Task 2: the four criteria decoded (IELTS Task 2 lesson)

The task at a glance

In Writing Task 2 you read a short statement about a social issue, followed by an instruction such as To what extent do you agree or disagree? You then write an academic essay that responds to it.

Topics are general-interest: education, work, technology, the environment, health, cities, crime, culture, government spending, globalisation. You do not need specialist knowledge. The test measures how well you can present a position and support it in English, not how much you know about economics or medicine.

Every prompt ends with two fixed lines:

Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.

You write in full paragraphs, in a formal or neutral style. No title, no headings, no bullet points.

Writing Task 2: the facts that matter

Feature	What you need to know
Time	About 40 minutes is recommended. The whole Writing test is 60 minutes for both tasks, and nobody tells you when to move on.
Order	You may do Task 2 first. Many strong candidates do, because it carries more marks.
Length	At least 250 words. Aim for 270–320. Shorter essays are penalised under Task Response. Much longer essays usually mean more errors and no time to check.
Weighting	Task 2 counts twice as much as Task 1 in your Writing band.
Marking	Four criteria, equally weighted: Task Response, Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy.
Topics	General social issues. Examples from your own country and experience are welcome.
Style	Formal or neutral academic English in full paragraphs. No title, headings, lists, abbreviations or text-message style.
Delivery	Paper test: write by hand in the answer booklet and plan on the question paper. Computer test: type, with a live word count on screen, and plan on the paper provided. Planning notes are never marked.
Copying	Sentences copied word for word from the prompt do not count towards your 250 words and show the examiner nothing about your own language.

Anatomy of a Task 2 prompt

You should spend about 40 minutes on this task.

Write about the following topic:

Many young people in developing countries now choose to study at universities abroad rather than in their home country.

Do the advantages of this trend outweigh the disadvantages?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Write at least 250 words.

The statementSets the topic: young people from developing countries studying abroad. Your essay must stay inside this topic, not drift into studying in general or migration in general.
The instruction‘Do the advantages outweigh the disadvantages?’ asks for a judgement. Listing pros and cons is not enough; you must say which side is stronger and why.
Limiting words‘young people’, ‘developing countries’, ‘universities abroad’. Ignore them and part of your essay becomes off-topic. Bangladesh is a perfect source of examples here.
The fixed closing linesThese appear on every Task 2 prompt. ‘Your own knowledge or experience’ means general knowledge and observation are enough. You do not need statistics or references.

The four criteria in plain English

Your essay gets a separate band for each criterion. They count equally, so each is worth a quarter of your Task 2 score.

1. Task Response (TR): did you answer this question well? Have you addressed every part of the question? Is your position clear and consistent from introduction to conclusion? Are your main ideas developed with explanation and examples, or just listed?

2. Coherence and Cohesion (CC): can the reader follow you easily? Logical order, one clear central idea per paragraph, linking words that are accurate rather than mechanical, and clear reference words (this, such, these students).

3. Lexical Resource (LR): how precise and varied is your vocabulary? Topic vocabulary, natural collocations (tackle unemployment, a heavy financial burden), correct word forms, spelling, and an appropriate academic style.

4. Grammatical Range and Accuracy (GRA): how varied and correct are your sentences? A mix of structures (complex sentences, relative clauses, conditionals, passives) and, crucially, how many sentences are error-free, including punctuation.

Because the criteria are separate, brilliant vocabulary cannot rescue an essay that does not answer the question, and a perfect argument still loses marks if every sentence has an article error.

Band 6 vs 7 vs 8: the public descriptors, paraphrased

Criterion	Band 6	Band 7	Band 8
Task Response	Covers all parts, but some more fully than others. Has a position, but it may become unclear or repetitive, especially in the conclusion. Main ideas are relevant, but some are underdeveloped or vague.	Covers all parts. Position is clear throughout. Main ideas are extended and supported, though some may be over-generalised or lose focus.	Covers all parts sufficiently. A well-developed response: ideas are relevant, extended and supported, with only occasional gaps.
Coherence and Cohesion	Ideas are arranged coherently with clear overall progression. Linking works but may be faulty or mechanical. Reference words are not always clear. Paragraphs exist but are not always logical.	Logical organisation and clear progression throughout. A range of linking devices, with some under- or over-use. Each paragraph has a clear central topic.	Ideas are sequenced logically and all aspects of cohesion are managed well. Paragraphing is sufficient and appropriate.
Lexical Resource	Adequate range for the task. Attempts less common words, with some inaccuracy. Some spelling or word-formation errors that do not block meaning.	Enough range for some flexibility and precision. Uses less common words with awareness of style and collocation. Occasional errors in word choice, spelling or word formation.	Wide range used fluently and flexibly to convey precise meanings. Skilful use of less common words, with only occasional slips in word choice or collocation. Rare spelling errors.
Grammatical Range and Accuracy	A mix of simple and complex sentences. Some grammar and punctuation errors, but they rarely reduce clarity.	A variety of complex structures. Error-free sentences are frequent; good control, with a few errors.	A wide range of structures. Most sentences are error-free, with only very occasional mistakes.

