IELTS Writing

The IELTS Writing test consists of two tasks, designed to assess a wide range of writing skills.

These include how well you:

  • write a response appropriately
  • organise and link your ideas
  • use a range of grammar and vocabulary accurately and appropriately.

There are two versions of the IELTS Writing test – one for Academic and one for General Training. Our preparation materials below can help you develop your IELTS writing skills for both tasks, whether you are taking IELTS Academic or General Training.

Below you’ll find more information about the test format and scoring, as well as top tips, free videos and blog articles, and other resources to help you understand the Writing test and achieve a high score.

If there’s anything else you would like to see, tell us on our social channels.

The Writing test lasts for one hour. Within that time, you must complete two Writing tasks.

The tasks are different for Academic and General Training test takers:

IELTS Academic Writing Task 1 requires you to write at least 150 words describing some visual information (e.g. a diagram, chart, graph or table). For Task 2 you must write an essay of at least 250 words responding to a point of view, argument or problem.

IELTS General Training Writing Task 1 requires you to respond to a given situation (e.g. by writing a letter) in at least 150 words. You may be asked to request information or explain a situation. In Task 2 you must write an essay of at least 250 words in response to a point of view, argument or problem.

Writing Task 2 carries more marks than Writing Task 1, so you should spend about 20 minutes on Task 1 and 40 minutes on Task 2.

Writing responses are assessed by certified IELTS examiners who will mark your answers based on the following criteria:

  • Task 1 achievement: did you answer the question fully and write at least 150 words?
  • Task 2 response: did you answer all points? Did you provide a balanced argument? Were all your ideas relevant?
  • Coherence and cohesion: is your writing easy to understand? Are your ideas well organised and linked?
  • Lexical resource: did you use a wide range of vocabulary accurately and effectively?
  • Grammatical range and accuracy: did you use a wide range of grammatical structures accurately and effectively?

Each task is assessed independently. Writing Task 2 carries more marks than Writing Task 1 and the two scores are combined to obtain a final band score.

1. Practise each type of Writing task. For example, if you’re taking the Academic test, each time you see a graph, chart or table, study it carefully and practise picking out the major changes that the figure shows.

2. Practise writing quickly and neatly and don’t use bullet points, notes or abbreviations, or prepared answers.

3. Answer each question fully. Work out in advance how much space 150 and 250 of your own words take on a page. This can save you having to count on test day!

4. Leave time at the end of the test to check your writing. Make sure that your facts and language are accurate, and check your spelling, punctuation and grammar.

5. Remember, Writing Task 2 is worth more than Writing Task 1 so spend 20 minutes on Task 1 and 40 minutes on Task 2.
 

How to prepare for the IELTS Writing test

In Task 2 of the IELTS Writing test, you will be given 40 minutes to write at least 250 words in both the Academic and General Training test.
 
When you’re preparing for your IELTS test, it’s a good idea to practise writing 250 words in your own handwriting (or on the computer if you are taking computer delivered IELTS) before test day. Find out why in Emma’s short video.

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Writing
Describing change in line graphs in IELTS Academic Writing Task 1

