IELTS Writing: Complete Guide to Task 1 & Task 2
Templates, strategies, common mistakes, useful language, and annotated sample responses for every IELTS Writing format — from Band 6 to Band 8.
Last updated: 2026 · 25 min read
Overview: IELTS Writing Structure
The IELTS Writing section lasts 60 minutes and contains two tasks. Task 2 is worth double the marks of Task 1, which is why most candidates are advised to spend 20 minutes on Task 1 and 40 minutes on Task 2. Both tasks are marked on the same four criteria.
| Task | Time | Min. Words | Score Weight | Academic / GT |
|---|---|---|---|---|
| Task 1 | ~20 min | 150 words | ⅓ of Writing score | Describe visual data / Write a letter |
| Task 2 | ~40 min | 250 words | ⅔ of Writing score | Argumentative / discursive essay (same for both) |
Key rule: always attempt Task 2 first if you are short on time.
Because Task 2 carries double the marks, a Band 7 on Task 2 with a Band 5 on Task 1 produces a higher combined Writing score than a Band 7 on Task 1 with a Band 5 on Task 2.
Task 1 Academic — Describing Visual Data
You are given one or two visual data sources (graph, chart, table, diagram, or map) and must describe and summarise the key information. You should select and report the main features and make comparisons where relevant. Do not give opinions or speculate about reasons — only describe what the data shows.
Assessment Criteria (Task 1)
Did you cover all key features? Did you write a clear overview? Are data values accurate?
Is the response logically organised? Are paragraphs clear? Are linking words used accurately?
Do you use a range of vocabulary to describe trends and make comparisons? Do you avoid repetition?
Do you use complex sentences correctly? Are tenses appropriate? Are there few errors?
Templates by Visual Type
Introduction: The line graph illustrates [what] between [time period]. Overview: Overall, [general trend for most prominent line(s)], while [contrasting trend if applicable]. Body 1: In [year], [subject] stood at [value], [rose/fell] to [value] by [year], before [levelling off/increasing further]. Body 2: By contrast, [second subject] [trend description] throughout the period, reaching [value] by [end year].
Introduction: The bar chart compares [what] across [categories/time]. Overview: Overall, [highest/lowest category] recorded the [highest/lowest] figures, while [notable contrast]. Body 1: [Category 1] accounted for [value], significantly [more/less] than [Category 2] at [value]. Body 2: [Remaining categories] showed [pattern], with [notable exception] being particularly [high/low] at [value].
Introduction: The pie chart shows the [proportion/distribution] of [what] in [year/place]. Overview: Overall, [dominant category] accounted for the largest share, while [smallest category] represented the smallest proportion. Body 1: [Category 1] made up [%] of the total, followed by [Category 2] at [%]. Body 2: The remaining [%] was divided between [other categories], with [smallest] constituting just [%].
Introduction: The maps illustrate changes to [place] between [year 1] and [year 2]. Overview: Overall, [place] underwent significant development, with [key change 1] and [key change 2]. Body 1: In [year 1], [place] featured [description]. [Key building/area] was located [position]. Body 2: By [year 2], [key change 1] had been [built/demolished/relocated]. Additionally, [change 2] replaced/was added near [landmark].
Introduction: The diagram illustrates the process of [what]. Overview: Overall, the process involves [number] stages, beginning with [first stage] and ending with [final stage]. Body 1: The process begins when [first step]. This [material/substance] then [next step] before [following step]. Body 2: In the final stages, [step description], resulting in [outcome]. The entire process [is cyclical/produces X as output].
5 Tips for Task 1 Academic
Always write an overview (2 sentences summarising the most significant features). Omitting it is the most penalised error on Task Achievement.
Select 3–4 key data points per body paragraph — do not list every single number. Examiners reward selectivity and comparison.
Use a variety of trend language: 'rose sharply', 'declined gradually', 'remained relatively stable', 'peaked at', 'accounted for'.
Group related data together rather than describing each item in isolation. Compare directly: 'X at 45%, roughly double that of Y at 22%.'
