IELTS Writing: The Complete Guide to Task 1 & Task 2
Templates, strategies, common mistakes, band descriptors at every level, model essays with examiner commentary, and comprehensive language lists — everything needed to achieve Band 7+ in IELTS Writing.
Last updated: 2026 · 30 min read
Task 1 Overview — The Fundamentals
The IELTS Writing section lasts 60 minutes. Task 1 (20 minutes, 150+ words) is worth one-third of the Writing score. Task 2 (40 minutes, 250+ words) is worth two-thirds. This weighting means Task 2 deserves the majority of your preparation and exam time.
| Task | Time | Minimum words | Score weight | Academic / GT |
|---|---|---|---|---|
| Task 1 | ~20 min | 150 words | ⅓ of Writing band | Describe a visual / Write a letter |
| Task 2 | ~40 min | 250 words | ⅔ of Writing band | Argumentative / discursive essay (same for both) |
Strategic rule: if running short on time, prioritise Task 2
A Band 7 Task 2 with a Band 5 Task 1 produces a higher combined Writing band than the reverse, because Task 2 contributes twice as many marks. Never spend 35+ minutes on Task 1.
What Task 1 Academic is — and is NOT
Task 1 Academic asks you to describe, summarise, and explain data or a process presented visually. Your role is that of a neutral reporter. You do NOT:
- Give your opinion on the data ("This shows poor government policy")
- Speculate about causes ("This is because the economy was struggling")
- Predict the future ("I believe this will continue to rise")
- Include irrelevant information not shown in the visual
You DO: report the data accurately, select the most significant features, make comparisons between different elements, and present an overview of the main trends or features.
Task 1 — The 4-Paragraph Formula
Every high-scoring Task 1 response follows the same four-paragraph structure. This is not a rigid template — it is the natural logical organisation that examiners expect and reward:
Paraphrase the question. NEVER copy the task wording — this is considered plagiarism and is penalised. Restate what the visual shows using your own vocabulary and sentence structure.
Task says: 'The line graph shows the percentage of people using the internet in three countries from 2000 to 2020.' You write: 'The graph illustrates changes in internet usage rates across three nations over a twenty-year period from 2000 to 2020.'
State the two or three most significant features or trends WITHOUT specific data or numbers. The overview demonstrates that you can see the big picture before drilling into details. Examiners check for this first — omitting it nearly always results in a Task Achievement score below Band 6.
'Overall, it is clear that internet usage increased across all three countries during this period, with the most significant growth occurring in Country A. Country C maintained the highest usage rates throughout, while Country B showed the slowest rate of growth.'
Describe the most important or interesting aspect with specific data, figures, and direct comparisons. Group related data together rather than describing everything in chronological order. Use precise language and exact figures where relevant.
Start with the most striking feature. Use specific numbers: 'In 2000, Country C had the highest internet penetration at 45%, compared to just 12% in Country B and 8% in Country A. Over the following decade, Country C's rate rose steadily to reach 78% by 2010.'
Describe a contrasting or complementary aspect, or continue with the second most significant feature. Link back to the overview where possible. End with the most recent data point or a comparative statement.
Cover the remaining data. If Para 3 covered the highest-performing country, Para 4 covers the others. Or if Para 3 covered one time period, Para 4 covers another. Always end with a comparative point.
Why the Overview is the most critical paragraph
Many students write an introduction and then immediately dive into data. This misses the overview entirely. Examiners at Band 7+ expect you to demonstrate that you can identify and communicate the big-picture patterns before getting into details. The overview is not optional — it is what separates Band 6 from Band 7+ responses on the Task Achievement criterion.