When describing the changes on a graph, the examiner is looking for you to use a good range of vocabulary and not just to use words such as increase or decrease. However, what other words could you use to describe changes? In this blog post, we will be looking at verbs, adjectives and adverbs to use when describing change in a line graph. Verbs Let’s look at verbs first. If the numbers go up, we can use increase. Other verbs which mean similar include: rise climb grow jump (to show a large increase) Examples: Music downloads grew between January and March 2020. Between September and November, music downloads jumped from 100 to just under 300. (Click to enlarge) Remember: The verbs increase, rise and jump can also be used as nouns; There was an increase / a rise / a jump in music downloads between January and March. You may want to use growth as a noun; There was a growth in music downloads between January and March. Do not use climb as a noun. If the numbers go down, we can use decrease. Other verbs which mean similar include: decline fall drop plunge (to show a large decrease) Examples: Downloads of music fell in the middle of 2020. Between May and July, music downloads dropped by about 300. Remember: The verbs decrease, decline, fall and drop can also be used as nouns: There was a decrease / a decline / a fall / a drop in music downloads. Do not use plunge as a noun. If numbers change very little, we can use remain with some extra words. Example: Music downloads remained steady between July and September. We can also use show little change or show no change – see Liz’s blog post for more information on using show. Adjectives Adjectives are useful in Writing Task 1 because they can allow you to give more information about the figures you are describing. For example, look at the changes on the graph – what is different about the change between January and March, and the change between March and May? (Click to enlarge) That’s right. One change is bigger than the other. To describe a large change, we can use significant. Other adjectives meaning similar include: steep sharp dramatic Example: There was a sharp rise in the number of downloads between January and March. To describe a small change, we can use slight. Other adjectives meaning similar include: small minor minimal Example: There was a minor growth of music downloads in May. Remember: Use an article when describing a singular noun. Do not use adjectives with ‘strong’ nouns – a slight jump sounds wrong. Adverbs As well as using adjectives, adverbs can help to demonstrate a wider use of vocabulary in Writing Task 1. Remember that you must use a verb with an adverb. To describe a large change, we can use significantly. Other adverbs meaning similar include: steeply sharply dramatically Example: Downloads of music grew sharply between January and March. To describe a small change, we can use slightly. Other adverbs meaning similar include: minimally Do not use small or minor in this way. Example: Figures between July and September rose slightly. I hope you have found this blog post useful and now feel more confident when using verbs, adjectives and adverbs to describe changes in line graphs. For more practice, look at Grammar for IELTS (p84-85) and Vocabulary for IELTS (p119). Let me know how you get on! Peter  

Peter Fullagar

5 May, 2021

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Writing
Where are the commas in your IELTS Writing?

When you do IELTS Writing practice, how much attention do you pay to punctuation (capital letters, full stops, commas, semi-colons, etc.)? If your answer is ‘not much’, you may be missing an opportunity to improve your Writing band score. Pay attention now and avoid these two common mistakes with a very important punctuation mark: the comma. 1. Commas after linking words/phrases When you start a sentence with one of the linking words/phrases in the table below, you should put a comma after the word/phrase. (A linking word or phrase is one that connects information/ideas within or between sentences or paragraphs). For example, there’s a comma placed correctly after ‘First of all’ in this example from a band score 6 answer: In my opinion, most people will prefer to spend their holidays travelling. First of all, people are ... (click to enlarge) It’s easy to do, of course, but a lot of IELTS test takers forget to add one, and this can affect their band score and may affect yours if you forget too. To help you remember, place a comma in the right place in each of these examples from band 5.0 to 6.5 Writing Task 1 and 2 answers now. a. However some people argue that … b. For example most parents in … c. Finally energy is… d. To sum up it is necessary to … I’ve put the answers at the end of this blog post. 2. Commas before or around linking words/phrases When you introduce an example or examples within a sentence using ‘for example/instance’, you should put a comma before the linking phrase and a comma after the example(s) if the sentence continues. For example, there’s a comma placed correctly before ‘for example’ in this corrected sentence from a band score 6 answer: To solve this problem, I think the government of every country should guarantee their citizens basic rights, for example access to food, clean water and education. Are all of the commas placed correctly in this example from a band 3.5 Writing Task 2 answer? e. On the other hand, many ways can improve road safety, for example, more educate in usual life, more advertising on TV, radio, newspapers, limit speed on the road, stronger fines. You can check your answer with mine at the end of this blog post. (When you read my answer, you’ll see that I’ve corrected the vocabulary and grammar mistakes in the example too). If you’re still not sure how to use commas with the linking words/phrases in the table above, here’s me sharing some other examples.   You could also look at how I’ve used commas in my sentences above when I used the linking phrases ‘for example’ and ‘of course’, and then download the following worksheet for some practice. Using commas in IELTS Writing Worksheet You can read about more common mistakes in the book ‘IELTS Common Mistakes for Bands 6.0-7.0'. Pay attention to commas and you’ll hopefully be smiling when you get your IELTS result. Pete   Here are the answers to the questions above: a. However, some people argue that … b. For example, most parents in … c. Finally, energy is… d. To sum up, it is necessary to … e. On the other hand, there are many ways that can improve road safety, for example more education in schools, more advertising on TV, radio and newspapers, stricter speed limits and heavier fines.

