WRITING TASK 2 : TO ACHIEVE AN 8 BAND

 sufficiently addresses all parts of the task

 presents a well-developed response to the question with relevant,

Task response extended and supported ideas

 sequences information and ideas logically

 manages all aspects of cohesion well

Coherence and
cohesion  uses paragraphing sufficiently and appropriately

 uses a wide range of vocabulary fluently and flexibly to

convey precise meanings

 skillfully uses uncommon lexical items but there may be occasional

inaccuracies in word choice and collocation

Lexical resource  produces rare errors in spelling and/or word formation

 uses a wide range of structures

 the majority of sentences are error-free

Grammatical range
and accuracy  makes only very occasional errors or inappropriacies

Step 1: Answer is relevant to the question

Answer what you have been asked in the question. Don’t produce an essay that is close to a topic you
have previously prepared. Make sure your examples and ideas are relevant. If you generalise too
much and are not specific enough this will affect how your ideas are presented to the 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 memorised essay
 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 or higher.
Let’s look at some example IELTS question prompts and see how many parts are in each, if you need
to present your opinion. Remember, it is very important to present 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 1-part question Yes, agree or disagree, or decide why you
or disagree with this agree/disagree equally.
statement?

Discuss both views and give 3-part question - discuss Yes, present your opinion, it may be one
your own opinion. both views as stated of the views or a combination of both.

Why is this so? Give reasons 3-part question A position is presented on why this is so,
for this and solutions? the reasons for this issue and solutions to
solve the issue.

Do the disadvantages of 2-part question Yes, you must clearly say if there are
international tourism more advantages or more disadvantages.
outweigh the advantages?

Why is this so? What effect 3-part question Yes, you must give reasons for the
does it have on the statement and then present the effect it
individual and society? has on 1) the individual and 2) society.
Do:
 Read the question carefully and decide how many parts are in 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 with an introduction 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 using ‘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. E.g. “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 essays into paragraphs

Use paragraphs to organise your essay into clear parts. Make sure each paragraph contains a clear
and developed topic with a minimum of two sentences.
You can use the acronym “PEEL” when writing your essay:

Point – introduce your topic or topic sentence

Example – an example that supports your point
Explain – why this evidence supports your point
Link – transition to the next topic or paragraph

You must use enough paragraphs to clearly show a structured response. This will show 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

To what extent do you agree or 4/5 1. Introduction

disagree with this statement?
2. Reason why I agree/disagree
3. Another reason why I agree/disagree
4. Concession paragraph reason why I
don’t agree/disagree
5. Conclusion

Discuss both views and give your 5 1. Introduction

own opinion.
2. One view
3. Other view
4. Your opinion
5. Conclusion

Why is this so? Give reasons for 5 1. Introduction

this and solutions?
2. Reason why it is so
3. Reasons for this
4. Solutions for this
5. Conclusion

Do the disadvantages of 4 1. Introduction (more advantages)

international tourism outweigh
the advantages? 2. Advantages (3)
3. Disadvantages (2)
4. Conclusion

Why is this so? What effect does 5 1. Introduction

it have on the individual and the
society? 2. Why this is so
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 (IELTS on paper)

Step 5: Use less common vocabulary and spell it correctly

You will see in the band descriptors that a band 8 writer skillfully uses uncommon lexical items. When
we learn a language, we use common and uncommon terms. Common terms are words and phrases
we use every day to refer to personal experience and daily habits. Uncommon terms are used when
we discuss specific topics or when we use idiomatic language (phrasal verbs).
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 meanings.
Collocation is also mentioned in 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.
If you use phrasal verbs, make sure that you are using the correct preposition as it can change the
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 The main/key issue is…

discussion

Can’t cannot Stuff/thing Use the correct word!

Controversial Major issue e.g. For example, …

issue

The pros and Benefits and drawbacks Every coin has two There are both disadvantages
cons sides/faces and advantages…

Firstly The primary reason why A double-edged The solution can also cause
sword issues as…

Secondly Lack of education is In a nutshell In conclusion…

another reason why…

Step 7: Use a variety of complex sentence structures

At band 8 it is expected that you can use a wide range of structures accurately to present your ideas
and opinion. 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 The girls ‘are’ – singular or plural

agreement

Prepositions Choosing the wrong dependent preposition, an incorrect preposition of place

and so on.

Punctuation Used incorrectly, or not used at all.

Step 8: Checklist
Use the following checklist to make sure that your writing contains all 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?
 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?
Task response

 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?
 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?
 Did you use sufficient paragraphs?
 Did you use one paragraph to develop each idea?
Coherence and
cohesion  Is there a clear introductory and concluding paragraph?

Lexical resource  Did you use a range of vocabulary that is on-topic?

 Did you use 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?
 Did you punctuate correctly?
 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-
Grammatical friendly solutions, pollution in the atmosphere will be reduced.]
range and
accuracy  Did you use full stops(.) to finish sentences?