Graphs and Charts — Language and Strategy
Trend vocabulary organised by direction
Key data description phrases
- accounted for
- represented
- constituted
- comprised
- made up
- the proportion / percentage / fraction
- the majority / minority of
- approximately / roughly / just over / just under / nearly / almost / around / exactly
- compared to / with
- in comparison to
- by contrast
- while / whereas
- X was double / triple / half that of Y
- roughly the same as
- slightly higher / lower than
- significantly above / below
- peaked at [value] in [year]
- reached a peak / high of
- bottomed out at
- hit a low of
- was at its highest / lowest point in
- saw the most dramatic increase in
- over the period / decade
- between [year] and [year]
- from [year] to [year]
- by [year]
- in the first / final year
- during the early part of the period
- over the following five years
Sample Task 1 Academic — Line Graph (Band 7.5 model)
Prompt
The line graph shows internet usage among four age groups (16–24, 25–34, 35–54, and 55+) in a European country from 2010 to 2020. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Data (approximate): 16–24: 72% → 97%; 25–34: 65% → 94%; 35–54: 41% → 85%; 55+: 18% → 59%
The line graph illustrates changes in internet usage across four age cohorts in a European country over a ten-year period from 2010 to 2020.
Overall, internet usage rose across all age groups during this period, with younger cohorts maintaining consistently higher rates. The most significant growth, however, was seen among the 55+ group, which started from the lowest base.
In 2010, the 16–24 age group had the highest usage at 72%, closely followed by the 25–34 group at 65%. Both figures rose steadily throughout the decade, reaching 97% and 94% respectively by 2020 — near universal adoption within these cohorts.
By contrast, the 35–54 group began at just 41% in 2010 but grew substantially to 85% by 2020. The 55+ group, while starting from a low of 18%, more than tripled its usage rate to 59% over the same period — the steepest proportional increase of all four groups.
Process Diagrams and Maps — Specific Guides
Process Diagrams — The complete approach
Process diagrams appear in approximately 15–20% of IELTS Academic Writing Task 1 exams. They require a specific language set and grammatical convention that many candidates are unprepared for.
Absolute rule: use passive voice throughout
Process diagrams describe what happens to materials/substances in a process. You are not describing what a person does — you are describing the process itself. This requires passive voice: "The mixture is heated," NOT "You heat the mixture." Using active voice in a process diagram is one of the clearest Band 5 signals examiners see.
Sequencing language for process diagrams
- The process begins with...
- Initially, ...
- First, ...
- The first stage involves...
- At the outset, ...
- Then / Next / After this, ...
- Subsequently, ...
- Following this, ...
- At this point, ...
- In the next stage, ...
- Once this occurs, ...
- This is then...
- Finally, ...
- Ultimately, ...
- At the final stage, ...
- The process concludes with...
- The end product is...
- The result is...
Common process diagram passive voice patterns
Map Descriptions — The complete approach
Map comparison tasks show the same location at two different points in time. Your task is to describe what has changed, what has been added, and what remains the same.
Language for maps — organised by type of change
- has been replaced by
- has been demolished
- was converted into
- now stands where [X] used to be
- no longer exists
- has been cleared to make way for
- has been built / constructed
- now exists / stands
- has been added
- a new [building] has been erected
- was developed into
- now features a
- remains / still stands
- has not changed
- continues to be located
- is still present
- the [road/building] is unchanged
- has been retained
- to the north/south/east/west of
- adjacent to
- opposite
- in the centre of
- surrounding
- between [X] and [Y]
- to the left/right of
- along the [road/river]
- in the northeastern/southwestern corner
Task 2 Overview — The Fundamentals
Task 2 is the most important part of the IELTS Writing section. At 250+ words in 40 minutes, it tests your ability to respond to a point of view, argument, or problem in a structured, reasoned, academic essay. The same format applies to Academic and General Training — only the register is slightly less formal in General Training.
Before you write: identify the essay type
The most critical step in Task 2 planning is correctly identifying the essay type from the question. Each type has different structural requirements. Writing the wrong type of essay — for example, writing an advantages/disadvantages essay when the question asks for your opinion — results in a significant Task Response penalty.
The 5 Essay Types — Structures and Strategies
You may fully agree, partially agree, or fully disagree. All positions are equally valid — but you must be CLEAR and CONSISTENT. Choose your position before writing and maintain it throughout. Changing position mid-essay is heavily penalised.
- 1.Introduction: Paraphrase the topic. State your position clearly ('I believe that...', 'In my view...', 'I would argue that...')
- 2.Body 1: First reason supporting your position + explanation + specific example
- 3.Body 2: Second reason OR (for partial agreement) concede one point to the other side + explanation of why your position still stands
- 4.Conclusion: Restate your position in different words. One sentence summarising the key argument.
