THE IELTS ACADEMIC WRITING TEST

- TASK 2 TUTORIAL
Task 2 in the IELTS Academic Writing Test is more important than task 1. You have to write more, its a
more di!!icu"t task and it is worth more to #our !ina" $and !or writing as more weight is given to Task 2 than
to Task 1.
The IELTS Academic Writing Tet
The IELTS Academic Writing Test "asts !or 1 hour and inc"udes 2 tasks. Task 1 is a "etter and #ou must
write at "east 1%& words. You shou"d spend a$out 2& minutes out o! the hour !or Task 1. Task 2 is an essa#
and #ou must write at "east 2%& words. You shou"d spend a$out '& minutes !or Task 2.
The Ta! "#r the IELTS Academic Ta! 2 Writing
The IELTS Academic Writing Task 2 asks #ou to write a short essa# o! a minimum o! 2%& words. The essa#
is usua""# a discussion o! a su$(ect o! genera" interest. You ma# have to present and (usti!# #our opinion
a$out something, give the so"ution to a pro$"em or compare di!!ering ideas or viewpoints.
Mar!ing "#r the IELTS Academic Ta! 2 Writing
Your task wi"" $e marked in three areas. You wi"" get a mark !rom 1 to ) on Arguments, Ideas and Evidence,
*ommunicative +ua"it# and ,oca$u"ar# and Sentence Structure. Your !ina" $and !or Task 2 wi"" $e
e!!ective"# an average o! the three marks awarded in these areas. Task 2 writing is more important than Task
1 and to ca"cu"ate the !ina" writing mark, more weight is assigned to the Task 2 mark than to Task 1s mark.
To get a good overa"" mark though, $oth tasks have to $e we"" answered so dont ho"d $ack on Task 1 or give
#ourse"! too "itt"e time to answer it proper"#.
Arg$ment% Idea and E&idence
This mark grades #ou on the content o! #our essa#. The argument is how #ou present #our case as regards
the -uestion. The ideas part is how man# and how good #our ideas are in he"ping #our argument. The
evidence is the !acts that #ou use to $ack up #our ideas. Evidence is ver# important in Task 2. You need to
$ring in !acts !rom #our own e.perience in order to support #our ideas. The three parts /Arguments, Ideas
and Evidence0 are not independent $ut $"end together to give a good answer. Together the# rea""# present
the content and su$stance o! #our essa#.
C#mm$nicati&e '$a(it)
This is how #ou are making #ourse"! understood and whether the reader o! #our writing understands what
#ou are sa#ing. Are #ou communicating we"" with the reader and are #our ideas that #ou want to present
understood $# the reader1
*#ca+$(ar) and Sentence Str$ct$re
This area "ooks at the #our grammar and choice o! words. The marker wi"" "ook at whether the right
grammar and words are used and whether the# are used at the right time, in the right p"ace and in the right
wa#. 2ost peop"e are predominant"# worried a$out their grammar $ut, as #ou can see, grammar is on"# ha"!
o! one section o! three used to grade #our writing. IELTS is much more interested in communication rather
than grammatica" accurac#.
,aragra-hing "#r the IELTS Academic Ta! 2 Writing
This is a ver# eas# thing to do $ut it can have an enormous e!!ect on the c"arit# o! #our writing. I have said
this !or Task 1 $ut !or Task 2 its is even more important. In Task 2 #ou wi"" $e writing more and it is
there!ore more important to divide #our writing up into divisions to make it easier to read.
,er# o!ten peop"e use no paragraphing and the e.aminer is !aced with a 3sea3 o! writing with no $reaks
!rom start to !inish. 4or me, the $est writings are those where there are paragraphs separated $# an empt#
"ine and a"so indented. In this wa# #our ideas are separated c"ear"#. It shows and gives organi5ation to #our
writing and makes it more reada$"e.
4or Task 2, have a paragraph $reak a!ter #our introduction, and then !or ever# di!!ering section o! #our
separate ideas with the supporting evidence. Then have a !ina" paragraph !or #our conc"usion. You shou"d
aim to have 6 or ' paragraphs p"us the introduction and conc"usion.
