IELTS essay samples: two model answers, the structure and how Task 2 is marked
The IELTS essay is Task 2 of the Writing test: at least 250 words in about 40 minutes, on a point of view, argument or problem. Answer every part of the question, give one developed idea per paragraph, and state your position clearly.
A model essay is useful for seeing a shape. A memorised essay is not, and IDP warns against it. This page starts with the owners' own advice, then gives two essays written by us on invented prompts, so you can see the shape without borrowing anyone's words.
What the IELTS essay is
Task 2: about 40 minutes, at least 250 words, the same in Academic and General Training.
The essay is Task 2 of the Writing paper. IELTS describes it like this.
"In Task 2, you are given a point of view, argument or problem which you need to discuss. You need to write at least 250 words in about 40 minutes."
| Question | What IELTS says |
|---|---|
| How long and how many words? | You should spend no more than 40 minutes on this task. You must write at least 250 words. |
| Does a longer essay help? | While you will not be penalised for writing more than 250 words, if you write a very long answer you may not have time for checking and correcting at the end, and some ideas may not be directly relevant to the question. |
| What does it test? | This task tests if you can write a clear, relevant, well-organised argument, giving evidence or examples to support your ideas, and use language accurately. |
| How much does it count? | Marking: Task 2 contributes twice as much as Task 1 to the Writing score. |
| What must I not do? | You must write your answers using full sentences. You must not write your answers as notes or bullet points. |
Task 2 is the same in both tests. IDP Australia says so in its format guide. IDP's free-practice page adds that the General Training essay can be slightly more personal in style than the Academic one.
- IELTS Writing Task 2 is the same for both IELTS Academic and IELTS General Training.
- The essay can be slightly more personal in style compared to an Academic Writing task.
IELTS lists what a Task 2 answer may have to do. Your job is to read the question and see which of these it wants.
- present a solution to a problem.
- present and justify an opinion.
- compare and contrast evidence, opinions and implications.
- evaluate and challenge ideas, evidence or an argument.
Stay on the topic you are given. IELTS gives an example of narrowing.
"if the topic is a particular aspect of the wider topic of computers, you should focus on this aspect only in your answer. You should not simply write about computers in general."
The kinds of essay question
Learn to read the question, not to match a template.
IDP lists the common question types, with a sample prompt for each. The wording below is IDP's.
| Type | Sample prompt (IDP's wording) |
|---|---|
| Opinion essay | To what extent do you agree or disagree with the statement/opinion? |
| Discussion essay | Discuss both views and give your own opinion. |
| Advantage/disadvantage essay | What are the advantages and disadvantages of...? |
| Positive/negative essay | Is this a positive or negative development? |
| Cause/solution essay | What are the causes of these problems and suggest solutions? |
| Multi-part essay | Why is shopping so popular? What effects does its increase in popularity have on individuals and society? |
The same article warns against a common shortcut, the learned essay.
"If you try and answer a question with a formulaic response (a learned response that closely matches the question), your essay will not address the task appropriately and you will lose marks."
"Rather than trying to match your answer to an essay-type category (e.g. advantages/disadvantages, causes/solutions), learn how to interpret what the question is asking, so you answer it relevantly."
Our reading: the table is a way to learn the question words, not a list of boxes to fit an essay into. Read the prompt, count its parts, and answer each part. IDP says the same.
- Read the question prompt carefully to see how many parts are in the question.
- Cover all parts of the question.
- Express your position clearly.
IDP's other article on essay types explains the three parts of a discussion question and the two-prompt type.
- Discuss both of these views (1st and 2nd part)
- and give your own opinion (3rd part)
- Another question type you may see in your IELTS Writing test is one where you have two separate prompts you need to answer.
How to build the essay
One idea per paragraph, a clear position, a short conclusion.
IDP gives advice on paragraphs and structure that fits every question type.
- When it comes to your body paragraphs, it is important to have one core idea that you extend and develop.
- It is better to have one core idea which is expanded or extended rather than making a list of separate items.
- Use one paragraph for each idea or topic area.
- Make sure each paragraph contains a clear and developed topic with a minimum of two sentences.
IDP also offers a four-part pattern for each paragraph, which it calls PEEL.
- Point - introduce your topic or topic sentence.
- Example - an example that supports your point.
- Explain - why this evidence supports your point.
- Link - transition to the next topic or paragraph.
For a discussion question, IDP says where your own opinion should sit.
"If you are asked to present both views and your opinion, state your opinion at the beginning of the essay and then move on to present both views. You can then come back to your own opinion and then conclude the essay. This is a logical way to present these ideas."
- If asked to present both views, make sure each view is presented equally (similar paragraph length)
- When you ‘discuss both of these views’ in your body paragraphs, make sure you avoid mentioning your personal view.
It says what a conclusion is for.
"Lastly, it is useful to end your essay with a conclusion. This is where you can review your answer (your position plus the main points from the body paragraphs) and finish off with a final thought or suggestion."
What to leave out
IDP's 8 steps article has short Do and Don't lists. Each item below is labelled, so you can see which list it came from.