Check your word count — writing fewer than 150 words is penalised under Task Achievement. Aim for 170–200 words.
Common Mistakes
Always write a 2-sentence overview immediately after the introduction. It is worth a significant portion of Task Achievement marks.
Only describe what the data shows. Do not write 'This is because...' or 'The government should...'
Select the most significant and interesting features. Group and compare; do not produce a list.
Re-check your numbers against the visual before finalising. Even approximate values ('roughly 40%') are acceptable.
Past simple for historical data, present simple for diagrams/processes, future for projections.
Task 1 General Training — Letter Writing
General Training candidates write a letter of at least 150 words responding to a situation described in the prompt. Three bullet points indicate what the letter must cover. The register (formal, semi-formal, or informal) is determined by the context and recipient.
5 Tips for Task 1 General Training
Identify the register before writing a single word. Mixing formal and informal language in the same letter is heavily penalised.
Address all three bullet points fully and in roughly equal length. Examiners check every point — a missing point means Band 5 or below for Task Achievement.
Do not use contractions (don't, can't, I'm) in formal letters. They are acceptable in informal ones.
Open the letter with a clear statement of purpose: 'I am writing to complain about...' / 'I am writing to enquire whether...'
Close with an appropriate call to action: 'I would appreciate a prompt response.' / 'I look forward to hearing from you.'
Task 2 — Essay (Academic & General Training)
Task 2 requires you to write a discursive or argumentative essay of at least 250 words in 40 minutes. The same format applies to both Academic and General Training candidates. Identify the essay type from the instruction before planning — different types require different structures.
The 5 Essay Types
Introduction (paraphrase + clear position) → Body 1 (main reason for view + example) → Body 2 (second reason + example, or concede opposing view) → Conclusion (restate position + summary)
Take a clear stance — do not sit on the fence. Examiners reward decisive positions that are consistently maintained.
Introduction (paraphrase + position) → Body 1 (View A + reasons) → Body 2 (View B + reasons) → Body 3 or extended conclusion (your own opinion with justification)
Give equal treatment to both views. Your own opinion should appear in both the introduction and conclusion.
Introduction (paraphrase + state whether advantages outweigh) → Body 1 (advantages + examples) → Body 2 (disadvantages + examples) → Conclusion (restate overall balance)
If the question asks whether advantages outweigh disadvantages, you must give a direct answer — not simply list both sides equally.
Introduction (paraphrase + overview of causes/solutions) → Body 1 (2–3 causes with explanation) → Body 2 (2–3 solutions with justification) → Conclusion (summary)
Match solutions to causes where possible — if you identify 'lack of education' as a cause, propose 'awareness campaigns' as a solution.
Introduction (paraphrase both questions) → Body 1 (answer question 1 fully) → Body 2 (answer question 2 fully) → Conclusion (brief summary of both answers)
Both questions carry equal weight. A response that answers one well and the other superficially will be capped at Band 6 for Task Response.
Universal Task 2 Template
Paragraph 1 — Introduction (2–3 sentences) Sentence 1: Paraphrase the topic (do not copy the question). Sentence 2: State your position / outline your approach. Paragraph 2 — Body 1 (4–6 sentences) Topic sentence (main point) → Explanation → Example or evidence → Link back. Paragraph 3 — Body 2 (4–6 sentences) Topic sentence (second point or concession) → Explanation → Example → Link back. Paragraph 4 — Conclusion (2 sentences) Sentence 1: Restate your position using different words. Sentence 2: Summarise the key argument(s).
5 Tips for Task 2
Spend 5 minutes planning before writing. Identify the essay type, choose 2 main points, and note 1 example per point.
Begin your introduction by paraphrasing the question — never copy the prompt word for word. Use synonyms and restructure the sentence.
Start each body paragraph with a clear topic sentence that states your main point, not an example.
Use hedging language for balance: 'It could be argued that...', 'While there is some merit in...', 'This is particularly true in cases where...'
Write a genuine conclusion that restates your position. Do not introduce new arguments in the conclusion.
