What are the five IELTS Writing Task 2 essay types and how do you identify them?
The five IELTS Academic Writing Task 2 essay types are: Opinion/Agree-Disagree (asks for your view on a statement), Discussion (asks to discuss both sides without necessarily taking a position), Advantages/Disadvantages (asks to examine pros and cons, sometimes asking for your opinion), Problem/Solution (asks to identify causes or problems and propose solutions), and Two-Part Question (asks two directly related questions requiring distinct answers). The essay type is identified from the task instruction, not from the topic — two essays on the same topic can require completely different structures depending on the instruction wording.
IELTS Academic Writing Task 2 carries more weight than Task 1 in the final Writing band score: the official IELTS marking scheme weights Task 2 at approximately two-thirds of the total Writing score. This means that a candidate who excels at Task 1 but performs poorly at Task 2 will have a lower total Writing band than the Task 2 score alone would suggest. Your Task 2 performance is the dominant determinant of your Writing band score.
Task 2 requires candidates to write an essay of at least 250 words in 40 minutes (if you have allocated time correctly from the total 60 minutes). The essay must respond to a given question or statement, typically related to a social, educational, environmental, or global issue.
This guide covers all five essay types with structural templates, the four official marking criteria with band-specific descriptions, the most common errors that prevent Band 7 candidates from reaching Band 7, and the complete 40-minute writing process.
The Four IELTS Writing Task 2 Marking Criteria
Every Task 2 essay is assessed by a trained IELTS examiner on four equally weighted criteria, each contributing 25% of the Task 2 score:
Criterion 1: Task Achievement (TA)
This criterion asks: does the essay address all parts of the task? Is the position clear and consistent? Is the response relevant?
What examiners look for: A complete response to the task question, a clear central position (if the task asks for one), sufficient development of ideas with relevant supporting detail, and no irrelevant content that fails to address the task.
Band 5 TA: Addresses the task only partially; the format may be inappropriate; may use bullet points instead of paragraphs.
Band 6 TA: Addresses the task but the position is not always clear or consistently maintained. Ideas are relevant but may not be fully extended.
Band 7 TA: Covers all parts of the task. The position is clear throughout. Main ideas are extended and supported, though there may be occasional over-generalization.
Band 8 TA: All parts covered, position clear and consistent, ideas well-extended and supported. Responses at this level typically develop 2-3 main ideas with specific, relevant support rather than listing many underdeveloped points.
The most common Task Achievement error: Answering a question that is similar to but not identical to the one asked. If the task asks "To what extent do you agree or disagree?", writing a discussion of both sides without clearly stating your extent of agreement does not fully address the task. The wording of the task instruction is a precise instruction, not a suggestion.
Criterion 2: Coherence and Cohesion (CC)
This criterion asks: is the essay logically organized? Does information flow clearly? Are cohesive devices (linking words, pronouns, referencing) used effectively?
Band 5 CC: Some basic organization but may lack clear paragraphing. Cohesive devices may be mechanical and repetitive.
Band 6 CC: Paragraphing is used but not always logically. Cohesive devices are used frequently but not always correctly. Some reference to the main points but not always clearly managed.
Band 7 CC: Information is logically organized. Clear progression throughout. Uses a range of cohesive devices appropriately though there may be occasional lapses. Paragraphing is present and generally appropriate.
Band 8 CC: Sequence of information is clearly organized. A wide range of cohesive devices used flexibly and accurately. Paragraphing is used effectively.
The most common Coherence and Cohesion error: Overuse of transition words without logical connection between ideas. Writing "Furthermore, moreover, in addition, additionally" as a series of sentence starters impresses no one and actually signals poor command of coherence. A Band 7+ essay uses a variety of cohesive mechanisms: transitions, pronouns that clearly refer to specific earlier content, logical sequencing, and paragraph hooks that connect each paragraph to the previous one.
Criterion 3: Lexical Resource (LR)
This criterion asks: is there a sufficient range of vocabulary? Is it used accurately and appropriately? Is there evidence of attempting to use less common vocabulary?
Band 5 LR: Limited range, noticeable errors in word choice and word form, repetitive vocabulary.
Band 6 LR: Adequate range for the task, some attempts at less common vocabulary with some inaccuracies, some spelling and word form errors.
Band 7 LR: Sufficient range to allow some flexibility and precision. Uses less common vocabulary with some awareness of style and collocation, though there may be occasional errors.
Band 8 LR: Wide range. Vocabulary is flexible, precise, and used accurately. Any errors are minor and do not impede communication.
The most common Lexical Resource error: Using words that sound sophisticated but are used incorrectly. "Burgeoning" used where "increasing" would be more accurate, or "proliferate" applied to non-living things that don't multiply. Examiners mark down for incorrect word choice more than they mark up for attempted sophistication. Accuracy of vocabulary use is more important than rarity of the words used.