Look at this section on paragraphing. It is divided into % separate paragraphs dividing the % di!!erent areas
that I want to present to #ou, the reader. The % areas are7
8aragraph 1 Wh# paragraphing is important !or Task 2.
8aragraph 2 9ow to divide #our paragraphing.
8aragraph 6 Where #our paragraph divisions shou"d occur.
8aragraph ' The division o! paragraphs in this section.
8aragraph % E.p"aining the comparison with this section and the one $e"ow to show how
paragraphing can work.
:e"ow I wi"" repeat paragraphs 1 ; ' o! this section on paragraphing $ut I am going to remove a"" the
paragraphs and "ine $reaks and make it a 3sea o! writing3 as I said can happen a$ove. I hope #ou !ee" that
this section is easier to understand than the one $e"ow<< /:# the wa#, I havent used "ine $reaks through this
entire tutoria" as there wou"d $e too man# and it wou"d $e too con!using0.
,aragra-hing .+ad e/am-(e ecti#n0
This is a ver# eas# thing to do $ut it can have an enormous e!!ect on the c"arit# o! #our writing. I have said
this !or Task 1 $ut !or Task 2 its is even more important. In Task 2 #ou wi"" $e writing more and it is
there!ore more important to divide #our writing up into divisions to make it easier to read. ,er# o!ten peop"e
use no paragraphing and the e.aminer is !aced with a 3sea3 o! writing with no $reaks !rom start to !inish.
4or me, the $est writings are those where there are paragraphs separated $# an empt# "ine and a"so indented.
In this wa# #our ideas are separated c"ear"#. It shows and gives organi5ation to #our writing and makes it
more reada$"e. 4or Task 2, have a paragraph $reak a!ter #our introduction, and then !or ever# di!!ering
section o! #our separate ideas with the evidence. Then have a !ina" paragraph !or #our conc"usion. You
shou"d aim to have 6 or ' paragraphs p"us the introduction and conc"usion. Look at this section on
paragraphing. It is divided into ' separate paragraphs dividing the ' di!!erent areas that I want to present to
#ou the reader. The ' areas are7 8aragraph 17 Wh# paragraphing is important !or task 27 8aragraph 27 9ow to
divide #our paragraphing. 8aragraph 67 Where #our paragraph divisions shou"d occur. 8aragraph '7 An
e.amp"e to show #ou how paragraphing works.
I hope #ou !ee" that the !irst section was easier to understand than this second one<<
Idea t# Thin! A+#$t "#r the IELTS Academic Ta! 2 Writing
1 Timing
The e.am paper recommends that #ou spend a$out '& minutes on this -uestion and this is a$out right.
=emem$er that Task 2 gives more to #our !ina" writing $and and so #ou shou"d make sure that #ou have
enough time a!ter Task 1 to proper"# answer Task 2. Some students do Task 2 !irst in order to make sure that
Task 2 is answered we"" $e!ore the# get onto Task 1. There is no pro$"em with this $ut make sure #ou write
the 1%& words to give a good answer !or Task 1 as we"".
So, whatever #ou decide to do a$out #our approach to Task 1 and Task 2 in the writing paper, make sure
that #ou spend appro.imate"# 2& minutes on Task 1 and '& minutes on Task 2. This shou"d give #ou the
right amount o! time to provide good answers to $oth tasks.
2 An2ering the 3$eti#n4
A"though this sounds ver# straight!orward, peop"e dont o!ten proper"# answer the -uestion set and there!ore
dont get the $and that the# shou"d even i! the writing is ver# good.
4irst o! a"" read the -uestion ver# care!u""# in order to see e.act"# what it asks #ou. ,er# o!ten there wi"" $e
more than 1 part to the -uestion> sometimes even 6 or ' parts. When #ou produce #our answer #ou must
answer a"" the di!!erent parts o! the -uestion. 9ow much #ou produce on each part depends on how
important #ou think it is.
