IELTS Writing Task 2 Templates

PhD-Verified Structures for Band 9.0 Success in 2026

Last updated: August 19, 2026 · Verified against the 2026 public band descriptors

Why Templates are Essential for Band 9.0

In the high-pressure environment of the IELTS exam, you have exactly 40 minutes to produce a 250-word academic essay. Thinking about "how to structure" your response on the spot is a recipe for a Band 6.0 score. A Band 9.0 candidate enters the room with a pre-designed **logical framework** that allows them to focus 100% of their mental energy on complex ideas and high-level vocabulary.

These templates are not just "fill-in-the-blanks" sentences; they are structural blueprints used by examiners to evaluate **Cohesion & Coherence** and **Grammatical Range**. At Dr. Shruti Mehta's consultancy, we've refined these structures through years of feedback from real IELTS examiners.

How Examiners Actually Mark Task 2: Public Band Descriptors Explained

Before you memorise another template, understand the rubric your essay will be measured against. IELTS publishes the official public band descriptors for Writing Task 2 — the exact documents examiners work from — and every mark below comes from one of four criteria, each worth 25% of your Task 2 score.

Task Response (TR)

Task Response asks one blunt question: did you answer everything that was asked? At band 6, you address all parts of the task but some ideas are under-developed. At band 7, you address all parts, present a clear position throughout, and extend and support your main ideas. At band 8, the task is fully addressed and every paragraph is clearly relevant. The single most common TR error is partial answering — for example, writing a "discuss both views" essay that never gives your own opinion, or an agree/disagree essay that lists arguments on both sides without ever taking a clear stand.

Coherence and Cohesion (CC)

This criterion scores how your essay is built. Examiners look for clear paragraphing, a logical progression of ideas, and the skilful use of cohesive devices (linking words and referencing). Crucially, the descriptor rewards appropriate use, not heavy use. An essay that opens every sentence with "Moreover", "However" or "Furthermore" reads as mechanical and caps at band 6 in CC, while a band 7+ essay uses linking devices sparingly and lets the logical flow do the work.

Lexical Resource (LR)

Lexical Resource is not a vocabulary test in the sense of "long words". Examiners reward precision, collocation, and the effective use of less common items. A band 7 candidate uses an adequate range with some less common vocabulary and a good awareness of style and collocation. A band 8 candidate uses a wide range with skilful selection of unusual items and only occasional slips. The classic mistake is forcing in memorised "impressive" words that do not quite fit — an examiner spots a misused collocation instantly, and it damages LR more than a simple correct word ever would.

Grammatical Range and Accuracy (GRA)

Examiners count two things: the variety of structures you attempt and the density of errors. Band 7 requires a variety of complex structures with frequent error-free sentences and good control, where errors rarely cause difficulty. Band 8 requires a wide range with most sentences error-free. Note that accuracy matters as much as range: a brilliant conditional in the middle of a paragraph full of tense errors will not save you.

One weighting fact most candidates get wrong: Task 2 is worth two-thirds of your Writing band and Task 1 only one-third. A 7.0 on Task 2 combined with a 6.0 on Task 1 yields an overall Writing score of approximately 6.5. If you are stranded at 6.5, the fastest fix is almost always inside Task 2 — not Task 1.

"Examiners are not looking for perfect essays — they are looking for complete answers. A Band 7 is earned by doing everything the question asks, clearly, with few errors. The templates below work only if you treat them as skeletons, not scripts: the moment a memorised sentence does not answer the question, it costs you marks."

— Dr. Shruti Mehta, PhD & IELTS/PTE Expert, Founder, Dr. Shruti Mehta Visa Consultancy

1. Agree or Disagree (Opinion) Essay

This is the most common question type. You must take a clear position and maintain it throughout.

Introduction: "The issue of [Topic] has sparked intense debate in recent years. While some argue that [Opposing View], I firmly believe that [Your Opinion] due to [Reason 1] and [Reason 2]."
Body Paragraph 1: "The primary reason why [Your Opinion] is justified revolves around [Reason 1]. For instance, [Example]. This clearly demonstrates that [Resulting Point]."

2. Discussion (Both Views) Essay

You must discuss both sides objectively before giving your own opinion.

Introduction: "People have different views about whether [Side A] or [Side B] is more beneficial. This essay will discuss both perspectives and explain why I support the former/latter view."
Body Paragraph 2 (Your View): "On the other hand, I side with those who contend that [Side B]. The rationale behind this is [Reason]. To illustrate, [Example]."

3. Problem & Solution Essay

Identify the root causes and provide actionable, high-level solutions.