- Don't: use single-sentence paragraphs.
- Don't: use headings or subheadings.
- Don't: use contractions (can’t, doesn’t).
- Don't: use any memorised language, phrases or examples throughout your essay. IDP says they are easy for examiners to spot and don’t demonstrate your ability to write fluently.
- Don't: tell the examiner what you are going to say and what you have said.
- Do: use a range of linking words and phrases, but don’t overuse them.
Our reading: a contraction such as don't is natural when you speak. In a Task 2 essay, IDP's list says not to use them, so write do not and cannot in full.
IDP's conclusion advice (review your answer, then add a final thought) and its Don't about telling the examiner what you have said point in different directions. Our reading: keep a conclusion short and let it repeat your position. IDP says a conclusion can finish with a final thought or suggestion, but IELTS.org's agree or disagree article says to write one or two sentences and lists introducing more information in the conclusion under what not to do, so the safest conclusion adds nothing new. Our two models restate their position only.
How the essay is marked
Four criteria. Task response asks whether you answered the question.
IELTS marks Task 2 on four criteria, with task response in place of task achievement. IELTS explains what task response covers.
"In Task 2, Task response includes how well you develop your argument in response to the task, giving evidence and examples which may be from your own experience."
IDP's 8 steps article lists what it calls the positive features of band 8 for each of the four criteria. It is useful as a picture of what an examiner hopes to see, and not as a promise about any one essay.
"To achieve a band 8 in IELTS Writing Task 2, you will need to produce an essay that contains all the positive features contained in the band 8 writing assessment criteria."
| Criterion | IDP's list of band 8 features |
|---|---|
| Task response | sufficiently addresses all parts of the task; presents a well-developed response to the question with relevant, extended and supported ideas |
| Coherence and cohesion | sequences information and ideas logically; manages all aspects of cohesion well; uses paragraphing sufficiently and appropriately |
| Lexical resource | uses a wide range of vocabulary fluently and flexibly to convey precise meanings |
| Grammatical range and accuracy | uses a wide range of structures; the majority of sentences are error-free |
A floor that matters at the lower end is also in that article.
"You must answer all parts of the question to reach a band 6 or higher."
Examples need care. IDP and IELTS both say your examples can come from your own knowledge and experience. IDP says not to invent figures.
"Support your ideas with relevant examples from your own knowledge and experience (not made up statistics and research)"
Our model essay 1: discuss both views
A discussion essay, written by us on an original prompt.
Prompt: Some people think that employees should be allowed to work from home whenever their job makes it possible. Others believe that a shared office is better for workers and for companies. Discuss both views and give your own opinion.
Working from home has become common wherever a job can be done on a laptop. Some people argue that employees should be free to choose it, while others believe that a shared office serves workers and employers better. Both views have merit, but a mixture of the two is the most sensible approach.
Those who favour remote work point first to time and money. A worker who does not commute can spend the extra hours on rest, family or study, and saves the cost of fuel or tickets. Employers may benefit as well, because staff who control their own schedules are often more willing to work flexibly when a deadline is close. For people with a disability or young children, working at home can be the only practical way to hold a full-time job.
On the other hand, supporters of the office argue that many tasks depend on face-to-face contact. New employees learn faster by watching colleagues, and a quick question is easily answered across a desk but may wait for hours in a message thread. An office can also make it easier to build trust between teammates, which matters when a project goes wrong and everyone must solve the problem together.
In my view, neither side is entirely right, because jobs differ and so do people. A software tester may do excellent work at home, whereas an apprentice electrician cannot learn the trade from a distance. I therefore believe that employers should set a few shared days in the office for meetings and training and leave the remaining days to the employee.
In conclusion, remote work saves time and widens opportunity, while the office supports teaching and teamwork. A flexible arrangement allows a business to keep the strengths of both.
What this essay does, in plain words
- The first paragraph restates the topic in new words, names both views and gives the writer's position, so the reader knows it from the start. It does not announce a plan, which fits the Don't above about telling the examiner what you are going to say.
- Each view gets one paragraph of similar length, and each paragraph has one main idea: time and money on one side, face-to-face learning and trust on the other.
- The writer's own opinion has a separate paragraph and is marked with a clear phrase (In my view), so it cannot be mistaken for the views of others.
- The examples are general and come from everyday knowledge. There are no made-up statistics.
- There are no contractions, no headings and no one-sentence paragraphs, and the conclusion adds nothing new.
Our model essay 2: a two-part question
Why is this happening, and is it positive or negative?
Prompt: In many countries, more young adults are staying in their parents' home until their late twenties. Why is this happening? Is it a positive or a negative development?
A growing number of young adults now live with their parents well into their twenties. On balance, it is a positive development, although only when it is a choice and not a trap.
The first reason is the cost of housing. In many cities, rents and house prices have risen faster than starting salaries, so a graduate who rents alone may have almost nothing left to save. A second reason is that people now study for longer and begin their careers later, and early jobs are often short-term or poorly paid. Together, these pressures make the family home the only affordable option for many people.
