IELTS Writing tips for Task 1 and Task 2

The short answer

IELTS Writing lasts 60 minutes and has two tasks. Task 2 counts twice as much as Task 1, so plan your time around it. Spend about 20 minutes on Task 1 (at least 150 words) and about 40 minutes on Task 2 (at least 250 words). Before you write, plan briefly. Then write to the four criteria the examiner uses.

• Answer every part of the question. For Task 2 especially, a clear position that you develop and support is central to the Task Response criterion.
• Organise your ideas so each paragraph moves the answer forward. Use linking words where they help the reader, not to fill space.
• Choose precise vocabulary rather than impressive-sounding vocabulary.
• Mix simple and complex sentences that you can control accurately.
• Keep a few minutes at the end to check grammar, punctuation and word count.

Explanation, step by step

Step 1: Split your 60 minutes

The 60 minutes are not divided for you, so it is easy to overrun on Task 1. Task 2 carries more weight, so many candidates choose to write it first. If you do, keep an eye on the clock so that you still have about 20 minutes left for Task 1.

Step 2: Plan before you write

1. Read the task twice. Underline what you must do, for example compare, describe, explain, give your opinion or discuss both views.
2. Check that every part of the prompt has a place in your plan.
3. For Task 2, decide your position before you start writing, and keep to it throughout.
4. Note one main idea per body paragraph, with a reason or example to support it.
5. Keep the plan short. A few minutes of notes is enough. The aim is a clear route, not a draft.

Step 3: Know what each criterion rewards

Writing is marked on four criteria. The first is Task Achievement for Task 1, or Task Response for Task 2. The other three are Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. The table below quotes the official Task 2 band descriptors (updated May 2023). They show the difference between levels.

Some patterns stand out. Moving from 6 to 7 in Task Response means developing ideas, not just stating them. In Coherence and Cohesion, the descriptors warn against linking that is 'mechanical' or overused, and they credit reference and substitution, such as 'this', 'they' and 'such policies'. In Lexical Resource, the higher bands stress precision and appropriateness, not rare words for their own sake. In grammar, the move upwards is about control: more error-free sentences, not just longer ones.

Academic Task 1: describing visual information

• Start by saying in your own words what the graph, table, chart, diagram or process shows.
• Give a short overview of the most important patterns, such as the biggest changes, the highest and lowest figures, or the main stages of a process.
• Group related information together rather than describing every number in order.
• Make comparisons where the data invites them, and use figures to support what you say.
• Describe only what the visual shows. This task asks you to report information, so leave out opinions and explanations that are not in the data.
• For a process, follow the stages in order and use sequencing language. The passive voice often helps here, as in 'the material is then heated'.

General Training Task 1: writing a letter

• Work out who you are writing to. This decides whether the letter should be personal, semi-formal or formal.
• Keep the tone consistent from the greeting to the sign-off. A formal complaint and a note to a friend should not sound alike.
• State the purpose of the letter early so the reader knows why you are writing.
• Cover every point the task asks for, giving each one enough detail to be useful to the reader.
• Use a new paragraph for each main point so the letter is easy to follow.

Task 2: the essay (both modules)

• Identify the question type, such as agree or disagree, discuss both views, advantages and disadvantages, or problem and solution. Answer exactly what is asked.
• Make your position clear in the introduction and keep it consistent through to the conclusion.
• Give each body paragraph one main idea. Explain it, then support it with a reason, consequence or example.
• Avoid sweeping claims. The Band 7 descriptor mentions a 'tendency to over-generalise' as a weakness, so qualify your statements where needed.
• Write a conclusion that sums up your position. It is not the place for new arguments.

Worked example

Practice prompt (Task 2): Some people believe that private cars should be banned from city centres. To what extent do you agree or disagree?

1. Question type: agree or disagree. A clear position is needed.
2. Position: mostly agree, but with exceptions for people with disabilities and for deliveries.
3. Body 1: cleaner air and safer streets. Support: fewer vehicles mean fewer emissions and fewer accidents in crowded areas.
4. Body 2: the limits of a total ban. Support: some residents and businesses depend on vehicle access.
5. Conclusion: restate the qualified agreement.

