ for )ast 'ee*s %eston.
In recent years, there has been growing interest in the relationship between e&uality
and personal achievement. Some people believe that individuals can achieve more in
egalitarian societies. 0thers believe that high levels of personal achiev ement are
possible only if individuals are free to succeed or fail according to their individual
merits.
What is your view of the relationship between e&uality and personal success?
In m$ opnon# an e"a)taran socet$ s one n 'hch e&er$one has the same r"hts and the
same opport%ntes. I comp)ete)$ a"ree that peop)e can ache&e more n ths *nd of
socet$.
Ed%caton s an mportant factor 'th re"ard to persona) s%ccess n )fe. I ,e)e&e that a))
ch)dren sho%)d ha&e access to free schoo)n"# and h"her ed%caton sho%)d ,e ether free
or afforda,)e for a)) those 'ho chose to p%rs%e a %n&erst$ de"ree. In a socet$ 'tho%t
free schoo)n" or afforda,)e h"her ed%caton# on)$ ch)dren and $o%n" ad%)ts from
'ea)ther fam)es 'o%)d ha&e access to the ,est )earnn" opport%ntes# and the$ 'o%)d
therefore ,e ,etter prepared for the >o, mar*et. Ths *nd of ne%a)t$ 'o%)d ens%re the
s%ccess of some ,%t harm the prospects of others.
I 'o%)d ar"%e that e%a) r"hts and opport%ntes are not n conf)ct 'th peop)eJs freedom
to s%cceed or fa). In other 'ords# e%a)t$ does not mean that peop)e )ose ther
mot&aton
most peop)eto'o%)d
s%cceed#
fee)ormore
that mot&ated
the$ are not
toa))o'ed to fa).
'or* hard and Cn thether
reach contrar$# I ,e)e&e
potenta) that
f the$
tho%"ht that the$ )&ed n a far socet$. Those 'ho dd not ma*e the same effort 'o%)d
*no' that the$ had 'asted ther opport%nt$. Ine%a)t$# on the other hand# 'o%)d ,e
more )*e)$ to demot&ate peop)e ,eca%se the$ 'o%)d *no' that the odds of s%ccess 'ere
stac*ed n fa&o%r of those from pr&)e"ed ,ac*"ro%nds.
In conc)%son# t seems to me that there s a post&e re)atonshp ,et'een e%a)t$ and

persona) s%ccess.
260 'ords
(ote$
Im not s%re that ths 'as a rea) IELTS %eston ma$,e the st%dent 'ho sent t to me
remem,ered t 'ron")$ ,eca%se t s a ,t conf%sn" t seems stran"e to me to mp)$ that
:e"a)taran-e%a)t$: s the opposte of :free to s%cceed or fa):. An$'a$# I hope $o% st))
fnd the essa$ %sef%).

86. IELTS Writing Task 2: who shou$d we he$"
We cannot help everyone in the world that needs help, so we should only be concerned
with our own communities and countries.
Lets p)an an essa$ for ths %eston.
1. Introd%cton  I dont thn* th ere s a :mdd)e: opnon for ths %eston. (o% ether
a"ree that 'e sho%)d only ,e 'orred a,o%t o%r o'n comm%ntes and co%ntres#
or $o% thn* that 'e sho%)d also he)p those o%tsde o%r o'n co%ntres. The ,est
response m"ht ,e to disagree  then $o% can sa$ that 'e sho%)d tr$ to he)p
e&er$one.
2. ara"raph 2  I a"ree that t s mportant to he) p o%r ne "h,o%rs and fe))o'
ctGens. Ep)an ths dea
3. ara"raph 3  At the same tme# I ,e)e&e that 'e ha&e an o,)"aton to he)p those
'ho )&e ,e$ond o%r natona) ,orders. Ep)an
4. onc)%son  epeat the dea that 'e can he)p peop)e ,oth at home and a,road.
5. IELTS Writing Task 2: +he$"+ essay
Last 'ee* I 'rote a p)an for the %eston ,e)o'. <o' $o% can read m$ f%)) essa$.
We cannot help everyone in the world that needs help, so we should only be concerned
with our own communities and countries.
Some peop)e
pro,)ems ,e)e&e
n o%r o'n that 'e sho%)d
socet$. not he)p
I dsa"ree 'thpeop)e n other
ths &e' co%ntres
,eca%se as )on"
I ,e)e&e thatas'e
there are
sho%)d
tr$ to he)p as man$ peop)e as poss,)e.
Cn the one hand# I accept that t s mportant to he)p o%r ne"h,o%rs and fe))o' ctGens.
In most comm%ntes there are peop)e 'ho are mpo&ershed or dsad&anta"ed n some
'a$. It s poss,)e to fnd home)ess peop)e# for eamp)e# n e&en the 'ea)thest of ctes#
and for those 'ho are concerned a,o%t ths pro,)em# there are %s%a))$ opport%ntes to
&o)%nteer tme or "&e mone$ to s%pport these peop)e. In the F# peop)e can he)p n a
&aret$ of 'a$s# from donatn" c)othn" to ser&n" free food n a so%p *tchen. As the
pro,)ems are on o%r doorstep# and there are o,&o%s 'a$s to he)p# I can %nderstand 'h$
some peop)e fee) that 'e sho%)d prortse )oca) chart$.
At the same tme# I ,e)e&e that 'e ha&e an o,)"aton to he)p those 'ho )&e ,e$ond o%r
natona) ,orders. In some co%ntres the pro,)ems that peop)e face are m%ch more sero%s
than those n o%r o'n comm%ntes# and t s often e&en easer to he)p. +or eamp)e# 'hen
ch)dren aren d$n"