How an examiner reads your essay

1
Reads the whole essay first
The examiner reads the full response before deciding any scores, forming an overall picture: Does this answer the question? Is there a position? Can I follow it without rereading?
2
Checks the task
The essay is compared with the prompt. Is every part addressed? Is the position stated in the introduction, maintained in the body and confirmed in the conclusion? Are any sections off-topic?
3
Looks at development
For each body paragraph: what is the main idea, is it explained, and is it supported with an example or consequence? Five ideas in five sentences looks like band 5–6, however advanced the words.
4
Follows the logic
Paragraph by paragraph, the examiner checks progression, linking and referencing. A linking word glued to the start of every sentence is noticed immediately as mechanical.
5
Samples the language
Range and accuracy of vocabulary and grammar are judged across the whole essay: how many sentences are error-free, and do errors affect meaning? Memorised phrases that are not your own language are not credited.
6
Awards four separate bands
Each criterion is matched against the descriptors and gets its own band. Length is checked, and an essay under 250 words is penalised in Task Response.

What quietly costs marks

Problem	What the examiner sees	Criterion hit	The fix
Unclear position	‘There are pros and cons, and it depends on the person.’ The reader cannot tell what you think.	Task Response	When the question asks for your view, state it in the introduction and restate it, in new words, in the conclusion.
Underdeveloped ideas	Four or five ideas, one sentence each, none explained or illustrated.	Task Response (and CC)	Choose two strong ideas. Explain each with a reason, a consequence and an example.
Memorised phrases	‘In this modern era of science and technology…’, ‘Every coin has two sides.’	Lexical Resource (and TR)	Open with a specific sentence about the actual topic.
Mechanical linking	Firstly, Secondly, Moreover, Furthermore at the start of nearly every sentence.	Coherence and Cohesion	Use fewer, more precise linkers and connect ideas with reference words: ‘This policy…’, ‘Such costs…’.
Informal style	‘Kids’, ‘gonna’, ‘a lot of stuff’, contractions, exclamation marks, chatty questions to the reader.	Lexical Resource	Neutral academic choices: children, many, a range of; write ‘do not’ instead of ‘don’t’.
Bullet points or notes	A list instead of linked paragraphs.	Task Response (format) and CC	Write in full, connected paragraphs only.
Under 250 words	An essay that stops early, often without a conclusion.	Task Response	Keep a strict time budget and practise until 270 words in 35 minutes feels normal.
Off-topic writing	An essay about ‘technology’ when the question asks about ‘online courses for adults’.	Task Response	Underline the limiting words and check every paragraph against them.
Copying the prompt	The first two lines are the question copied out.	Task Response and Lexical Resource	Paraphrase. Copied words do not count towards 250 and show nothing about your English.

Check: criteria and costly mistakes

7 questions

1
How much does Task 2 count compared with Task 1 in your Writing band?
2
A candidate writes an excellent 225-word essay. Which criterion is directly penalised for the length?
3
Band 7 Coherence and Cohesion (paraphrased): logically organises information and ideas, with clear progression throughout. Uses a range of cohesive devices appropriately, although there may be some under- or over-use. Each paragraph has a clear central topic.
To reach band 7 in Coherence and Cohesion, an essay must contain no overuse of linking words at all.
4
Match each problem to the criterion it mainly affects.
Five ideas listed, none explained
‘Moreover’ or ‘Furthermore’ starting most sentences
Wrong collocation such as ‘make a crime’
Subject–verb agreement errors in many sentences
5
Choose TWO habits that mainly lower Task Response.
Select 2.
6
How does an examiner arrive at your Task 2 score?
7
In Task 2 you must write at least words.

Answer every question to check.

One structure for every essay type

You will meet five essay types in the next lesson, but almost all of them fit the same reliable four-paragraph shape:

Introduction: paraphrase the topic and give your position (or your direct answer).
Body paragraph 1: your first main idea, fully developed.
Body paragraph 2: your second main idea, fully developed.
Conclusion: restate your position and summarise your main reasons. No new ideas.

Inside each body paragraph, follow a simple chain:

Topic sentence: the main idea of the paragraph in one sentence.
Explanation: why or how it is true (one to three sentences).
Example: a specific case from a country, a city or typical experience.
Link: show what this means for the question you were asked.

Can you write three body paragraphs instead? Yes, and some band 8–9 writers do. But for most candidates three ideas in 40 minutes means three thin ideas. Two well-developed paragraphs score better than three underdeveloped ones.