Sitting on the fence — writing 'there are arguments on both sides' without a clear overall position — is penalised under Task Response. You can partially agree (e.g., 'While I acknowledge X, I believe overall that...'), but you must have a clear overall stance.
You must present BOTH sides of the debate fairly AND give your own opinion. The most common error: candidates discuss both views but forget to include their own position. Alternatively, they express their opinion in every paragraph rather than presenting the views objectively.
- 1.Introduction: Paraphrase the topic. Acknowledge both views exist. State your own position briefly.
- 2.Body 1: Present View A + reasons + example (written objectively, not as your personal view)
- 3.Body 2: Present View B + reasons + example
- 4.Body 3 (optional) OR extended conclusion: State and develop your own view
- 5.Conclusion: Restate your position clearly
Forgetting to include YOUR opinion. The question specifically requires it. Candidates who only discuss both views without committing to a position will receive a low Task Response score regardless of how well the essay is written.
You must address causes/problems AND solutions. Both parts must receive substantial treatment. Candidates who write excellent problems but shallow solutions (or vice versa) will be capped on Task Response.
- 1.Introduction: Paraphrase the issue. State you will discuss causes and solutions.
- 2.Body 1: 2 causes/problems — each with a clear explanation of WHY it is a cause
- 3.Body 2: 2 solutions — ideally matching the causes identified in Body 1
- 4.Conclusion: Brief summary
Solutions that don't logically address the causes identified shows weak argument structure. If you say 'one cause is lack of education,' propose 'awareness campaigns or educational reform' as a solution — not a completely unrelated measure.
If the question asks whether advantages OUTWEIGH disadvantages, it is asking for your opinion on the balance. You must give a clear answer. If it just asks to 'discuss the advantages and disadvantages,' no personal conclusion is required — just balanced treatment.
- 1.Introduction: Paraphrase. If asked for opinion: state whether advantages outweigh.
- 2.Body 1: 2–3 advantages with examples and explanation
- 3.Body 2: 2–3 disadvantages with examples
- 4.Conclusion: Restate your assessment of the overall balance (if opinion required)
Giving one advantage and four disadvantages (or vice versa) when the question asks for balance suggests you are not addressing both sides equally. Aim for similar depth on each side unless the question specifically asks you to evaluate the balance.
Two completely separate questions. Both must be answered in equal depth. This is often the essay type where candidates lose the most marks, because they answer one part excellently and the other superficially.
- 1.Introduction: Paraphrase BOTH questions. State you will address both.
- 2.Body 1: Answer question 1 fully (at least 2–3 developed points)
- 3.Body 2: Answer question 2 fully (at least 2–3 developed points)
- 4.Conclusion: Brief summary of both answers
Treating the two questions as one. Body 1 and Body 2 must be clearly separated. Examiners check specifically that both parts of the question are answered — if one is missing, the maximum Task Response score is Band 5.
Task 2 — Universal Structure and Useful Language
Universal 4-paragraph template
PARAGRAPH 1 — INTRODUCTION (2–3 sentences, ~40–50 words) Sentence 1: Paraphrase the topic (NEVER copy the question wording) Sentence 2: State your position / outline your approach Optional Sentence 3: Brief preview of body paragraph topics PARAGRAPH 2 — BODY 1 (4–6 sentences, ~80–100 words) Topic sentence (state your first main point clearly) → Explanation (WHY this point is valid) → Example or evidence (a specific case, scenario, or data) → Link back to the essay question / your position PARAGRAPH 3 — BODY 2 (4–6 sentences, ~80–100 words) Topic sentence (state your second main point) → Explanation → Example or evidence → Link or concession PARAGRAPH 4 — CONCLUSION (2 sentences, ~30–40 words) Sentence 1: Restate your position in DIFFERENT words Sentence 2: Brief summary of the key argument(s)
Academic language for Task 2
- In my opinion, ...
- I would argue that ...
- I firmly believe that ...
- It is my view that ...
- I am convinced that ...
- From my perspective, ...
- One of the main reasons is that ...
- A key factor is ...
- Perhaps the most significant advantage is ...
- It is widely acknowledged that ...