nd&d%a)s from c%ra,)e
rcher co%ntres dseases
can sa&e n Afrcan
)&es smp)$ co%ntres#
,$ pa$n" "o&ernments
for &accnes and
that a)read$
est. A sma)) donaton to an nternatona) chart$ m"ht ha&e a m%ch "reater mpact than
he)pn" n o%r )oca) area.
In conc)%son# t s tr%e that 'e cannot he)p e&er$one# ,%t n m$ opnon natona)
,o%ndares sho%)d not stop %s from he)pn" those 'ho are n need.
280 'ords# ,and 9
87. IELTS Writing Task 2: +g$o#a$ warming+ to"ic
If the %eston as*s $o% to ep)an a pro,)em re)ated to the en&ronment# $o% co%)d 'rte
a,o%t ")o,a) 'armn".
%ere is a paragraph explaining the problem 3causes5 of global warming$
erhaps the most sero%s pro,)em facn" the en&ronment s ")o,a) 'armn". ases s%ch
as car,on dode trap heat from the s%n 'thn the earthJs atmosphere# and ths ca%ses
")o,a) temperat%res to rse. Ths process s *no'n as the "reenho%se effect# and h%man
act&t$ s a ma>or factor n the rse of the "reenho%se "ases 'hch ca%se t. +or eamp)e#
factores and &ehc)es prod%ce emssons and eha%st f%mes. As man$ de&e)opn"
co%ntres are ,ecomn" nd%stra)sed# emssons from factores are epected to ncrease.
+%rthermore# the n%m,er of cars on o%r streets s "ro'n" a)) the tme# and cheap ar
tra&e) s ma*n" f)$n" access,)e to more and more peop)e. onse%ent)$# the amo%nt of
"reenho%se "ases re)eased nto the atmosphere sho's no s"ns of decreasn".
(o% can )earn a )ot from ths para"raph f $o% ana)$se t
2. /o' man$ sentences are there; !hat doe s each sentence do; e.". The frst
3. sentence ntrod%ces
an $o% fnd the topc
some :,and 7 &oca,%)ar$:;
4. Loo* at ho' the deas are )n*ed. an $o% see that the 'ord :ths: s an mportant
)n*n" 'ord;
88. IELTS Writing Task 2: +nuc$ear "ower+ to"ic
+o))o'n" on from $esterda$s )stenn" )esson# here s a para"raph ep)ann" some of