Introduction: "In the contemporary era, [Problem] has emerged as a significant challenge for [Society/Environment]. This essay will identify the underlying causes of this trend and propose viable solutions to mitigate its impact."
Conclusion: "To conclude, while [Problem] is a multifaceted issue driven by [Cause], it can be addressed through [Solution 1] and [Solution 2]. If these measures are implemented, a positive shift is inevitable."

Opinion vs Discussion vs Problem-Solution: Choosing the Right Structure

Most Task 2 disasters are structural: the candidate writes a good essay that is simply the wrong genre for the question. The first 10 seconds of the exam should be spent classifying the prompt, not brainstorming. Here is how to tell the three main types apart and what each demands.

Prompt Type Recognise It By Required Structure Typical Mistake
Opinion (Agree/Disagree) "To what extent do you agree or disagree?", "Do you agree?", "What is your opinion?" Clear thesis in the introduction, maintained to the end. 4 paragraphs: intro, two supporting body paragraphs, conclusion. Sitting on the fence. "Both sides have merit" with no explicit position caps Task Response at band 6.
Discussion (Both Views) "Discuss both views and give your own opinion", "Discuss the advantages and disadvantages" One paragraph per view, fairly argued, then an explicit opinion — ideally signalled in the introduction and repeated in the conclusion. Describing both sides without ever stating which you support.
Problem-Solution (or Cause-Solution) "What problems does this cause and what solutions can you suggest?", "What are the causes and how can they be solved?" Balanced coverage of BOTH halves. 4 paragraphs: intro, problems, solutions, conclusion — or causes then solutions. Spending 80% of the essay on problems and two lines on solutions, so one part of the question is under-answered.
Two-Part / Direct Questions "What do you think are the reasons? What measures could be taken?" Answer both questions with equal weight, one per body paragraph. Answering only the first question in depth.

One practical rule: your introduction must contain your entire plan. In a discussion essay, write "This essay will discuss both perspectives before explaining why I support the view that [X]." That single sentence forces you to deliver both parts — and it hands the examiner a clear roadmap of your Task Response on the very first paragraph.

The "Grammar Hub" for Writing Task 2

To cross the Band 7.5 barrier, you must use **Complex Structures**. Don't just stick to simple sentences. Use these examiner favorites:

  • The Inversion: "Not only is [Topic] a social issue, but it is also an economic one."
  • The Conditional: "If governments were to invest more in [Topic], the benefits would be manifold."
  • The Passive Voice: "It is widely acknowledged that [Topic] needs urgent attention."

Annotated Band 9 Essay: Paragraph-by-Paragraph

This is a complete, 287-word band 9 response to a real question type, with the examiner's logic broken down after each paragraph. Notice how every paragraph has one job, and how no sentence is wasted.

Question: "Some people believe that unpaid community service should be a compulsory part of high school programmes. To what extent do you agree or disagree?"

Introduction: "In many societies, a debate has emerged over whether teenagers should be required to take part in unpaid community work as part of their schooling. While some view such schemes as an infringement on young people's time, I strongly believe that compulsory community service is a justified and valuable addition to secondary education, provided it is sensitively organised."

Analysis: The first sentence paraphrases the prompt (never copy it verbatim). The second sentence concedes the opposing view ("While some view...") but commits to a clear position ("I strongly believe"), and even pre-empts a condition ("provided it is sensitively organised") that the body paragraphs will return to. This one paragraph answers Task Response, Coherence, and sets up the whole essay.

Body Paragraph 1 (Agree — social value): "The principal argument in favour of compulsory service lies in the civic awareness it cultivates. When teenagers work alongside elderly residents in care homes or assist in local food banks, they encounter social realities that no textbook can convey. This direct exposure fosters empathy and a sense of collective responsibility — qualities that are widely regarded as the bedrock of a functioning democracy. A student who has served meals to the homeless is far more likely to appreciate the importance of social welfare policies in later life."

Analysis: One clear central topic (civic awareness) is announced in the first sentence, then extended with a concrete example and an abstract consequence. Note the cohesion: "This direct exposure" refers back without a linking word, which is how band 7+ referencing works. The vocabulary ("bedrock of a functioning democracy") is precise and collocationally sound rather than memorised and awkward.

Body Paragraph 2 (Agree — skills and transition): "A second compelling reason relates to the practical skills that structured service work develops. Young people who manage their first professional responsibilities — such as organising a fundraising event or coordinating volunteers — acquire teamwork, communication and time-management abilities that classrooms rarely teach. These competencies smooth the transition to university and employment, where employers consistently report that school leavers lack precisely such soft skills. Seen from this angle, compulsory service is less an imposition than an investment in employability."

