IELTS Writing Task 2: 8 steps towards a

band 8
Published on November 25, 2019

To achieve a Band 8 in Writing Task 2, you will need to produce an essay that contains all the positive features contained in the band
8 Writing assessment criteria. If you look at the positive features listed at a band 8 and notice that there are not many negative features
mentioned.

 sufficiently addresses all parts of the task

Task response  presents a well-developed response to the question with relevant, extended and supported ideas

 sequences information and ideas logically

Coherence and cohesion  manages all aspects of cohesion well
 uses paragraphing sufficiently and appropriately

 uses a wide range of vocabulary fluently and flexibly to convey precise meanings

 skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and
Lexical resource collocation
 produces rare errors in spelling and/or word formation

 uses a wide range of structures

Gramatical range and
 the majority of sentences are error-free
accuracy  makes only very occasional errors or inappropriacies
Using the band descriptors as a guide to what the examiner is looking for, we’re going to go through the 8 steps you’ll need starting
with Task Response and moving through all the other criteria to show you what an examiner will be looking for.

 Step 1: Answer is relevant to the question

This means answer what you have been asked. Don’t produce an essay that is close to the topic that you have already prepared.

You also need to make sure that your examples and ideas are relevant. If you generalise too much and are not specific enough, this
will affect how your final idea sounds to an examiner.
 Do
 Make sure your ideas are directly related to the question 
 Use ideas and examples that you are familiar with, and that relate directly to the topic.
 Extend your answer to include a number of ideas that will support the question.

Don't:
 Include irrelevant information 
 Over-generalise 
 Produce a learned-off essay (memorised)
 Present ‘recent’ research or statistics related to the topic “At least 41% of all men…”
Step 2: Answer all parts of the question
 You must read the question carefully and decide how many parts are in it. You must answer all parts of the question to reach a band 6
and higher.
 Let’s look at some example IELTS questions and see how many parts are in each, and if you need to present your opinion.
Remember, it is very important to take a clear position when answering the statement to show that you understand the question being
asked and to keep that position clear throughout the essay.
Question Type How many parts? Opinion required?
To what extent do you agree or disagree Yes, agree or disagree, or decide
1-part question
with this statement? why you agree/disagree equally
Yes, present your opinion, it may be
Discuss both views and give your own 3-part question - discuss both
one of the views or a combination of
opinion. views as stated
both
A position is presented on why this
Why is this so?
3-part question is so, the reasons for this issue and
Give reasons for this and solutions?
solutions to solve the issue
Yes, you must clearly say if there are
Do the disadvantages of international
2-part question more advantages or more
tourism outweigh the advantages?
disadvantages.
Yes, you must give reasons for the
Why is this so?
statement and then present the effect
What effect does it have on the 3-part question
it has on 1) the individual and 2)
individual and the society?
society.
Do:

 Read the question carefully and decide how many parts are to it

 Present your opinion and support it throughout the whole essay

 If asked to present both views, make sure each view is presented equally (similar paragraph length)

 Watch for plurals. If you are asked to give ‘advantages’, you must present a minimum of 2

 Watch for ‘and’. You may need to comment on more than one element

 Write more than 250 words.

Don’t:

 Ignore parts of the question

 Assume that your opinion is clear, use the first person to ensure the examiner knows it’s your opinion ‘I think’

 Tell the examiner what you are going to say and what you have said

 Produce a short essay.

Step 3: Organise your essay logically, with clear progression using linking
phrases
Ideas must be expressed and ordered clearly (starting at the beginning and moving through to a conclusion).
 If you are asked to present both views and your opinion, state your opinion at the beginning of the essay and then move on to present
both views. You can then come back to your own opinion and then conclude the essay. This is a logical way to present these ideas.
 

Do:

 Use a range of linking words and phrases, but don’t overuse them

 Use adverbial phrases, rather than single basic linkers

 Use referencing and substitution to avoid repetition (this/them/the issue/the problem)

 Use punctuation to make your writing coherent

 Make sure your ideas are sequenced correctly

 Make sure your ideas are logical and easy to follow

 Use a separate paragraph for the introduction and the conclusion 

 Use one paragraph for each idea or topic area.

Don't:

 Overuse basic linking words like Firstly (INSTEAD, try ‘The first reason for/ The primary reason for this’)

 Start every sentence with a linker (Try to put it in the middle of a sentence. Eg. “Some people believe, however, that individuals
must also take responsibility for the environment” OR “I believe, on the other hand, that individuals do have a responsibility to…”)

 Use numbers, symbols or abbreviations (1, 2, etc, &, +)

 Use headings or subheadings

 Underline words or phrases

 Use one-sentence paragraphs 

 Start every sentence with a linking device.