Common Mistakes
Re-read the task instruction after planning. Every point in your essay must relate to what was asked — not just the general topic.
Every main point needs a specific example, statistic, or scenario. 'Many people believe that...' is not an argument — it is an introduction.
Decide your stance before you start. If you say 'I agree' in the introduction, maintain that view throughout and in the conclusion.
Use a variety: 'Furthermore', 'In addition', 'Consequently', 'Nonetheless', 'Despite this', 'As a result'. Avoid starting every sentence with 'However'.
Expand body paragraphs with explanation and examples. A response under 250 words will always be penalised for Task Response.
Assessment Rubric — What Examiners Look For
IELTS Writing is assessed on four equally-weighted criteria, each scored from Band 1 to Band 9. Your final Writing band is the average of all four.
Addresses the task only partially. Key features may be missing or inaccurately described.
Covers all key features / addresses all parts of the task. Position is clear and relevant.
Fully satisfies all requirements. Covers all key features with precision; clear, consistent position.
Some organisation, but lacks overall progression. Cohesive devices used mechanically.
Information is logically organised. Uses a range of cohesive devices flexibly, with minor lapses.
Information sequenced seamlessly. Cohesive devices are used with full flexibility and precision.
Limited range. Repetition is noticeable. Errors in word choice and spelling may cause difficulty.
Uses a range of vocabulary with some less common items. Minor errors in word choice or spelling.
Full flexibility and precise use of vocabulary. Rare errors only, likely due to speed.
Limited range of structures. Frequent errors that may impede communication.
Uses a variety of complex structures. Majority of sentences are error-free.
Wide range of structures used with full flexibility and accuracy. Rare errors only.
Useful Language for IELTS Writing
Linking Words & Discourse Markers
Academic Phrases for Task 2
Hedging Language
Hedging softens claims and signals academic caution. Overconfident statements ("This is always true") reduce credibility. Use hedging to qualify your arguments appropriately.
IELTS Writing Statistics
Sample Responses: Band 6 vs Band 8
Task 1 Academic — Line Graph
Prompt
The line graph shows the percentage of households with internet access in four countries (Australia, Brazil, South Korea, and Nigeria) between 2005 and 2020. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The graph shows internet access in Australia, Brazil, South Korea and Nigeria from 2005 to 2020. [No overview — Task Achievement penalised]
In 2005, Australia had about 60% internet access. South Korea was similar. Brazil had less and Nigeria had the least. [Vague language, no precise comparisons]
By 2020 all countries increased. South Korea reached almost 100%. Nigeria increased but was still low. [Lacks trend language variety, no grouping]
The line graph illustrates the proportion of households with internet access across four countries between 2005 and 2020. [Clear paraphrase of prompt]
Overall, all four nations recorded increases over the period, with South Korea achieving near-universal access by 2020. Nigeria, while showing notable growth, remained significantly below the other three countries throughout. [Clear overview — key features identified]
In 2005, Australia and South Korea both stood at approximately 60–65%, considerably higher than Brazil at around 20% and Nigeria at under 10%. By 2020, South Korea had surged to 99%, while Australia reached 87%. Brazil grew steadily to 74%, whereas Nigeria, though tripling from its initial figure, remained at just 31%. [Precise data, effective comparisons, varied language]
Task 2 — Opinion Essay
Prompt
Some people believe that universities should focus on providing academic knowledge, while others feel they should also prepare students for employment. To what extent do you agree or disagree?
Paraphrase topic. State clear position: universities should do both, but academic rigour must remain primary.
Topic sentence: Academic learning develops critical thinking that no vocational training can replicate. Reason: deep engagement with theory enables graduates to adapt to changing job markets. Example: philosophy graduates consistently rank among the most versatile in employment surveys.
Topic sentence: Practical preparation complements academic learning and reduces graduate unemployment. Reason: employers consistently report a skills gap between graduate qualifications and workplace readiness. Example: UK universities that introduced placement years saw graduate employment rise by 15%.
Restate: both goals are compatible, not competing. Universities that blend academic depth with career preparation serve students most effectively.
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