IELTS Task 1 and Task 2 writing tips

The IELTS Academic writing test runs for 60 minutes and contains two tasks. Task 1 asks you to describe visual information (a chart, graph, table, diagram, or map) in at least 150 words. Task 2 asks you to write an essay of at least 250 words on a question that calls for an opinion, a comparison, or a discussion of causes and effects. Task 2 is worth twice as much as Task 1 in the final writing band score, which has practical consequences for timing.

The public band descriptors, published by IELTS and freely available on the official IELTS website (search "IELTS Writing Band Descriptors public version"), score four criteria equally: Task Achievement (Task 1) or Task Response (Task 2), Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. Each criterion is scored from 0 to 9 in half-band increments. The four scores are averaged and rounded to the nearest half band. Understanding what each criterion looks like at Band 7 is the single most useful piece of preparation.

The four band descriptors, in plain English

Task Achievement / Task Response measures whether you answered the question fully. For Task 1, that means describing the key features of the visual accurately, with reference to data where the data exists. For Task 2, it means addressing all parts of the prompt, taking a clear position, and supporting that position with developed reasons and examples. Band 7 wants both your position and your supporting ideas to be clear from the first paragraph.

Coherence and Cohesion rates how the essay holds together. This includes paragraphing (one idea per paragraph, with a topic sentence), logical sequencing of ideas, and the use of cohesive devices (transitions, referencing words like "this" and "such"). Band 7 cohesion looks invisible: paragraphs flow because the ideas are ordered, not because every sentence starts with a connector. Overuse of "Furthermore," "Moreover," and "On the other hand" actually pulls scores down at the higher bands.

Lexical Resource measures vocabulary range and accuracy. Band 7 expects "a sufficient range of vocabulary to allow some flexibility and precision," with occasional errors that do not impede communication. The usual mistake is reaching for impressive vocabulary you cannot use accurately. A confident command of mid-range vocabulary scores higher than misused thesaurus words.

Grammatical Range and Accuracy rates sentence structure variety and grammatical correctness. Band 7 wants a mix of simple, complex, and compound sentences with the majority error-free. The key word is "majority": you do not need zero errors at Band 7, you need most sentences to be correct and the errors to be the kind that do not block meaning.

Time management

Task 2 is worth twice Task 1 in the band weighting, so the conventional timing splits 60 minutes into 20 minutes for Task 1 and 40 minutes for Task 2. Within Task 2's 40 minutes, spend 5 minutes planning, 30 minutes writing, and 5 minutes proofreading. Within Task 1's 20 minutes, spend 2 minutes selecting features, 15 minutes writing, and 3 minutes checking.

The single most common timing mistake is skipping the plan. Candidates think they will save time by writing immediately, then run out of ideas halfway through and produce a disorganised second half. Five minutes of planning saves twenty minutes of recovery. Use the question paper to draft your main points in shorthand before you write a word of the essay itself.

Task 1 structure

A reliable Task 1 structure has four short paragraphs. The introduction paraphrases the question (do not copy the prompt verbatim; the examiner will not count copied words). The overview, which is essential for Band 7 and above, names the two or three most striking features of the visual, without specific data. Then two body paragraphs go into the detail, each covering a different angle: typically one for the highest or most rising values, another for the lowest or declining ones.

For a line graph showing electricity production by source in three countries from 2000 to 2020, an opening could read: "The line graph illustrates how three nations generated electricity from coal, gas, and renewables across two decades. Overall, renewable generation rose significantly in all three countries, while reliance on coal fell sharply, most notably in country A." Notice the overview sentence carries the words "overall," "rose significantly," and "fell sharply" without naming a specific percentage. The detailed numbers go in the body paragraphs.

For a Task 1 map question (comparing a town in two different years), use spatial vocabulary: "to the north of," "alongside," "in place of," "between X and Y." For a process diagram, use sequence vocabulary: "first," "subsequently," "the next stage," "finally." The vocabulary lists in Cambridge IELTS Trainer (Hopkins and Cullen, 2021) are a good source if you want them organised by question type.

Task 2 structure

Task 2 essays have four paragraphs. The introduction has two jobs: paraphrase the question (a single sentence) and state your position (a second sentence). For a question that asks whether the advantages of something outweigh the disadvantages, your position is clear from the verbs you choose. For a question that asks you to discuss both views and give your own opinion, signal both within the introduction.

Each body paragraph develops one idea fully. The shape is topic sentence, explanation, example, link to your overall position. Resist the urge to cram three ideas into one paragraph; one idea, well developed, scores higher than three ideas barely touched. The conclusion is a single short paragraph that restates your position and the main reason for it. The conclusion does not need a "looking forward" sentence and certainly does not need new content.

For a question that asks "Some people believe that international tourism harms local cultures. To what extent do you agree or disagree?", a Band 7 opening might run: "Mass international tourism has expanded enormously in the last forty years, raising concern about its effect on local customs and ways of life. I largely agree that the effect is negative, although certain kinds of tourism actively support cultural preservation." The opening announces the position (largely agree), acknowledges the nuance (certain kinds of tourism), and signals where the essay is going.

Common errors

Memorised phrases get noticed and discounted. Examiners are trained to spot scripted openings ("In modern society, there is a heated debate about...") and discount them when calculating the band. The Task Achievement score in particular drops if the essay reads as if it were prepared in advance and shoehorned onto a question.

Overuse of complex sentences hurts at the lower bands. A long sentence with the wrong relative pronoun or the wrong verb form costs more than a short sentence that is correct. The Band 6 to Band 7 jump usually comes from learning to mix sentence lengths confidently, not from squeezing every sentence to its limits.

Word count matters but should be checked at the end, not during writing. Under 150 words on Task 1 or under 250 words on Task 2 costs marks mechanically. Vastly over the limit (more than 300 on Task 1, more than 350 on Task 2) does not gain marks and usually shows in lower coherence, because long essays drift.

A worked Task 2 body paragraph

The prompt: "Some people argue that schools should focus on academic subjects only. Others think they should also teach life skills. Discuss both views and give your own opinion."

Body paragraph 1 (about 90 words): "Those who argue for academic focus often point to limited classroom time. Mathematics, science, and language each demand sustained practice, and adding cookery, personal finance, or first aid risks crowding out the subjects that determine university entry. The evidence from countries with the highest PISA scores in mathematics, such as Singapore and Estonia, suggests that strong academic outcomes do require concentrated curriculum time. From this view, life skills can reasonably be left to families or to optional after-school programmes."

Notice that the paragraph runs to about 90 words, uses one specific example (Singapore and Estonia in PISA), uses one piece of mid-range vocabulary correctly ("crowding out"), and ends by linking back to the paragraph's claim. A second body paragraph would do the same for the opposing view, and a brief conclusion would land the writer's own position.

Practice without burning out

Three full timed essays a week, marked against the public band descriptors, improves Task 2 scores faster than any other practice routine. For Task 1, two visuals a week with focused vocabulary practice on whichever question type appears most often (line graphs, bar charts, and pie charts cover most recent tests) builds the speed needed under exam conditions.

After writing each timed essay, run it through the word counter to confirm you hit the minimum, the grammar checker to surface the sentence-level errors you missed, and the reading level analyzer to verify your prose is hitting a credibly advanced register without being so dense that meaning suffers.

What to do next

For timed practice runs, the Phrasit word counter shows live count as you draft, the grammar checker catches the article and tense errors that examiners flag, and the reading level analyzer confirms your writing is sitting at the level the band descriptors expect.