- There is a growing body of evidence suggesting ...
- While it is true that ...
- Although [X], ...
- I acknowledge that ...
- Admittedly, ...
- Proponents of this view argue that ...
- While there is some merit in this argument, ...
- Furthermore, ...
- In addition, ...
- Moreover, ...
- However, ...
- Nevertheless, ...
- Consequently, ...
- As a result, ...
- By contrast, ...
- On the other hand, ...
- Despite this, ...
- For instance, ...
- For example, ...
- This is illustrated by ...
- A clear example of this is ...
- Take [X] as an example — ...
- Consider the case of ...
- In conclusion, ...
- To summarise, ...
- On balance, ...
- Taking everything into account, ...
- In light of the above arguments, ...
- For the reasons outlined above, ...
Hedging language — essential for academic tone
Hedging softens claims, signals appropriate academic caution, and shows range of grammatical structures. Overconfident statements reduce your Lexical Resource and Task Response scores.
The 4 Criteria — Explained at Each Band Level
Each criterion is worth 25% of the Writing band. Your Writing band is the average of all four criteria across both tasks (with Task 2 weighted double). Understanding exactly what each band level requires lets you self-assess your writing accurately.
Does the response fully and relevantly address ALL parts of the task? Is the position clear and consistently maintained? Are ideas developed with specific support?
Only partially addresses the task. Position may not be clear or consistent. Some parts of the question unanswered.
Addresses all parts but some may be more fully developed than others. Position is clear but not always well-supported.
Addresses all parts of the task. Position is clear and consistent. Main ideas are extended and supported with relevant examples.
Sufficiently addresses all parts. Well-developed position. Ideas are relevant, well-extended, and well-supported throughout.
- ›Answer ALL parts of the question — re-read it after planning to confirm.
- ›State your position clearly in the introduction and maintain it.
- ›Every paragraph should include explanation + example, not just a statement.
- ›Never introduce new arguments in the conclusion.
Is the essay logically organised? Does it progress clearly from introduction to conclusion? Are paragraphs well-structured? Are linking devices used skillfully — not mechanically?
Some organisation but lacks overall logical progression. Cohesive devices may be overused or absent. Paragraphing may be inconsistent.
Information arranged coherently. Cohesive devices used but may be mechanical or faulty. Paragraphing is generally appropriate.
Logical progression throughout. Range of cohesive devices used appropriately. Clear central topic in each paragraph.
Sequences information and ideas logically. Cohesion is managed with skill. Paragraphing is always appropriate and well-structured.
- ›One clear idea per paragraph — topic sentence + development + example + link.
- ›Do NOT start every sentence with a connector ('Furthermore, Moreover, However' overuse is penalised).
- ›Use pronouns and synonyms to create cohesion without repetition.
- ›Check that your conclusion follows logically from your body paragraphs.
Does the candidate use a wide range of vocabulary accurately and appropriately? Are collocations correct? Is there variety rather than repetition?
Limited range. Noticeably repetitive use of the same words. Errors in word choice or spelling may cause difficulty for the reader.
Adequate range. Some less common vocabulary attempted with mixed success. Errors present but communication is generally clear.
Sufficient range with flexibility. Uses some less common or topic-specific vocabulary with occasional inaccuracies. Aware of collocation.
Wide range used with natural flexibility and precision. Skilful use of less common vocabulary. Rare minor errors only.
- ›Avoid repeating words from the question prompt — paraphrase them.
- ›Use correct collocations: 'make a decision' not 'do a decision'; 'have an effect' not 'do an effect.'
- ›Topic-specific vocabulary matters: use 'urbanisation,' 'inequality,' 'renewable energy' where relevant.
- ›Avoid informal language: 'a lot of' → 'a significant number of'; 'really bad' → 'severely damaging.'
Does the candidate use a variety of sentence structures — not just simple sentences? Are complex structures used accurately?
Limited range of structures. Mostly simple sentences. Frequent errors that may impede understanding.
Mix of simple and complex structures. Errors occur in complex structures but generally do not obscure meaning.
Variety of complex structures with good control. Frequent error-free sentences. Errors do not impede communication.
Wide range of structures used accurately. Majority of sentences are error-free. Occasional minor slips only.
