# Ielts Writing Task2 > Draft, analyse, score, and improve IELTS Academic or General Training Writing Task 2 essays (250-word minimum). Use this skill when the user shares a Task 2 prompt, wants a model essay, needs band-score feedback on their own essay, or asks about essay structure, argument development, thesis writing, or common Task 2 mistakes. Covers all Task 2 types: opinion/agree-disagree, discuss-both-views, advantages-disadvantages, problem-solution, two-part questions. Also use when the user asks about Task 2 vocabulary, paraphrasing, or how to avoid common errors. Task 2 carries more weight than Task 1 in the overall Writing band score. - Skill: `jurgendn/ielts-writing-task2` (Agent Skill, multi-file: 2 files) - Install (CLI): `npx skillmds@latest add jurgendn/ielts-writing-task2` - Raw SKILL.md: https://api.skillmd.com/api/skills/jurgendn/ielts-writing-task2/raw - Safety review: pending - Works with: Claude Code, Claude.ai, OpenAI Codex - Category: AI & ML - Author: jurgendn (https://skillmd.com/u/jurgendn) - Updated: 2026-09-17 - Page: https://skillmd.com/skills/jurgendn/ielts-writing-task2 --- # IELTS Writing Task 2 Coach Task 2 is a 40-minute, minimum-250-word academic essay. The candidate must respond to a prompt with a clear position, well-developed arguments, and supporting details. Task 2 carries roughly twice the weight of Task 1 in the final Writing band score. ## Use this when - The user shares a Task 2 prompt and wants a draft or critique. - The user wants a band estimate with actionable feedback. - The user asks how to structure any Task 2 essay type. - The user wants help with argument development, thesis statements, or conclusion writing. - The user asks about Task 2 vocabulary, avoiding repetition, or paraphrasing the prompt. ## Do not use this when - The user is working on Task 1 (data description). Use `ielts-writing-task1`. - The user is asking about Speaking. Use `ielts-speaking-coach`. --- ## Band Descriptors (Task 2) Scores are averaged equally across four criteria. Task 2 is weighted more heavily than Task 1 in the overall Writing band. > Full band-by-band reference (bands 5–9, all four Task 2 criteria) with links to the official IELTS descriptors: [`references/ielts-band-descriptors.md`](references/ielts-band-descriptors.md). Consult it before assigning a band so scoring stays anchored to the public criteria, not impression. ### Task Response (TR) | Band | Descriptor | |------|-----------| | 9 | Fully addresses all parts of task; fully developed position with relevant, fully extended, and well-supported ideas | | 8 | Addresses all parts; well-developed response with relevant, extended, and supported ideas | | 7 | Addresses all parts; clear position throughout; extends and supports main ideas but may over-generalise or rely on personal examples rather than more objective substantiation | | 6 | Addresses all parts though some may be more fully covered; relevant position but conclusions may become unclear or repetitive; relevant main ideas but some inadequately developed | | 5 | Addresses task only partially; expresses a position but development not always clear; some main ideas present but lacking focus; ideas irrelevant, repetitive, or insufficiently supported | | 4 | Minimal response or inappropriate format; position unclear; main ideas difficult to identify | | 3 | Does not address task; very little relevance to task or inappropriate format | ### Coherence and Cohesion (CC) | Band | Descriptor | |------|-----------| | 9 | Cohesion attracts no attention; paragraphing managed skilfully | | 8 | Sequences information and ideas logically; manages all aspects of cohesion well; paragraphing sufficient and appropriate | | 7 | Logically organises information and ideas; good overall progression; uses cohesive devices including reference and substitution appropriately, though may occasionally over/under-use; clear central topic within each paragraph | | 6 | Arranges information and ideas coherently; adequate overall progression; uses cohesive devices effectively but cohesion within/between sentences may be faulty or mechanical; referencing may be unclear; may lack overall progression | | 5 | Presents information with some organisation but lacks overall progression; limited range of cohesive devices, not always accurately used; repetitive due to lack of referencing or substitution | | 4 | Presents information and ideas but no clear progression; some basic cohesive devices, possibly inaccurate or repetitive; may not write in paragraphs or paragraphing may be inadequate | | 3 | Does not organise ideas logically; very limited range of cohesive devices | ### Lexical Resource (LR) | Band | Descriptor | |------|-----------| | 9 | Wide vocabulary with very natural and sophisticated control; rare minor errors only as slips | | 8 | Wide vocabulary fluently and flexibly used to convey precise meanings; skilful use of uncommon items; rare errors in spelling or word formation | | 7 | Sufficient range for flexibility and precision; less common items used with some awareness of style and collocation; occasional errors in word choice, spelling, or word formation | | 6 | Adequate range for task; attempts less common vocabulary with some inaccuracy; some spelling or word formation errors but communication not impeded | | 5 | Limited but minimally adequate vocabulary; noticeable errors in spelling or word formation that may cause some difficulty | | 4 | Basic vocabulary only, possibly repetitive or inappropriate; limited word formation and spelling control; errors may cause strain | | 3 | Very limited words and expressions; severe errors may distort the message | ### Grammatical Range and Accuracy (GRA) | Band | Descriptor | |------|-----------| | 9 | Wide range of structures with full flexibility and accuracy; rare slips only | | 8 | Wide range of structures; majority of sentences error-free; only very occasional errors or inappropriacies | | 7 | Variety of complex structures; frequent error-free sentences; good grammar and punctuation control with few errors | | 6 | Mix of simple and complex forms; some grammar and punctuation errors but rarely impeding communication | | 5 | Limited range; complex sentence attempts tend to be less accurate than simple ones; frequent grammatical errors; faulty punctuation | | 4 | Very limited structures; rare subordinate clauses; errors predominate; punctuation often faulty | | 3 | Sentence forms attempted but errors and punctuation problems predominate and distort meaning | --- ## Essay Types and Structures ### 1. Opinion / Agree–Disagree Prompt signals: *"To what extent do you agree or disagree?"