the ,enefts of n%c)ear po'er
There are se&era) ,enefts to ,%)dn" more n%c)ear po'er statons. +rst)$# n%c)ear po'er
s a re)at&e)$ s%stana,)e ener"$ so%rce# meann" that t can ,e %sed to prod%ce
e)ectrct$ 'tho%t 'astn" )mted nat%ra) reso%rces )*e coa)# o) or "as. Second)$#
n%c)ear po'er statons are c)eaner than foss) f%e) po'er statons# and co%)d he)p to
red%ce car,on emssons that ca%se ")o,a) 'armn". !th mpro&ements n n%c)ear
techno)o"$# n%c)ear
consdern" the rs*spo'er
of accdents are ,en"
as a so)%ton red%ced.
to h"h As"as
o) and a res%)t#
prces#man$ co%ntres
ncreasn" are no'
demand for
e)ectrct$# and 'orres a,o%t po))%ton and c)mate chan"e.
ead# ana)$se and %se the para"raph
• /o' man$ sentences are there# and 'hat does each sentence do;
• <ote the man deas and co))ocatons e.". s%stana,)e ener"$ so%rce.
• Tr$ to re'rte the para"raph %sn" on)$ $o%r notes.
89. IELTS Writing Task 2: using the word I
/ere s a %eston that a )ot of st%dents as*
Is it acceptable to use -I- or -my- in I!"S writing?
As an eeamner# m$ ad&ce s that $o% shou$d %se phrases )*e :I ,e)e&e: or :n m$
opnon: 'hen the %eston as*s for your o"inion e." To 'hat etent do you a"ree or
dsa"ree;
Some teachers te)) st%dents not to %se :I: n academc essa$s# ,%t ths ad&ce s rea))$ for
%n&erst$ academc 'rtn"# not IELTS.
90. IELTS Writing Task 2: 'u$$ essay
Toda$ Im attachn" the f%)) essa$ c)c* here that 'e&e ,een 'or*n" on for the )ast 2
'ee*s. /ere are some ponts to notce
• There s a c)ear 4para"raph str%ct%re# and the essa$ s eas$ to read ,eca%se the
deas are de&e)oped n a )o"ca) 'a$.
•
The ntrod%cton s short# ,%t t co&ers e&er$thn" that the %eston as*s $o%
a,o%t.
• The man para"raphs ma*e %p aro%nd 70Q of the essa$. These para"raphs are the
*e$ to a h"h score.
• The conc)%son s &er$ short# and smp)$ s%mmarses 'hat I had a)read$ 'rtten.
<e&er p%t an$ ne' deas n the conc)%son.
• I foc%s on epressn" m$ deas 'e))# %sn" a ran"e of re)e&ant 'ords and phrases.
Im not thn*n" a,o%t comp)e "rammar or )n*n" phrases.
Dote:
I 'ent a ,t :o&er the top: 'th ths essa$. Its 310 'ords )on"# and more than "ood
eno%"h for ,and 9. (o% m"ht not ,e a,)e to 'rte )*e ths# ,%t hopef%))$ $o% can )earn
somethn" from t.
91. IELTS Writing Task 2: #ooks3 radio3 T6
/ere are m$ man ,od$ para"raphs for )ast 'ee*s %est on. <otce that ts poss,)e to
p%t ad&anta"es and dsad&anta"es to"ether n the same para"raph. A)so# $o% need to ,e
caref%) not to 'rte too m%chD
Advantages : disadvantages of books$
The man ad&anta"e of ,oo*s s that the$ are %s%a))$ consdered to ,e re)a,)e so%rces of
nformaton. eop)e tend to refer to ,oo*s 'hen the$ 'ant to research a s%,>ect n depth#
and for ths reason the$ contn%e to p)a$ an mportant ro)e n ed%caton. Cn the other
hand# ,oo*s %c*)$ "o o%t of date# and therefore the$ are not the ,est med%m for
comm%ncatn" ne's stores.
Advantages : disadvantages of radio$
ado s a m%ch more effect&e med%m than ,oo*s for the comm%ncaton of %ptodate
nformaton. !e can )sten to ne's ,roadcasts a,o%t e&ents as the$ happen# and a *e$
,eneft of rado s that 'e can )sten to t 'h)e don" other act&tes# s%ch as dr&n" or
'or*n". The man dra',ac* of rado# 'hen compared to ,oo*s or te)e&son# s that
there s no &s%a) e)ement= 'e cannot see 'hat the ,roadcaster s descr,n".
Advantages : disadvantages of "9, and my opinion$
In m$ opnon# te)e&son s the most effect&e of these three meda ,eca%se t ,rn"s %s
c)oser to rea)t$ than a ,oo* or rado pro"ramme e&er can. +or eamp)e# 'e can 'atch
e&ents as the$ ta*e p)ace on the other sde of the 'or)d# or 'e can see the ,od$ )an"%a"e
of a po)tcan 'ho s ,en" nter&e'ed. The dsad&anta"es of te)e&son are that
pro"rammes tend to ,e short and nterr%pted ,$ ad&ertsements# meann" that nformaton
s presented n )mted depth.