Criterion 4: Grammatical Range and Accuracy (GRA)
This criterion asks: is there a range of sentence structures? Are they used accurately?
Band 5 GRA: Limited range of structures, frequent errors in complex sentences, errors in simple sentences as well.
Band 6 GRA: Mix of simple and complex sentences, uses complex structures but with errors, errors do not prevent communication but are noticeable.
Band 7 GRA: Variety of complex structures, frequent error-free sentences, some errors but they rarely reduce communication.
Band 8 GRA: Wide range of structures, majority of sentences error-free, any errors are rare and minor.
The most common GRA error: Attempting grammatically complex sentences and making errors in them, which harms both GRA and the overall impression of the essay. Band 7 requires error-free complex sentences frequently — not occasionally. The safest path to Band 7 GRA is to use a mix of simple, compound, and complex sentences accurately, rather than exclusively using complex sentences with many errors.
The Five Essay Types: Structure and Identification
Type 1: Opinion / Agree-Disagree
Identifying language: "To what extent do you agree or disagree with this statement?" / "Do you agree or disagree with the following opinion?" / "What is your view on this issue?"
Structure:
- Introduction: Paraphrase the statement, state your position (clearly: "I completely agree that..." or "I partially agree with this view because...")
- Body Paragraph 1: First reason supporting your position
- Body Paragraph 2: Second reason, or counterargument addressed
- Conclusion: Restate position and summarize main reasons
Critical rule: The question asks for YOUR opinion. Write in first person. Do not hedge excessively. Examiners penalize essays that never clearly state a position. Even partial agreement needs to be explicitly stated: "While there is some merit to the opposing view, I believe on balance that..."
Type 2: Discussion / Discuss Both Views
Identifying language: "Discuss both views and give your own opinion." / "Some people believe X. Others argue Y. Discuss both sides of this argument."
Structure:
- Introduction: Paraphrase both views, state that you will discuss both, optionally state your own view
- Body Paragraph 1: First view — explain it and support with reasons/examples
- Body Paragraph 2: Second view — explain it and support with reasons/examples
- Conclusion: Summarize both views and state/restate your own opinion
Critical rule: When asked to "discuss both views AND give your own opinion," you must explicitly state your own opinion. Omitting it means failing to fully address the task. Many candidates discuss both views thoroughly but forget to include their own opinion, costing them Task Achievement marks.
Type 3: Advantages/Disadvantages
Identifying language: "What are the advantages and disadvantages of...?" / "Do the advantages of X outweigh the disadvantages?"
Two sub-variants:
- Variant A: "What are the advantages and disadvantages?" — requires balanced treatment; opinion on balance may or may not be required
- Variant B: "Do the advantages outweigh the disadvantages?" — explicitly requires a position on the balance
Structure (Variant B, most common on IELTS):
- Introduction: Paraphrase the statement, state your position (advantages outweigh disadvantages or vice versa)
- Body Paragraph 1: Two or three advantages
- Body Paragraph 2: One or two disadvantages (less developed if you argue advantages outweigh)
- Conclusion: Restate position
Type 4: Problem/Solution
Identifying language: "What are the main causes of X? What solutions can be suggested?" / "Why does this problem exist and how can it be resolved?"
Structure:
- Introduction: Introduce the problem/phenomenon, briefly outline your approach (will discuss causes and solutions)
- Body Paragraph 1: Two or three causes or problems, explained with reasons
- Body Paragraph 2: Two or three solutions, explained specifically
- Conclusion: Summarize the causes-solutions relationship
Critical rule: Solutions must specifically address the causes you identified. Examiners notice when the solutions paragraph discusses entirely different issues than the causes paragraph. This coherence between problem and solution demonstrates critical thinking.
Type 5: Two-Part Question
Identifying language: "Why is this so? Is this a positive or negative development?" / "What causes X? What can be done about it?"
Structure: Treat each question as a separate body paragraph.
- Introduction: Paraphrase the situation and indicate you will address both questions
- Body Paragraph 1: Answer the first question with development
- Body Paragraph 2: Answer the second question with development
- Conclusion: Summarize both answers
Critical rule: Both questions must be answered with approximately equal development. Spending three-quarters of the essay on the first question and one paragraph on the second fails to fully address the task.