Pete Jones

3 March, 2021

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Writing
Checklist for editing your IELTS Writing

Do you forget to leave time to check your writing at the end of a timed IELTS practice? Catching those mistakes that are easily corrected can make all the difference to your band score. Today, I'm going to give you a checklist of 10 things to look out for as you review your work. Before that, let’s quickly review some facts about Writing in IELTS.    Listening Practice: Listen to Emma read checklist for editing your IELTS Writing     Read the instructions carefully and underline the important parts of the task. Remember, you must paraphrase the task, don’t just copy it out. Make a plan, just some rough notes, that you can follow and stay on task. Memorised answers are obvious and never answer the task fully so avoid them. Write your answer once, there is no time to draft. Leave 3-4 minutes at the end to go through and edit your work. Corrections don't subtract from your band score as long as the whole answer is legible and it's easy to see what the correction is, it counts towards a better grade. That last one is the hardest for many people. It can feel like there’s hardly time to write a full answer in the test, let alone edit too. To make things easier I have created a checklist of 10 areas to look at when editing. 1. Overall Structure – have you addressed all parts of the task? Read the task again and remind yourself of the key points (they should be underlined already). 2. Paragraphing – do you start a new paragraph for each new idea? If you have forgotten to use paragraphs, mark them clearly in the correct place and write ‘new para’ in the margin. (Click to enlarge) 3. Coherence – have you linked your ideas clearly so they are easy to follow? You can find some great information and activities in Sophie’s blog series on ‘Misusing Linking Expressions’. 4. Style – have you used a formal or neutral style of English? Avoid abbreviations, slang, contractions, colloquialisms and idioms. Remember that this is a test, the examiner wants to see that you can use English beyond chatting with friends. (Click to enlarge) Now check your answers against the below: (Click to enlarge)   5. Tenses – are your tenses consistent? Your writing will be assessed for grammatical accuracy, using the wrong tense is a common mistake. (Click to enlarge) Check against the answers below: (Click to enlarge) 6. Prepositions – are your prepositions correct? When you are learning new words be sure to learn which prepositions they collocate with. Learning chunks of language rather than single words really helps with this. Take a look at Liz' blog about this. (Click to enlarge) 7. Articles – have you missed out an article or added one where it is not needed? A, an and the are such important words in English and they can be so hard to get right. Here is a blog post I wrote about using the definite article you might find helpful.   8. Subject-Verb agreement – have you changed the verb to agree with the subject of the sentence? This is one of the most common errors students make. You need to think about whether the ‘subject’ is plural or singular and change the verb accordingly. Uncountable nouns are singular for subject-verb agreement. 9. Spelling – have you made spelling mistakes that could be avoided? It’s hard to spot your own spelling errors so looking out for particular words you often get wrong can help. If you do make a mistake simply cross it out and write the correct word above. (Click to enlarge) Did you get these right? (Click to enlarge) 10. Punctuation – have you got full stops, capital letters, etc. where you need them? Don’t let punctuation be your downfall. Simple things like capital letters, full stops, question marks and commas make a real difference to your accuracy and the readability of your writing. (Click to enlarge) Check your corrected sentences with the answers below: (Click to enlarge) I hope that you have found this blog post and the activities helpful. I really believe that taking 3 or 4 minutes at the end of an IELTS Writing task to review your work and make quick corrections can make all the difference. By getting into the habit of checking these 10 areas of your writing it will become faster and easier. You will start to recognise the kinds of mistakes you make and perhaps even stop making them. So why don't you start today? I have put together an editing checklist and task for you to try here. Worksheet download Have fun editing! Emma

Emma Cosgrave

18 February, 2021

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How to write a formal letter

Find out how to write a formal letter for IELTS General Training Writing Task 1

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How to write a semi-formal letter

Find out how to write a semi-formal letter for IELTS General Training Writing Task 1

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How to write an informal letter

Find out how to write an informal letter for IELTS General Training Writing Task 1

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