You have to write a !orma" academic Eng"ish essa# o! the t#pe that wou"d $e re-uired !or teachers or tertiar#
education courses. 4ormu"ate and deve"op an argument and show a persona" response. ?ive #our opinions
and $ack them up with evidence and e.amp"es. Your answer shou"d persuade, $e consistent and deve"op
"ogica""# towards a conc"usion, which answers a"" parts o! the -uestion.
Another important $asic is to write at "east 2%& words. Writing "ess does not answer the -uestion, which te""s
#ou to write at "east 2%& words. I! #ou write "ess than 2%& words, the e.aminer marking #our paper wi"" give
#ou a ma.imum o! % !or Arguments, Ideas and Evidence or even "ess. It is no pro$"em to write more than
the 2%& words> there is no upward word "imit on the essa#. Time is #our on"# constraint.
The -uestion wants #ou to produce an essa#. There!ore dont give a "ist o! num$ered notes /#our paragraphs
shou"d not $e num$ered0. ?ive the e.aminer a proper essa# with an introduction, a main $od# with #our
ideas and evidence and a conc"usion, a"" divided o! course with the paragraphing techni-ues discussed
a$ove.
5 ,(anning
2an# students that I have taught have regarded writing an essa# p"an as a waste o! time. The on"# answer I
can give is that it depends on the individua". I! #ou are a good essa# writer who can automatica""# organi5e
#our ideas and structure in #our head so we"" that #ou can produce a good structured essa# without p"anning,
then I sa# thats its !ine not to write an essa# p"an.
A"so i! #oure rea""# short o! time and #ou need to get writing on page, then #ou dont want to waste time on
p"anning. 9owever, i! none o! these conditions app"#, then 1 or 2 minutes thinking a$out #our ideas and how
#ou are going to present them wi"" not $e wasted. Im not sa#ing that #ou shou"d spend 1& minutes on this.
@ust take a scrap o! paper and (ot down some ideas that #ou are going to use in #our essa#.
Then #ou can divide the ideas into 6 or ' paragraphs in a "ogica" order. This shou"dnt take #ou "ong and the
structure that this wi"" give #our essa# wi"" $e we"" worth the time that #ou spend doing it.
Writing The Ea) in the IELTS Academic Ta! 2 Writing
1 The Intr#d$cti#n
4irst o! a"", dont repeat an# part o! the -uestion in #our introduction. This is not #our own work and
there!ore wi"" $e disregarded $# the e.aminer and deducted !rom the word count. You can use individua"
words $ut $e care!u" o! using 3chunks3 o! the -uestion te.t.
Your introduction shou"d !irst sa# what #ou understand $# the -uestion. Then give the main issue or issues
that #ou intend to $ring into #our answer. Aont go into an# detai"> #ou can save that !or the "ater paragraphs.
4ina""#, the -uestion o!ten asks #ou to take up a position over an issue. There is no right answer !or putting
#our views at the start and then e.p"aining this through the essa#, or deve"oping #our opinion though #our
essa# and stating #our !ina" stance at the end. I persona""# "ike the opinion at the start o! the essa#. +uick"#
and c"ear"# answer the -uestion, making #our attitude p"ain. Aont give an# reasons. Again, thats what the
$od# o! #our essa# is !or. You dont have to do it this wa# though. You can wait unti" #our conc"usion to
give #our position as regards the -uestion.
2 The 6#d) #" 7#$r Ea)
You shou"d aim to have 6 or ' paragraphs in #our answer. This is not e.act. You can write more or !ewer
paragraphs, as #our answer re-uires. =emem$er #ouve on"# got a$out '& minutes to cover a"" the -uestion
areas so dont $e too am$itious and tr# to write too much.
In the $od# o! #our essa# #ou shou"d do severa" things. You need to e.amine a"" parts o! the -uestion.