*, *"Do you think…?"*, *"Give your opinion."* Structure: 1. **Introduction** — Paraphrase prompt + clear thesis (your position) 2. **Body 1** — First reason supporting your view + example/explanation 3. **Body 2** — Second reason supporting your view + example/explanation 4. **Conclusion** — Restate position + final thought (no new information) Avoid sitting on the fence unless you have a genuine nuanced position — vague "it depends" responses score lower on TR. ### 2. Discuss Both Views Prompt signals: *"Discuss both views and give your opinion."* Structure: 1. **Introduction** — Paraphrase prompt + state you will discuss both sides + hint at your view 2. **Body 1** — First view + supporting points 3. **Body 2** — Second view + supporting points 4. **Conclusion** — Your opinion + synthesis The opinion must be explicit; omitting it drops TR. ### 3. Advantages and Disadvantages Prompt signals: *"Discuss the advantages and disadvantages."*, *"Do the advantages outweigh the disadvantages?"* Structure: 1. **Introduction** — Paraphrase + state you will examine pros and cons (+ your view if asked) 2. **Body 1** — Advantages + development 3. **Body 2** — Disadvantages + development 4. **Conclusion** — Overall judgement ### 4. Problem–Solution Prompt signals: *"What are the causes…? What solutions can be suggested?"*, *"What problems does this cause and how can they be solved?"* Structure: 1. **Introduction** — Paraphrase + state you will examine problems and solutions 2. **Body 1** — Problems (2–3 well-developed) 3. **Body 2** — Solutions (matched to problems) 4. **Conclusion** — Summary ### 5. Two-Part Question Prompt signals: *"Why is this the case? What can be done about it?"* Structure: 1. **Introduction** — Paraphrase + state you will address both questions 2. **Body 1** — Answer question 1 fully 3. **Body 2** — Answer question 2 fully 4. **Conclusion** — Summary Both questions must be answered or TR is penalised. --- ## Workflow ### Step 1 — Identify essay type and all parts of the task Read the prompt carefully: - How many questions does it ask? (Missing one = automatic TR penalty) - What type is it? (Affects structure) - What position or balance does the prompt expect? ### Step 2 — Plan before writing Spend 5 minutes planning: - Thesis/position - 2 body paragraph topics - 1–2 supporting points per paragraph with a specific example or explanation A good plan prevents off-topic essays. ### Step 3 — Draft or critique When drafting: - Introduction: paraphrase + thesis. Never copy the prompt verbatim. - Each body paragraph: topic sentence → explanation → example → link back. - Stay at ≥250 words. Under-length essays are penalised on TR. - Avoid bullet points — examiners expect continuous prose. When critiquing a user's essay: - First check TR: does the essay answer all parts? Is the position clear and consistent? - Then check CC: is the progression logical? Are discourse markers appropriate (not mechanical)? - Then LR and GRA. ### Step 4 — Score and feedback Report a band estimate for each criterion and an estimated overall band: ``` Task Response: X / 9 Coherence & Cohesion: X / 9 Lexical Resource: X / 9 Grammatical Range: X / 9 Estimated overall: X.X / 9 ``` For each criterion below 7, give 2–3 specific, actionable improvements with examples drawn from the user's actual text. --- ## Key language banks ### Discourse markers for essays - **Adding**: Furthermore, Moreover, In addition, Additionally - **Contrasting**: However, Nevertheless, On the other hand, Conversely, Despite this - **Cause/effect**: As a result, Consequently, Therefore, This leads to - **Exemplifying**: For instance, For example, To illustrate, A case in point is - **Conceding**: Although, While it is true that, Admittedly - **Concluding**: In conclusion, To conclude, Overall, In summary ### Paraphrasing the prompt Replace key words with synonyms or restructure the sentence: - "increasingly common" → "becoming more prevalent / widespread" - "young people" → "the younger generation / adolescents" - "government" → "authorities / policymakers" - "important" → "crucial / significant / vital" ### Expressing opinion - It is argued that / It can be contended that (distancing) - I firmly believe that / I strongly agree that (direct) - While X has merit, Y is more convincing because… - The evidence suggests that… --- ## Common mistakes to flag 1. **Answering only part of the task** — re-read the prompt for multiple questions; address all. 2. **Unclear or absent thesis** — the examiner must know your position by the end of the introduction. 3. **Mechanical discourse markers** — "Firstly… Secondly… Thirdly…" used without real development scores low on CC. 4. **Unsupported generalisations** — every claim needs either an example, a reason, or a concession. 5. **Under 250 words** — explicit penalty to TR. 6. **Bullet points or numbered lists** — write in paragraphs. 7. **Changing position mid-essay** — the position should be consistent throughout. 8. **Copying the prompt** — introduction must paraphrase, not copy. --- ## Output format When producing a model essay: - Label each paragraph (Introduction / Body 1 / Body 2 / Conclusion). - Provide a word count. - After the essay, give a brief note on structure and language choices. When giving feedback on the user's essay: - Quote the user's original text when identifying issues. - Provide a corrected or improved version of the problem sentence. - End with the scored table and top 3 priorities for improvement.