Model introduction: 'Traffic in many city centres has become a serious source of pollution and congestion, and some argue that private cars should be removed from these areas altogether. I largely agree with this view, although I believe a complete ban would need sensible exceptions.'

Model body paragraph opening: 'The strongest argument for such a ban is its effect on public health. When fewer vehicles enter a crowded centre, emissions fall, and pedestrians face less risk from traffic. This benefit would be felt most by those who live and work in these areas, since they are exposed to the air every day.'

• Task Response: the position ('largely agree… with sensible exceptions') appears in the introduction and shapes both body paragraphs.
• Coherence and Cohesion: 'such a ban', 'this benefit' and 'these areas' use reference instead of repeating words, which the Band 7 descriptor mentions.
• Lexical Resource: the collocations are precise and natural, for example 'source of pollution', 'emissions fall' and 'exposed to'.
• Grammar: the extracts mix simple and complex sentences, including a 'when' clause and a 'since' clause.

Common mistakes

• Spending too long on Task 1 and rushing Task 2, which carries twice the weight.
• Answering only part of the prompt. The Band 6 descriptor notes that some parts may be 'more fully covered than others'.
• Listing ideas without developing them. Band 6 refers to ideas that 'may be insufficiently developed'.
• Starting every sentence with a linking word. Band 6 describes cohesion that is 'mechanical due to misuse, overuse or omission'.
• Using uncommon words in the wrong context. The descriptors reward precision and use 'when appropriate'.
• Writing long, complicated sentences full of errors. The higher bands look for frequent error-free sentences.
• Writing fewer than the minimum number of words: at least 150 for Task 1 and 250 for Task 2.
• In Academic Task 1, adding opinions or explanations that the visual does not show.
• In a General Training letter, mixing formal and casual tone.

How to practise this

• Practise under timed conditions: 60 minutes for both tasks together, keeping to roughly 20 and 40 minutes.
• Do planning-only drills. Take a Task 2 prompt and write just the position and paragraph plan, then compare it with the prompt to check you have covered every part.
• After each essay, check it against the four criteria separately. Did you answer every part, make your progression clear, choose precise words and keep control of your grammar?
• Rewrite one weak paragraph rather than starting a new essay every time. Focus on developing one idea fully.
• Keep a list of your repeated grammar errors and check for them in your final minutes.

If you would like feedback organised by criterion, Stride's Writing tests (Academic and General Training) are marked by AI. Each one gives an estimated band on each of the four criteria, with feedback. These bands are estimates, not official IELTS scores. Your first full test on Stride is free.

Frequently asked questions

How long should I spend on each Writing task?

About 20 minutes on Task 1 and about 40 minutes on Task 2, within a total of 60 minutes. Task 2 counts twice as much as Task 1.

How many words do I need to write?

At least 150 words for Task 1 and at least 250 words for Task 2.

What is the difference between Academic and General Training Writing?

Task 2 is an essay in both modules. Task 1 is different. In Academic Task 1 you describe visual information, such as a graph, table, chart, diagram or process. In General Training Task 1 you write a letter in a personal, semi-formal or formal style.

What are the four Writing criteria?

Task Achievement (Task 1) or Task Response (Task 2), Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy.

Should I use lots of linking words?

Use them where they make your meaning clearer. The official Band 6 descriptor describes cohesion that can be 'mechanical due to misuse, overuse or omission'. Band 7 credits a range of devices, including reference and substitution, used flexibly.

How does my Writing band affect my overall score?

Writing is one of four section bands. Your overall band is their average, rounded to the nearest half band. You can see how the rounding works with Stride's free band score calculator at /ielts-band-score-calculator.

Is Stride's Writing band an official IELTS score?

No. Stride is not affiliated with the IELTS partners. Its AI-marked Writing bands are estimates to guide your practice.

Related guides

• IELTS Writing Task 2 topics with practice questions and ideas
• IELTS vocabulary by topic
• IELTS grammar lessons for Writing and Speaking
• IELTS Writing sample answers: Task 1 and Task 2 model answers