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)

1. Task Achievement — fully answer the question, be relevant, give supporting ideas/examples.
2. Coherence & Cohesion — logical organization into paragraphs + clear linking (however, therefore, despite).
3. Lexical Resource — range of vocabulary used accurately; errors should be rare and not impede meaning.
4. 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)

1. Read the sample essay once for gist.
2. Read the essay again and make 4 short notes — one per criterion (what’s strong? what’s missing?).
3. Score each criterion out of 9 (roughly) and average them.
4. 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: No clear thesis in intro.
  Fix: Add one crisp thesis line: “This essay argues that … because … and …”.
• Mistake: Overlong examples.
  Fix: Keep examples short and directly linked to the claim.

Mini rubric — what Band 7 vs Band 8 looks like

• Band 7: Covers task, logically organized, good range of vocab, some errors but meaning clear.
• Band 8: All parts fully addressed, fluent structure, precise lexical choice, very few errors.
  Aim for Band 7 first; polish to Band 8 by reducing errors and tightening examples.

Practical drills to boost each criterion

• Task Achievement: Practice planning answers in 3 minutes before writing.
• Coherence: Rewrite one paragraph from a sample essay focusing on signposting words.
• Lexical Resource: Maintain a 200-word “bank” of widely used academic words (with collocations) and practice using 3 per essay.
• Grammar: Weekly focused drills on conditionals / relative clauses / complex sentences.

Final quick checklist (use it before you submit)

• Did I answer all parts of the question?
• Clear thesis and paragraph plan?
• Each paragraph has topic sentence + example?
• 2–3 linking words used correctly?
• 5–8 strong vocab items used naturally?
• No repeated basic errors (verb tense, articles)?
• Word count ≈ 250; time left to check?

Closing: exam-day hacks & CLBS support

• Practice on pen & paper once a week (avoid spell-check comfort).
• Time yourself; simulate test conditions.
• Get at least one teacher or peer review per week — feedback is the fastest accelerator.

At CLBS we give targeted Task 2 coaching: planning drills, band-specific feedback, and the “4-pass self-assessment” method taught above. Want a free sample feedback on one Task 2 essay? Send us your timed essay and we’ll return a teacher review with an estimated band score and 3 clear fixes.
Book your free essay review at clbs.in or DM us — let’s make that band happen.