Step 4: Organise your essay into paragraphs

Use paragraphs to organise your essay into clear parts. Make sure each paragraph contains a clear and developed topic and has a
minimum of two sentences.
You can use the acronym “PEEL” when writing your essay:
 
Point – introduce your topic/topic sentence
 
Example – Example that supports your point
 
Explain – Why this evidence supports your point
 
Link – transition to the next topic/paragraph

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

Question Type How many paragraphs? Paragraphs

1. Introduction
2. Reason why I agree/disagree
3. Another reason why I
To what extent do you agree or
4/5 agree/disagree
disagree with this statement?
4.Concession paragraph reason why I
don’t agree/disagree
5. Conclusion
1. Introduction
2. One view
Discuss both views and give your
5 3. Other view
own opinion.
4.Your opinion
5. Introduction
1. Introduction
2. Reason why it is so
Why is this so?
5 3. Reasons for this
Give reasons for this and solutions?
4. Solutions for this
5. Conclusion
Do the disadvantages of international 5 1. Introduction (more advantages)
tourism outweigh the advantages? 2. Advantage
 3. Another advantage
4. Disadvantage
5. Conclusion

Why is this so? 1. Introduction

What effect does it have on the 2. Why this is so

individual and on the society? 5 3. Effect/s on individual

4. Effect/s on society
5. Conclusion

Do:

 Use paragraphs

 Use linkers between and within your paragraphs

 Leave a space between each paragraph (a line)

 Use a paragraph for each topic

 Use an introduction and a conclusion.

Don't

 Use single-sentence paragraphs

 Use very long paragraphs that cover a whole page (paper test)
Step 5: Use less common vocabulary and spell it correctly
You will see in the band descriptors that a band 8 writer skilfully uses uncommon lexical items.
When we learn a language, we use common and uncommon terms. Common terms are words and phrases we use everyday to refer to
personal experience and daily habits. Uncommon terms are used when we discuss specific topics, or when we use cultural language.
Words that are old-fashioned and not used in everyday speech should not be used. If you choose a synonym, the meaning must be the
same and must not alter the idea being presented. For example, adolescent/teenager have close meaning and can be used
interchangeably, however, toddler/baby have quite different meaning.
Collocation is also mentioned at band 8, and it is assumed that you know which words go together, and which words are suitable to
use for different topics.

If you are discussing child crime, you could use the term ‘minor’ as this is a legal term used to describe children under the age of 18.
Phrasal verbs are words that go together naturally, (eg. environmental pollution | major issue | promising future). If you use these,
make sure that you are using the correct wording as it can change meaning:
throw out/away = discard
throw up = vomit/get sick

Idioms (cultural language) should only be used if you understand them completely and if they fit the topic you are discussing.

Do:

 Use precise word choices

 Use language that we use in everyday speech

 Use words that you understand

 Use words and phrases that are related to the topic

 Use collocation and phrasal verbs (words that go together naturally – environmental pollution | major issue | promising future
Don't

 Make spelling mistakes

 Make typos

 Mix up American and British spelling (You should use one or the other)

 Use a word if you don’t understand it or cannot spell it.

 Use imprecise words like ‘stuff/thing’

 Use slang like ‘gonna’

 Use old-fashioned language [the masses| denizens | myopic view | Hitherto]

 Overuse synonyms, one is enough

 Use idioms/clichés

 Use contractions (can’t, doesn’t)

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

Don’t use any memorised language, phrases or examples throughout your essay. They are easy for examiners to spot and don’t
demonstrate your ability to write fluently.
Overused phrases, idioms, proverbs and clichés should also be avoided, again, they are often used when speaking. These include
phrases like:
 The grass is always greener on the other side

 Love is blind

 Off the top of my head

 Old is gold

 A friend in need is a friend indeed

Additionally, the following terms should not be used when writing as they are vague and do not address a task appropriately. You
should always be using clear language and make appropriate word choices that will express your ideas clearly.

Bad Good Bad Good

Nowadays In recent times Crux of the discussion The main/key issue is…
Can’t cannot Stuff/thing Use the correct word!
Controversial issue Major issue e.g. For example, …
Every coin has two There are both disadvantages and
The pros and cons Benefits and drawbacks
sides/faces advantages…
The solution can also cause issues
Firstly The primary reason why A double-edged sword
as…
Lack of education
Secondly In a nutshell In conclusion…
isanother reasonwhy…
Step 7: Use a variety of complex sentence structures
The way you structure your sentences play an important role in your final band score.

Show the examiner that you can use a wide range of structures and make sure your sentences are error-free.

It is important to use a mix of complex and simple sentences. But remember, your complex sentences should not be long and
complicated.

Your punctuation needs to be accurate, using capitalisation, commas and full stops correctly.

The most common errors made can be found below:

Grammar Common errors

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

Step 8: Checklist
 

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

 Did you answer ALL parts of the question sufficiently?

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

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

 Did you use a range of vocabulary that ison-topic?

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

 Did you use simple and complex structures accurately?

 Did you use a range of structures [conditional, present perfect, relative clauses, modal verbs]?
 Did you avoid long, complicated sentences?
 Are your sentences error-free?
Grammatical Range
 Did you punctuate correctly?
and Accuracy  Did you use capital letters to start sentences and for proper nouns?
 Did you use commas in your complex sentences, where needed? [If the government invests funds in implementing
environmentally friendly solutions, pollution in the atmosphere will be reduced.]
 Did you use full stops(.) to finish sentences?

If you follow these 8 steps, you will be well on your way to a band 8 in Writing Task 2.