92. IELTS Writing Task 2: +art and science+ to"ic
A st%dent sent me ths recent eam %eston
"hese days people pay more attention to artists 3writers, painters and so on5 and give
less importance to science and technology.
Ths seems to me to ,e a perfect %eston for a :,a)anced opnon: ans'er .e. ,oth art
and scence are "&en e%a) mportance. /o'e&er# notce that $o% need to disagree 'th
the %eston statement n order to "&e ths ,a)anced response.
/eres m$ recommended 4para"raph essa$ p)an
1. Introd%cton 'e co%)d accept that artsts are pop%)ar no'ada$s# ,%t dsa"ree that
scence and techno)o"$ are treated as )ess mportant.
2. an para"raph a,o%t th e pop%)art$ of artsts. Id %se eam p)es as the ,ass for
ths para"raph. If $o% dont *no' an$ 'rters or panters# $o% can ta)* a,o%t
actors and m%scans.
3. an para"raph a,o%t the mpo rtance of scence and techno)o"$. Id 'rte a,o%t
the pop%)art$ of mo,)e phones# comp%ters and ta,)ets. a$,e Id %se Ste&e @o,s
or )) ates as eamp)es of peop)e 'ho are famo%s for the techno)o"es the$
created.
4. onc)%son paraphrase the ar"%ment that $o% presented n the ntrod%cton.
93. IELTS Writing Task 2: +techno$ogy+ essay
Se&era) peop)e ha&e as*ed me a,o%t ths %eston from am,rd"e IELTS 8. I 'rote the
essa$ ,e)o' 'th the he)p of some of m$ st%dents. A fe' smp)e )n*n" feat%res are
h"h)"hted.
(owadays the way many people interact with each other has changed because of
technology.
In what ways has technology affected the types of relationships that people make? %as
this been a positive or negative development?
It s tr%e that ne' techno)o"es ha&e had an nf)%ence on comm%ncaton ,et'een peop)e.
Techno)o"$ has affected re)atonshps n &aro%s 'a$s# and n m$ opnon there are ,oth
post&e and ne"at&e effects.
Techno)o"$ has had an mpact on re)atonshps n ,%sness# ed%caton and soca) )fe.
+rst)$#
'tho%t te)ephones
e&er meetn"andeach
the Internet a))o' ,%sness
other. Second)$# peop)e
ser&ces )*e n dfferent
S*$pe co%ntres
create to nteract
ne' poss,)tes
for re)atonshps ,et'een st%dents and teachers. +or eamp)e# a st%dent can no' ta*e
&deo )essons 'th a teacher n a dfferent ct$ or co%ntr$. +na))$# man$ peop)e %se soca)
net'or*s# )*e +ace,oo*# to ma*e ne' fren ds and fnd peop)e 'ho share common
nterests# and the$ nteract thro%"h ther comp%ters rather than face to face.
Cn the one hand# these de&e)opments can ,e etreme)$ post&e. ooperaton ,et'een
peop)e n dfferent co%ntres 'as m%ch more dffc%)t 'hen comm%ncaton 'as )mted
to 'rtten )etters or te)e"rams. <o'ada$s# nteractons ,$ ema)# phone or &deo are
a)most as "ood as facetoface meetn"s# and man$ of %s ,eneft from these nteractons#
ether n 'or* or soca) contets. Cn the other hand# the a&a)a,)t$ of ne'
comm%ncaton techno)o"es can a)so ha&e the res%)t of so)atn" peop)e and dsco%ra"n"
rea) nteracton. +or eamp)e# man$ $o%n" peop)e choose to ma*e frends on)ne rather
than mn" 'th ther peers n the rea) 'or)d# and these K&rt%a)J re)atonshps are a poor
s%,stt%te for rea) frendshps.
In conc)%son# techno)o"$ has certan)$ re&o)%tonsed comm%ncaton ,et'een peop)e#

,%t not a)) of the o%tcomes of ths re&o)%ton ha&e ,een post&e.
257 'ords# ,and 9

IELTS Writing Task 2: Complete Guide with 70+ Topic Ideas

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Contents

1. IELTS Academic Writing Task 2 .......................................................................5

2. IELTS Writing Task 2: how to use your 40 minutes ........................................5

. IELTS Writing Task 2: how to answer any !uestion .......................................5