- ›Include: complex sentences (with subordinate clauses), conditionals (If X were to happen...), relative clauses (which, who, that), passive voice, perfect tenses.
- ›Avoid: consistent subject-verb agreement errors, missing articles (the/a/an), incorrect preposition use.
- ›Vary your sentence opening — not every sentence should start with 'I' or 'Many people.'
- ›Proofread specifically for article errors (a/an/the) — the most common grammar error from non-native speakers.
Model Essays — Annotated at Different Band Levels
Task 2 — Band 7.5 Model Essay
Prompt
In many countries, the gap between the rich and poor is increasing. What are the causes of this? What measures could be taken to address this problem?
Essay type: Problem/Solution. Required: 2+ causes AND 2+ solutions.
Growing inequality is one of the most pressing economic challenges of the modern era, affecting nations across both the developed and developing world. This essay will examine two primary causes of this widening divide and propose concrete measures to address them.
Note: Paraphrases task, states approach clearly, no opinion needed here for Problem/Solution.
One significant driver of income inequality is the rapid advance of automation and technology. As machine learning and robotics increasingly perform routine tasks, demand for low-skilled workers has declined sharply, while those with technical expertise command ever-higher salaries. This skills divide creates a feedback loop in which the technologically proficient accumulate greater wealth while unskilled workers face structural unemployment. Additionally, the erosion of progressive taxation policies in many countries has allowed top earners to retain a larger share of income than in previous decades, exacerbating the disparity further.
Note: Two causes clearly identified with explanation. Vocabulary: 'feedback loop,' 'structural unemployment,' 'exacerbating.'
To address these causes, governments should invest substantially in retraining programmes that equip displaced workers with digital and technical skills, making them competitive in evolving labour markets. Countries such as Singapore and Denmark have demonstrated that publicly funded lifelong learning initiatives can effectively narrow skills gaps. Furthermore, restoring more progressive tax structures — with higher marginal rates on top earners and stronger enforcement against tax avoidance — would help redistribute wealth more equitably and fund the public services upon which lower-income groups disproportionately rely.
Note: Solutions match causes (retraining → automation; progressive tax → tax erosion). Specific country examples used.
In conclusion, technological disruption and regressive fiscal policies are among the principal causes of rising inequality. By prioritising workforce development and fairer taxation systems, governments can begin to close the gap between the wealthiest and poorest members of society.
Note: Restates using different vocabulary. Summarises both solutions. No new arguments introduced.
Common Mistakes — Task 1 and Task 2
Task 1 common mistakes
Always write 2 sentences of overview immediately after the introduction. The overview states the 2–3 most significant features without any data/numbers. Omitting it typically caps your Task Achievement at Band 5.
Only describe what the data shows. 'This indicates that the government failed' → DELETE. 'Sales declined by 30% over the period' → KEEP.
Select 3–4 key features per body paragraph. Group similar data together and compare. Examiners reward selectivity and comparison over exhaustive listing.
'The workers heat the mixture' → 'The mixture is heated.' Use passive voice throughout all process diagram descriptions.
Word count under 150 is penalised. Count your words in timed practice. Aim for 170–200 words for a complete, comfortable response.
Task 2 common mistakes
Set a strict 20-minute limit for Task 1 regardless of how it is going. Task 2 is worth double the marks. Even an imperfect Task 2 is more valuable than a perfect Task 1.
Re-read the question after planning. Two-part questions and Problem/Solution essays require equal treatment of both parts. Missing one part = maximum Task Response of Band 5.
State your position in the introduction clearly: 'I believe that...', 'I would argue that...', 'In my view...' Maintain it consistently through to the conclusion.
Starting every sentence with 'Furthermore,' 'Moreover,' 'However,' is penalised under Coherence. Use varied linking strategies including implicit connections, pronouns, and synonyms.
'Many countries have this problem' is not an example. Use specific: 'For instance, Denmark's publicly-funded retraining programmes have reduced structural unemployment...' Specificity elevates Lexical Resource and Task Response.
Under 250 words is penalised under Task Response. In practice, Band 7+ essays are typically 280–320 words. Count during practice to develop length awareness.
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