=emem$er there is o!ten more than 1 -uestion contained in the essa# -uestion te.t. You need to "ook at a""
that is asked and "ook at $oth sides o! ever# issue. IELTS essa# -uestions usua""# ask #ou something which
has two or more points o! view, and #ou need to consider $oth sides o! ever# argument no matter what #our
opinion is.
Look $e"ow at the e.amp"e. The -uestion asks whether or not #ou $e"ieve whether societies shou"d use
capita" punishment. There are, o! course, two points o! view7
/10 capita" punishment shou"d $e used and
/20 capita" punishment shou"dnt $e used.
Lets sa# !or e.amp"e that #ou dont $e"ieve that capita" punishment shou"d $e used $# societies. Bo matter
what point o! view #ou have, #ou shou"d "ook at $oth sides, though natura""# #our writing wi"" !avour the
position that #ou have taken. ?ive the reasons wh# #ou dont $e"ieve in capita" punishment $ut then "ook at
the opposing view and sa# wh# #ou dont accept it. In this wa# #ou wi"" show the reader #our powers o!
ana"#sis when "ooking at such an issue.
Aont !orget that when #ou have !inished "ooking at this issue there is a second part o! the -uestion to $e
ana"#sed too.
As we said ear"ier, #our ideas need to $e supported $# e.amp"es and it is in the $od# o! #our essa# that the#
shou"d appear. 4or ever# idea that #ou present tr# and give an e.amp"e !rom #our own e.perience that
shows that #our idea is right.
An e.amp"e !rom #our own e.perience means something that #ou know !rom #our "i!e, !rom #our countr#s
news or histor# or an#thing that #ou have read an#where. You can actua""# invent e.amp"es i! #ou need as
"ong as the# seem rea"istic and $e"ieva$"e. The e.aminer is pro$a$"# not going to research an#thing #ou
write a$out.
The e.amp"e $e"ow shou"d i""ustrate what we have $een discussing here.
5 The C#nc($i#n
This doesnt need to $e a "ong paragraph. You need to sum up #our points providing a !ina" perspective on
#our topic. A"" the conc"usion needs is three or !our strong sentences, which do not need to !o""ow an# set
!ormu"a. Simp"# review the main points /$eing care!u" not to restate them e.act"# or repeat a"" #our
e.amp"es0 and $rie!"# descri$e #our !ee"ings a$out the topic> this provides an answer to a"" parts o! the
-uestion. An anecdote can a"so end #our essa# in a use!u" wa#.
An E/am-(e #" the IELTS Academic Ta! 2 Writing
Its ver# di!!icu"t to visua"i5e and understand a"" the things that I have said a$ove. 9ere I wi"" tr# and provide
#ou with an e.amp"e -uestion and then go through the stages o! thought to show #ou how to approach an
IELTS Task 2 essa#.
9ere is a possi$"e -uestion that wou"d $e t#pica" !or a Task 2 essa# -uestion.
"Do you believe that societies ought to enforce capital punishment or Are there alternative forms of
punishment that would be better used?"
4irst o! a"" #ou need to consider the -uestion. What does it ask1 Straight awa#, #ou can see that it asks 2
things.
It wants to know i! #ou $e"ieve that societ# shou"d use capita" punishment and it a"so wants to know i! #ou
can o!!er an# a"ternatives to capita" punishment. Your answer shou"d give a $a"anced view o! $oth parts o!
this -uestion. What is important to rea"i5e is that there is no correct answer here. You can present an# point
o! view as "ong as #ou can support it.
So, in #our p"anning stage #ou shou"d have a roadmap !or the introduction, each paragraph and the
conc"usion. 9ere is m# $rie! p"an !or the essa#.
Intr#
What cp is. Where its used. /not m# countr#0. Ai!!ering opinions.
I dont $e"ieve in cp.
There are a"ternative punishments.
6#d)
1. Inhumane ; we shou"dnt sink to the "eve" o! crimina"s.
2. We can get convictions wrong> prisoners can $e re"eased i! theres an error. 2enta""# i"". E.amp"es.
6. A"ternative punishments7 "i!e means "i!e> hospita"s !or crimina""# insane. *osts more $ut societ# has
a dut# to care.