Your 40-minute budget

Stage	What you do	Words	Minutes
Plan	Decode the question, decide your position, choose two ideas and an example for each	notes only	5
Introduction	Paraphrase the topic + state your position (+ optional outline)	40–60	4
Body 1	Topic sentence → explanation → example → link	100–120	11
Body 2	Same chain for your second idea	100–120	11
Conclusion	Restate your position and main reasons, no new ideas	30–50	4
Check	Articles, plurals, subject–verb agreement, tense, spelling, word count		5

Same prompt, two essays: band 6 vs band 8

Band 6 essay (about 255 words)

Prompt: Some people think that students should be required to pass an exam in practical life skills, such as managing money and basic first aid, before they can leave secondary school. To what extent do you agree or disagree?

Nowadays, in this modern era, life skills are becoming more and more important. Some people think that students should pass an exam in practical skills like managing money and first aid before leaving school. I agree with this opinion in some extent.

Firstly, managing money is very important for young people. Many students do not know how to make a budget and they spend all their money quickly. This is a big problem in our society today. If they learn this in school, they can save money for future. Moreover, first aid is also useful. For example, if someone have an accident on the road, people can help him before the ambulance come. Furthermore, skills like cooking are also important for students who will live alone at university. So I think these skills are necessary for every student.

On the other hand, there are some problems with this exam. Firstly, students already have too many exams like SSC and HSC, so they have a lot of pressure. Secondly, many schools do not have enough teachers to teach these skills. Thirdly, parents can teach these things at home, so it is not necessary for the school to do it. Also, some students are not interested in these subjects, so they will not take the exam seriously.

In conclusion, life skills are very important for students but there are also some problems. Students should learn life skills, but maybe an exam is not necessary because they already have too much pressure. The government should think about this matter carefully.

Band 8 essay (about 300 words)

Same prompt.

Most school systems judge students almost entirely on academic subjects, yet many young people leave school unable to plan a budget or respond to a medical emergency. I agree that a compulsory exam in practical life skills would be valuable, provided that it is designed as a simple, practical assessment rather than another high-pressure test.

The strongest argument for such an exam is that it would guarantee these skills are actually taught. At present, financial literacy and first aid are often treated as optional extras, squeezed in only when the syllabus allows. Once a skill is examined, however, schools must allocate teaching time and trained staff to it. In Bangladesh, for example, millions of teenagers already use mobile financial services such as bKash, but few are taught how interest, loans or online fraud work. A required assessment would ensure that every school leaver, not only those with well-informed parents, understands the basics before handling real money.

Admittedly, critics argue that students are already overburdened with examinations and that adding another would only increase stress. This concern is reasonable, but it applies mainly to competitive written tests. A life-skills assessment could instead be practical and pass-or-fail: students might plan a monthly budget for a family or demonstrate how to place an injured person in the recovery position. Tasks of this kind reward participation rather than memorisation, so they are unlikely to create the anxiety associated with national exams, and many students would probably welcome a break from rote learning.

In conclusion, I believe that requiring students to pass a practical life-skills exam before leaving school is a sensible policy, because it would ensure that essential knowledge reaches everyone rather than a fortunate few. As long as the assessment remains practical and low-stakes, its benefits clearly outweigh the risk of additional pressure.

**Task Response:** the band 6 essay says it agrees ‘in some extent’ but its conclusion suggests the exam is ‘maybe not necessary’, so the position becomes unclear. Its ideas (budgeting, first aid, cooking, pressure, teachers, parents, interest) are listed, not developed. The band 8 essay takes one precise position (agree, on condition the test is practical), develops two ideas in depth and confirms the same position at the end. **Coherence and Cohesion:** Firstly / Moreover / Furthermore / On the other hand / Firstly / Secondly / Thirdly / Also is mechanical. The band 8 essay links through meaning: ‘Once a skill is examined, however…’, ‘This concern is reasonable, but…’, ‘Tasks of this kind…’. **Lexical Resource:** ‘in this modern era’ is a memorised opener; ‘this matter’ and ‘a big problem’ are vague. Band 8 uses precise collocations: ‘allocate teaching time’, ‘financial literacy’, ‘overburdened with examinations’, ‘low-stakes’. **Grammar:** band 6 errors include ‘in some extent’ (to some extent), ‘for future’ (for the future), ‘someone have’, ‘the ambulance come’. Band 8 uses conditionals, relative and participle structures (‘squeezed in only when…’) with almost no errors.

Inside a band 8 body paragraph

(1) The strongest argument for such an exam is that it would guarantee these skills are actually taught. (2) At present, financial literacy and first aid are often treated as optional extras, squeezed in only when the syllabus allows. Once a skill is examined, however, schools must allocate teaching time and trained staff to it. (3) In Bangladesh, for example, millions of teenagers already use mobile financial services such as bKash, but few are taught how interest, loans or online fraud work. (4) A required assessment would ensure that every school leaver, not only those with well-informed parents, understands the basics before handling real money.