4. IELTS Writing: "ro#$em % so$ution &$i'e e("ectancy) .......................................6

*. IELTS Writing Task 2: +o"inion+ essays ............................................................7

,. IELTS Ad-ice: argument or discussion...........................................................7

/. IELTS Writing Task 2: discussion without o"inion .........................................8

. IELTS rammar: cause and e''ect ...................................................................8

. IELTS Writing: to what e(tent do you agree ..................................................8

10. IELTS Writing Task 2: how to write an introduction ..................................9

11. IELTS Writing Task 2: introductions ............................................................9

12. IELTS Writing Task 2: how to write introductions ....................................10

1. IELTS Writing Task 2: short introductions ....................................................10

1. IELTS Writing Task 2: di ''erent in troductions ............................... ...........11

14. IELTS Writing Task 2: r u$es 'or introductions ...........................................12

1*. IELTS Writing Task 2: introductions and conc$usions ..............................12

1,. IELTS Writing Task 2: one -iew or #oth -iews ........................................13

1/. IELTS Writing Task 2: ha-e a strong o"inion ............................................13

1. IELTS Writing Task 2: #a$anced o"inion ....................................................13

1. IELTS Writing Task 2: strong or #a$anced o"inion ...................................14

20. IELTS Writing Task 2: do the ad-antages outweigh... .............................14

21. IELTS Writing Task 2: di''icu$t !uestions ..................................................15

24. IELTS Writing Task 2: use re$ated words ...................................................17

2*. IELTS Writing Task 2: idea3 e("$ain3 e(am"$e ...........................................17

2,. IELTS Writing Task 2: #and  "aragra"h ..................................................18

2/. IELTS Writing: * sentence "aragra"hs .......................................................18

2. IELTS Writing Task 2: e(am"$e "aragra"h ............................................ ...19

4. IELTS Writing Task 2: main #ody "aragra"hs ..............................................20

0. IELTS Writing Task 2: conc$usions .............................................................20

1. IELTS Writing Task 2: +tra''ic+ to"ic ...........................................................21

2. IELTS Writing Task 2: + -egetarianism+ to"ic .............................................21

. IELTS Writing Task 2: "u#$ic%"ri-ate hea$thcare ......................................22

4. IELTS Writing Task 2: +chi$dren+ to"ic .......................................................22

*. IELTS Writing Task 2: +immigration+ to"ic ................................................23

,. IELTS Writing Task 2: using e(am"$es .......................................................23

. IELTS Writing Task 2: +"arents and chi$dren+ to"ic ..................................24

. IELTS Writing Task 2: main #ody "aragra"hs ..........................................24

40. IELTS Writing Task 2: 'u$$ essay .................................................................25

41. IELTS Writing Task 2: studying a#road .....................................................26

42. 5and / 6oca#u$ary ....................................................................................26

4. IELTS Writing Task 2: crime to"ic ..............................................................27

44. IELTS Writing Task 2: +7oo+ to "ic ...............................................................27

4*. IELTS Writing Task 2: education % "ractica$ ski$$s ....................................28

4,. IELTS Writing Task 2: g$o#a$isation ...........................................................29

4. IELTS Writing Task 2: tourism ....................................................................30

4. IELTS Writing Task 2: what is ha""iness .................................................31

*0. IELTS Writing Task 2: g $o#a$ $anguage argument ....................................31

*1. IELTS Writing Task 2 : te chno$ogy ..............................................................32

*2. IELTS Writing Task 2: city "ro#$ems ..........................................................32

*. Students+ 8uestions: +c$imate+ t o"ic .............................................................33

*4. IELTS Writing Task 2: go-ernments ...........................................................33

**. IELTS writing Task 2: hea$th to"ic ..............................................................34

*,. IELTS Writing Task 2: go-ernment s"ending ............................................34

*/. IELTS Writing Task 2: +#ott$ed water+ to"ic ..............................................35

*. IELTS Writing Task 2: money and consumerism ......................................35

*. IELTS Writing Task 2: 'i(ed "unishments ..................................................36

,0. IELTS Writing Task 2: + on$ine sho""ing+ to"ic ..........................................36

,1. IELTS Writing Task 2: using the e#ook ......................................................37

,. IELTS Writing Task 2: +road sa'ety+ to"ic ..................................................38

,4. IELTS Writing Task 2: + academic a#i$ity+ to"ic .........................................38

,*. IELTS Writing Task 2: +ro#ots+ to"ic ..........................................................39