'. 2an# countries !avour it and the# sa# it works. 8risons too !u"". Ci""ers deserve nothing "ess. Some
crimes deserve it. Bot m# mora"s though.
C#nc($i#n
I dont agree. We can do other things. Avoid mistakes and make modern societ# a humane one.
The a$ove is a $asic p"an o! how I want to write m# essa#. Its not rigid. I can change m# ideas and !ormat
as I write i! I !ee" I can do $etter.
I can a"so add things that Ive !orgotten as the essa# goes on. Its norma" o! course !or #ou to have new, good
ideas as #ou write and the ski"" is to get them into #our essa# without upsetting the $a"ance o! the essa#.
9ow do #ou do this1 Its practice again. You wont get good at writing essa#s and adapting #our writing we""
without practice.
So, $e"ow is an e.amp"e essa# using the p"an a$ove as a $asis.
E/am-(e Ea) "#r the IELTS Academic Ta! 2 Writing
*apita" punishment is the ki""ing o! a crimina" !or a crime that he has committed. 8revious"# most countries
emp"o#ed this method o! punishment $ut nowada#s it is much "ess wide"# used. I persona""# do not $e"ieve
that societies toda# shou"d use capita" punishment and I a"so $e"ieve that there are a"ternative punishments
that can $e used.
2# main argument against capita" punishment is that I $e"ieve we do not have the right to ki"" another
human $eing regard"ess o! the crime. I dont $e"ieve in the o"d re"igious ma.im o! 3an e#e !or an e#e.3
2odern societies shou"dnt turn to such $ar$aric punishments.
Another argument against capita" punishment is that peop"e can $e wrong"# convicted and e.ecuted. I! a
man is in prison, he can $e re"eased i! "ater proved not gui"t#. I! he is dead, there is nothing that can $e done.
In the DC, a group o! supposed terrorists were convicted o! murder in :irmingham in the 1)E&s. The# were
proved innocent a$out 1% #ears "ater and re"eased. I! the# had $een e.ecuted, innocent peop"e wou"d have
died.
There are a"ternative punishments avai"a$"e. 4or $ad crimes prison "i!e sentences can $e given with
crimina"s imprisoned !or the rest o! their "ives. A"so a "ot o! horri!ic crimes are committed $# peop"e who are
menta""# sick. These peop"e are not responsi$"e !or their actions and can $e kept sa!e"# and permanent"# in
secure hospita"s. Yes, this costs a "ot more $ut I $e"ieve it is the dut# o! societ# to do this.
There are arguments !or capita" punishment. 2an# peop"e !ee" its threat stops serious crime and that
crimina"s deserve nothing "ess. Its cheaper and keeps the prisons managea$"e. I can understand this point o!
view $ut I cannot agree with it.
So, in conc"usion, I dont $e"ieve in capita" punishment, as there are "ess $ar$aric a"ternatives avai"a$"e. We
can avoid horri!ic mistakes and make modern societ# a humane one.
8ina( C#mment "#r the IELTS Academic Ta! 2 Writing
I hope that this essa# shows how to approach the Task 2 -uestion and i""ustrates the ideas that I have written
a$ove.
4ina""# I wi"" "eave #ou with the message that I a"wa#s do. To rea""# improve #our ski""s at writing essa#s,
#ou need to practice. ?et some essa# tit"es, sit down when #ou get the chance, give #ourse"! '& minutes and
write some essa#s. Tr# and do it as I have directed with a coup"e o! minutes !or p"anning, as this wi"" train
#ou to make a $etter;constructed essa# in the "ong run.
You can get essa# tit"es pro$a$"# !rom sur!ing the internet or #ou can use the ie"tshe"pnow.com tests, a"ong
with other practice, which are avai"a$"e to down"oad on this site at a !raction o! the cost o! $ooks in the
shops. ?ood "uckwith the IELTS Academic Writing Test< :e"ow are "inks to the other !ree IELTS Academic
tutoria"s.