(1) Topic sentenceOne clear central idea that answers the question directly. ‘Such an exam’ refers back to the prompt without repeating it.
(2) ExplanationTwo sentences show the mechanism: what happens now, and how an exam would change it. This is the ‘extended’ in ‘extended and supported’ (band 7–8 TR).
(3) ExampleSpecific and believable, from the writer’s own context. No invented statistics are needed; ‘millions’ is general knowledge, not a fake number.
(4) LinkBrings the paragraph back to the question and adds a fairness point (‘not only those with well-informed parents’) that sharpens the argument.
Cohesion without clutterOnly two linking words (‘however’, ‘for example’) in five sentences. Reference words (‘such an exam’, ‘these skills’, ‘it’) do the rest of the linking.

Writing Task 2 practice

150+ words · 18 min

Write the introduction and one body paragraph (at least 150 words in total) for this prompt.

Many young people in developing countries now choose to study at universities abroad rather than in their home country.

Do the advantages of this trend outweigh the disadvantages?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

0 / 150 words0 paragraphs0 linking wordsDraft saved on this device

Self-check before submitting

☐ The introduction paraphrases the prompt instead of copying it
☐ The introduction clearly says whether the advantages outweigh the disadvantages
☐ No memorised opener such as ‘Nowadays, in this modern era’
☐ The body paragraph has one clear topic sentence
☐ The main idea is explained (why or how) in at least two sentences
☐ There is one specific, believable example, for instance from Bangladesh
☐ The paragraph ends by linking back to the question
☐ No more than two or three linking words at the start of sentences
☐ Formal style: no contractions, no ‘kids’, no exclamation marks

Final quiz: Task 2 decoded

10 questions

1
Which time plan for the 60-minute Writing test makes the most sense?
2
Band 6 Task Response (paraphrased): addresses all parts of the task, although some parts may be more fully covered than others. Presents a relevant position, although the conclusions may become unclear, unjustified or repetitive.
An essay can still reach band 6 in Task Response if one part of the question is covered less fully than another.
3
Which sentence states the clearest position for ‘To what extent do you agree or disagree?’
4
Choose TWO features of band 8 Coherence and Cohesion.
Select 2.
5
Match each problem to the criterion it mainly affects.
Using ‘kids’ and ‘gonna’ in the essay
Body paragraphs with no clear central idea
Answering only one question in a two-question prompt
Frequent tense and article errors
6
Put the stages of a 40-minute Task 2 in order.
Drag the cards (or use the arrows) into the correct order.
- 1Write the conclusion
- 2Plan: decode the question and choose two ideas
- 3Write body paragraph 1
- 4Check grammar, spelling and word count
- 5Write body paragraph 2
- 6Write the introduction with your position
7
Find and correct the mistake:
If someone have an accident, people can help him before the ambulance come.
8
Task 2 counts as much as Task 1 towards your Writing band.
9
Which opening sentence would an examiner value most?
10
Why is an essay with three body paragraphs often riskier than one with two for a band 6 writer?

Answer every question to check.

Key takeaways

Words for talking about your writing

Saved as flashcards with a free account

coherent

adjective/kəʊˈhɪərənt/

Logical and easy to follow, with ideas that connect clearly.

সুসংগত

A coherent essay moves from one idea to the next without forcing the reader to reread.

elaborate

verb/ɪˈlæbəreɪt/

To explain something in more detail.

বিস্তারিত ব্যাখ্যা করা

Instead of adding a new idea, elaborate on the one you already have.

relevant

adjective/ˈreləvənt/

Directly connected with the question or subject being discussed.

প্রাসঙ্গিক

Every example should be relevant to the exact question, not just the general topic.

stance

noun/stɑːns/

A publicly stated opinion or position on an issue.

অবস্থান, দৃষ্টিভঙ্গি

State your stance in the introduction and keep it consistent to the end.

substantiate

verb/səbˈstænʃieɪt/

To provide evidence or reasons that show a claim is true.

প্রমাণ দিয়ে সমর্থন করা

A specific example helps you substantiate an otherwise general claim.

underdeveloped

adjective/ˌʌndədɪˈveləpt/

Not explained or expanded enough to be convincing.

অপর্যাপ্তভাবে ব্যাখ্যাকৃত

The examiner noted that two of the main ideas were underdeveloped.

register

noun/ˈredʒɪstə/

The level of formality of language chosen for a particular situation.

ভাষার আনুষ্ঠানিকতার মাত্রা

Words like ‘kids’ and ‘stuff’ are the wrong register for an academic essay.

The task at a glance

The four criteria in plain English

One structure for every essay type

Keep your progress