Essay Type Identification Practice
The following table shows task instructions and their correct classification:
| Task Instruction | Essay Type | Key Signal |
|---|---|---|
| "Do you agree or disagree?" | Opinion | "agree or disagree" |
| "To what extent do you agree?" | Opinion | "to what extent" |
| "Discuss both views and give your opinion." | Discussion | "discuss both views" |
| "What are the advantages and disadvantages?" | Advantages/Disadvantages | "advantages and disadvantages" |
| "Do the advantages outweigh the disadvantages?" | Advantages/Disadvantages | "outweigh" |
| "Why does this happen? What can be done?" | Problem/Solution | Two separate questions |
| "What are the causes? What are the effects?" | Two-Part Question | Two separate questions |
"The most common Task Achievement error I see at Band 6 is misidentifying the essay type. A candidate who writes a discussion essay in response to an agree-disagree question — or vice versa — has fundamentally misread the task, and no amount of good vocabulary or grammar can compensate for that." — Simon Braveman, IELTS examiner and preparation expert, IELTS-Simon.com
Common Band 6 Mistakes That Prevent Band 7
Mistake 1: The unclear or missing thesis statement
Band 6 introductions often describe the topic without clearly stating the writer's position or approach. A Band 7 introduction paraphrases the task, states a clear position (if required), and previews the essay's organization.
Band 6: "Nowadays, many people believe that technology has changed society in many ways. This essay will discuss the positive and negative aspects."
Band 7: "While technology has undeniably created significant benefits for communication and productivity, I believe the negative consequences for human relationships outweigh these advantages. This essay will first examine the key benefits of technological development before arguing that its effects on social bonds represent a more serious concern."
Mistake 2: Listing ideas instead of developing them
Band 6 essays often list 4-5 underdeveloped points. Band 7 essays develop 2-3 points fully, with explanations of why the point is true, specific examples (or hypothetical examples), and a clear connection to the central argument.
Mistake 3: Predictable, overused vocabulary
Phrases like "in conclusion," "in today's modern society," "it goes without saying," "undeniably," and "play a crucial role" appear in tens of thousands of Band 6 essays. Examiners have read these phrases thousands of times. They don't penalize them directly, but they don't count as evidence of lexical range. Using less common but accurate vocabulary signals genuine command of English.
Mistake 4: Informal language
Task 2 is a formal academic essay. First-person opinions are fine when required, but informal language ("a lot," "things," "stuff," "tons of people," "I think basically") reduces the academic register and costs Lexical Resource marks.
Mistake 5: Off-topic examples
Examples should be specific and directly relevant to the point being made. "For example, in many countries" is not a specific example — it is a vague gesture toward evidence. "For example, a 2019 WHO report found that sedentary screen time among adolescents increased by 43% in countries with high smartphone penetration" is a specific, relevant example (whether or not the exact statistics are memorized — plausible specifics with appropriate hedging are acceptable in Task 2).
The 40-Minute Task 2 Writing Process
Minutes 0-5: Planning
Read the task twice. Identify the essay type. Decide on your position. Generate your main ideas (aim for 2-3 strong points, not 5-6 weak ones). Sketch the structure:
- Introduction: position + approach
- Body 1: main idea + explanation + example
- Body 2: main idea + explanation + example
- (Body 3 if needed)
- Conclusion: restate position + summary
Minutes 5-35: Writing
Write approximately 260-300 words. More is not better — an 800-word essay is not inherently better than a 280-word essay if the shorter essay is better organized and developed. Examiners do not reward length for its own sake. They reward appropriate development of relevant ideas.
Minutes 35-40: Review
Read through the essay. Check:
- Does the introduction state your position clearly?
- Does each body paragraph have a clear main idea in the first sentence?
- Are there any obvious grammar errors (subject-verb agreement, article use, verb tense)?
- Are there any word choice errors?
- Does the conclusion restate the position without introducing new arguments?
"Five minutes of planning before writing saves ten minutes of rewriting. The essays that are most coherent are almost always the ones where the writer knew exactly what each paragraph was going to say before they started writing. Coherence is built in the planning phase, not in the writing phase." — Adam, IELTS Advantage
References
British Council / IDP Australia / IELTS Cambridge. (2024). IELTS Writing Task 2 Band Descriptors (Public Version). IELTSorg.
Cambridge University Press. (2023). Cambridge IELTS Academic 17. Cambridge University Press.
Cambridge University Press. (2023). Cambridge IELTS Academic 18. Cambridge University Press.
Braveman, S. (2024). IELTS Writing Band 7+ Strategy Guide. IELTS-Simon.com.
McCarter, S. & Ash, J. (2022). Improve Your IELTS Writing Skills. Macmillan Education.
IELTS Advantage. (2024). Task 2 Essay Types and Band Descriptors Guide. IELTSAdvantage.com.
British Council. (2024). Understanding IELTS: Techniques for English Language Tests. British Council FutureLearn.
International English Language Testing System. (2024). IELTS Test Taker Information: Writing. IELTS.org.