Analysis: This paragraph moves from the social to the individual dimension, which is a sophisticated form of organisation — and note the essay does not repeat the first argument. The conditional clause ("young people who... acquire...") shows Grammatical Range, and the final sentence ("less an imposition than an investment") is a rhetorical flourish that adds Lexical Resource without distorting meaning.

Conclusion: "In conclusion, although mandatory community work can be logistically demanding for schools to arrange, its benefits to society and to young people themselves are substantial. By fostering civic empathy and practical skills simultaneously, such programmes prepare students not merely for examinations, but for the responsibilities of adult life. For these reasons, I remain convinced that well-designed compulsory service should form part of every school curriculum."

Analysis: The conclusion restates the thesis (compulsory service is justified), summarises both body-paragraph arguments, and — critically — does not introduce any new idea. It also bookends the condition ("well-designed") first raised in the introduction, which examiners note as skilful coherence.

Common Band 6.5 Mistakes That Keep You Below 7+

In over a decade of marking student essays, we have watched the same handful of errors strand candidates at 6.5 again and again. Each one below has a straightforward fix.

  • Memorised templates that ignore the question. A pre-written introduction cannot be pasted over a specific prompt. The examiner compares your essay to the question, not to your notes. Fix: adapt the template's logic, never its sentences.
  • No explicit thesis. If your position is not stated in the introduction and repeated in the conclusion, Task Response stops at band 6. Fix: write one thesis sentence before you write anything else.
  • Mechanical connectors. "Firstly... Secondly... Thirdly... Finally..." is the signature of band 6 cohesion. Fix: cut every second linking word and replace with referencing ("This approach...") or logical ordering.
  • Unequal treatment of a two-part question. A problem-solution essay with three problem paragraphs and one thin solutions paragraph fails Task Response. Fix: budget two body paragraphs, one per part.
  • Misused "big words". "The government should ameliorate the unemployment" reads as a collocation error to an examiner. Fix: only use words you can pair confidently; accuracy of collocation outranks rarity of vocabulary.
  • Under-developed paragraphs. Two-sentence paragraphs cannot support an idea. Fix: aim for 4–6 sentences per body paragraph using the idea–explain–example–link cycle.
  • No checking time. Examiners record every tense and article error. Fix: finish at minute 37 and spend the last three minutes reading for errors only.

A 5-Day Task 2 Revision Plan

If your exam is one week away, here is the highest-yield study plan we give our own students. It assumes you already understand the basic templates on this page.

Day 1 — Question recognition and thesis writing

Collect 15 real Task 2 questions. For each one, write down the prompt type and a single-sentence thesis in under one minute. Do not write full essays. This trains the classification instinct and makes under-answering almost impossible.

Day 2 — Body paragraph construction

Choose five topics and write one full body paragraph for each using the idea–explain–example–link structure. Practise ending the paragraph with a sentence that links back to your thesis. Feedback on these five paragraphs is worth more than five full essays, because the errors repeat.

Day 3 — Grammar and cohesion upgrade

Take two essays you wrote last week and rewrite them: replace three simple sentences with complex structures, cut redundant linking words, and fix every tense error you can find. Compare the before and after — this is where the visible band gain comes from.

Day 4 — Two timed essays

Write two complete essays under strict 40-minute conditions. Then self-mark each against the public band descriptors from the section above, giving yourself a score for all four criteria. Be honest about Task Response before celebrating your vocabulary.

Day 5 — Final check and strategy review

Write one last essay, then review your Day-1 thesis list once more. Memorise your personal error list (the two or three mistakes you personally keep making) and write them on scrap paper in the exam before you start. A calm, classified start is worth half a band.

Frequently Asked Questions: IELTS Writing Task 2

Straight answers to the Task 2 questions our students ask most often. Have a different one? Message us on WhatsApp and we will help you directly.

The minimum is 250 words, and a response below that is penalised in Task Response. Aim for 270–300 words — long enough to fully develop two body paragraphs, short enough to leave three minutes for checking.

Use templates for structure, not for sentences. A memorised sentence that does not directly answer the prompt will be flagged by the examiner and caps your Task Response at band 6.

Task 2 is weighted two-thirds of your Writing score; Task 1 is one-third. A 7.0 in Task 2 with a 6.0 in Task 1 produces an overall Writing band of about 6.5.

A four-paragraph structure works best: an introduction with an explicit thesis, two body paragraphs each advancing one reason, and a conclusion that restates your position without new ideas.

Fix Task Response first (fully answer both parts and extend every idea), then improve collocation accuracy rather than vocabulary size, and always reserve three minutes to correct grammar errors.

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