The effects can be good for both generations. A young person who pays little rent can save a deposit for a home of their own or repay a student loan sooner. Parents, in turn, gain company and practical help, and in some families the young adult cares for a grandparent. Living together can also teach each side to compromise, which is a useful skill in any workplace.
There are drawbacks. Some young adults miss the chance to learn to budget, cook and run a household, and privacy can be a problem for everyone. However, these difficulties are mostly practical and can be reduced by sharing chores and agreeing house rules. They are smaller than the damage caused by heavy debt, or by a young person taking an unsuitable flat only to leave home.
In conclusion, rising costs and longer study explain why more young people remain at home. Provided that it is a choice and not a trap, I believe the trend brings more benefits than harm.
What this essay does, in plain words
- It answers both parts of the question: the reasons come first, and the judgement (positive or negative) follows. Every part of the prompt is covered.
- The position is stated in the first paragraph and repeated in the conclusion, with the condition attached.
- The fourth paragraph admits the other side and explains why it does not change the view. Admitting a point and answering it makes the argument more believable.
- Each body paragraph opens with a sentence that names its idea, then adds a reason, a result or an example.
A 40-minute plan and a checklist
Ours. Use them with a timer and a pencil.
The test gives you about 40 minutes for the essay. This split is ours. The planning minutes are what keep the essay on the question.
| Minutes | What to do |
|---|---|
| 0 to 5 | Underline the topic words. Count the parts of the question. Decide your position. Jot two or three ideas for each paragraph. |
| 5 to 10 | Write the introduction. Rewrite the topic in your own words and say what you will argue. |
| 10 to 30 | Write the body paragraphs, one idea in each. Give a reason and an example for every idea. |
| 30 to 35 | Write a short conclusion that repeats your position. |
| 35 to 40 | Check: every part answered, full sentences, spelling, word count, no memorised phrases. |
A checklist you can use on your own essay
- Did I answer every part of the question, and can I point to the sentence that answers each part?
- Is my position clear in the first paragraph, and does the conclusion say the same thing?
- Does each body paragraph have one main idea and at least two sentences?
- Is each idea explained, with a reason or an example, rather than only stated?
- Do my examples come from what I know, with no made-up statistics?
- Did I use linking words in the middle of sentences, and avoid starting every sentence with one?
- Are there any contractions, headings, bullets or numbers in my text?
- Are my longest sentences still easy to follow?
- Did I check spelling and the endings of verbs and nouns?
- Is my essay over the minimum length without padding?
Mark your essay with this list, wait a day, and mark it again. Then compare it with the marking criteria above. The checklist is not a score and does not map to a band.
Five mistakes to fix first
Drawn from the owners' advice. Check your own practice essays for them.
- Answering a different question. Writing about a topic you prepared, instead of the one asked, costs marks on task response, and IDP warns against it.
- Missing a part of the question. In a two-part prompt, one part gets a full paragraph and the other gets a sentence. Give both enough room.
- No clear position. Either state it in the introduction or make your own view obvious by the end. Do not stay on the fence in every paragraph.
- Putting four ideas in one paragraph. One developed idea is better than a list of unconnected points.
- Using a memorised essay. A learned response is easy to spot and usually does not fit the prompt.
The last point matches what IDP says in its own words.
"Don't use memorised essays that might not address the task."
Where to get the owners' own sample essays
Free, with examiner comments.
The British Council publishes a sample Part 2 task for Academic Writing and a free PDF with candidate responses, band scores and examiner comments.
| Item | What the British Council says |
|---|---|
| The task | In Part 2, you are asked to write an essay in response to a point of view, argument or problem. |
| Marked responses | Responses to Sample Part 2 with band scores and examiner comments (PDF, 0.47mb) |
For the graph-and-chart half of the paper, read our Academic Writing guide to describing visuals. For the whole preparation picture, see IELTS preparation tips and resources. For words and phrases for essays, see IELTS vocabulary. This page is general test preparation, not immigration advice.
Common questions
It is Task 2 of the Writing test. IELTS says you are given a point of view, argument or problem which you need to discuss, and you need to write at least 250 words in about 40 minutes.
At least 250. IELTS says you will not be penalised for writing more, but a very long answer may leave no time for checking, and some ideas may drift away from the question.
The owners do not set one number for every question. IELTS.org says, for an agree or disagree essay only, to aim at four paragraphs: an introduction, two body paragraphs and a conclusion. The two models on this page answer other question types, so they have five. IDP says to use one paragraph for each idea or topic area, with at least two sentences in each.
IDP lists opinion, discussion, multi-part, advantage and disadvantage, positive or negative, and cause and solution questions. It also says to interpret what the question asks, not to force it into a type.
No. IDP says: Don't use memorised essays that might not address the task. It also says memorised language is easy for examiners to spot.
No. IDP says to support your ideas with relevant examples from your own knowledge and experience (not made up statistics and research).
IDP Australia says the Writing Task 2 is the same for both. IDP also says the General Training essay can be slightly more personal in style.
The British Council offers a free PDF, Responses to Sample Part 2 with band scores and examiner comments. Our model essays are our own and make no claim about a band.