How to Write IELTS Writing Task 2 Essays (With Examples & Checklist) If you’re taking IELTS Academic or IELTS General Training, Task 2 is unavoidable: a 250-word essay in 40 minutes that matters. The fastest way to lose marks? Not knowing what the examiner actually wants. The smart way to win? Follow a reliable flow, use clear structure, and check your work against the 4 official criteria. Below is a step-by-step flow you can use every single time — followed by a worked example, teacher feedback, a self-assessment routine, and quick hacks you can practice today. At a glance — what examiners judge (the 4 criteria) Task Achievement — fully answer the question, be relevant, give supporting ideas/examples. Coherence & Cohesion — logical organization into paragraphs + clear linking (however, therefore, despite). Lexical Resource — range of vocabulary used accurately; errors should be rare and not impede meaning. Grammatical Range & Accuracy — use varied sentence structures and keep errors minimal. Recommended 40-minute routine (the fail-proof flow) 0–5 min: Understand & Plan Paraphrase the question in your head or one line on paper. Decide your position (agree/disagree/partly). Draft a 3-point plan (intro, 2–3 body paragraphs, conclusion). Jot 1 example per paragraph (real, hypothetical, or statistic). 5–35 min: Write Intro (40–60 words): paraphrase + thesis statement + quick outline sentence (“This essay argues that…because… and …”). Body Paragraph 1 (80–100 words): topic sentence → explain → example → short link to thesis. Body Paragraph 2 (80–100 words): same pattern. Add a contrast or concession if needed. (Optional) Body Paragraph 3 if you have time and a strong third point (keep it brief). 35–40 min: Review & Edit Check task response (did you answer all parts?), transitions, 2–3 vocab choices, and 1–2 grammar points (verb forms, articles). Fix any obvious punctuation or word-choice errors. What to include in each paragraph (mini-template) Intro: Paraphrase question → clear position → outline sentence. Topic sentence: One clear claim. Explain: Why is that claim true? Give brief reasoning. Example: Real-life, hypothetical, or data (a short concrete detail). Link: Tie back to thesis / question. Useful transitions (keep them handy) Add / explain: furthermore, moreover, additionally Contrast: however, on the other hand, despite Cause & Effect: therefore, consequently, as a result Concluding: in conclusion, to sum up, overall Worked example (Here’s the candidate essay you already know — read it once. Then read the teacher’s notes below.) Model Band-8 (250–270 words) Prompt: The world would be a better place if we all spoke the same language. Do you agree? While a single global language might simplify travel and international business, the downsides — cultural loss and intellectual homogenization — far outweigh the gains. A shared tongue would certainly reduce communication errors and make logistical coordination among multinational teams easier. For example, tourist exchanges and emergency responses would operate more smoothly if all parties used the same vocabulary. Yet language is not merely a tool for practical communication; it is the vessel of culture. Idioms, proverbs, and linguistic nuance encode histories, values, and communal memory. The disappearance of a language translates into the erosion of those collective narratives. Moreover, linguistic diversity fosters varied cognitive frameworks: bilingual and multilingual speakers often approach problems differently depending on the language they use, thereby enriching collective creativity and innovation. A single language risks flattening these multiple perspectives. Finally, the imposition of a universal tongue would likely mirror the cultural dominance of more powerful nations, exacerbating geopolitical inequalities. Rather than striving for linguistic uniformity, policymakers should invest in robust translation systems and multilingual education that preserve local languages while enabling global cooperation. In conclusion, although adopting one language might produce short-term conveniences, it would impoverish cultural identity and intellectual variety in the long run. A better strategy is to promote mutual intelligibility without sacrificing the pluralism that drives human progress. Teacher’s summary (short): The essay answers the question, is well structured, uses good vocabulary, and shows accurate grammatical control. Band estimate: 8. Why it scores well (mapped to the 4 criteria): Task achievement: All parts answered; relevant ideas and supporting examples. Coherence & cohesion: Clear intro, three body paragraphs, clear conclusion; good signposting words. Lexical resource: Range of precise phrases — cultural history, diversity of thought, language barriers. Grammatical range & accuracy: Uses conditionals and complex sentences accurately. Tiny place to improve: One example (“multiple troops”) is slightly odd/unclear — better to use a clearer, universal example (e.g., “international peacekeeping forces” or “multinational teams”). Exercise 1 (quick classroom / solo activity) Read the sample essay once for gist. Read the essay again and make 4 short notes — one per criterion (what’s strong? what’s missing?). Score each criterion out of 9 (roughly) and average them. Compare with teacher comments. Did you spot the same strengths/weaknesses? Exercise 2 — how to assess your own essays (do this for every practice) Write the essay under exam conditions (40 minutes, pen & paper or Notepad). Then do four focused passes: Pass 1 — Task Achievement Did I fully answer every part of the prompt? Are my examples relevant and supporting? Any irrelevant paragraph? Remove or rework. Pass 2 — Coherence & Cohesion Is there a clear intro/body/conclusion? Does each paragraph have a single idea? Are the linking words used correctly (not overused)? Pass 3 — Lexical Resource Circle 6–8 key vocabulary items. Are they precise? Any repeated words? Replace any vague words with stronger synonyms where safe. Avoid forced or unnatural words. Pass 4 — Grammar Scan for common issues: verb tense consistency, subject–verb agreement, articles, prepositions. Do I have at least one complex sentence per paragraph? Fix easy punctuation errors. Make notes, then rewrite one paragraph (or the whole essay) correcting the top 2–3 issues you found. Common mistakes students make (and the quick fix) Mistake: Writing a paragraph with multiple unrelated ideas. Fix: One paragraph = one idea. If you have two ideas, split the paragraph. Mistake: Using big words incorrectly. Fix: Use words you know well; quality beats showy vocabulary. Mistake: