Writing Task 1a: Data — Graphs, Charts & Tables
Task 1 asks you to describe visual information — a graph, chart, table, map, or process diagram — objectively, in your own words, in at least 150 words within 20 minutes. This is not an essay: there is no opinion here, only accurate description and comparison. This chapter is built around six specific tricks that turn raw data into a well-structured response, each with an instant example and a try-it, before we put all six together on a full timed task.
- know and apply six specific tricks for paraphrasing the prompt, writing an overview, grouping data, leading with the point rather than the numbers, using comparison language accurately, and matching vocabulary strength to the data
- structure a Task 1 response: introduction, overview, and supported body paragraphs
- write a complete, accurately structured Task 1 response within the time limit
Writing — the full task-type picture
Task 1 and Task 2 each cover more than one real sub-type. Here's the complete list, and where this course covers each one:
| Task | Type | Where it's covered |
|---|---|---|
| Task 1 | Data — graphs, charts & tables | Chapter 7 (this chapter) |
| Task 1 | Maps | Chapter 8 |
| Task 1 | Processes & flow-charts | Chapter 9 |
| Task 2 | Opinion (Agree/Disagree) | Chapters 10–13 |
| Task 2 | Discuss Both Views | Chapters 10–13 |
| Task 2 | Problem–Solution | Chapters 10–13 |
| Task 2 | Advantages–Disadvantages | Chapters 10–13 |
| Task 2 | Cause and Effect | Chapters 10–13 |
| Task 2 | Two-part (direct question) | Chapters 10–13 |
(Chapter 10 has the full breakdown of what each Task 2 type actually asks for.)
See the target first — a worked example
Before learning the technique, look at what a finished response actually looks like. Below is a sample prompt with dual pie charts, and a complete model answer with each part labelled.
IntroductionThe two pie charts compare the sources used to generate electricity in a particular country in 2000 and 2020.
OverviewOverall, the country moved away from coal as its dominant energy source over the period, with renewable energy becoming a far larger contributor by 2020, while nuclear power and other minor sources remained broadly unchanged.
Body 1In 2000, coal was by far the leading source, accounting for nearly half of all electricity generated (45%), followed by gas at 30%. Renewable sources made up only a small fraction, at just 5%, similar to the "other" category.
Body 2By 2020, however, coal's share had fallen sharply to only 15%, while renewables had expanded eightfold to reach 40%, overtaking gas to become the single largest source; gas, at 25%, was now the second largest. Nuclear power remained steady at 15% throughout, and other sources stayed unchanged at 5%.
Flow: Budget roughly 4 minutes per trick (state + example + attempt + reveal + discuss) = ~24 minutes for all six, then the data-table phase below puts them together in a full timed response.
Rewrite the question's own sentence in your introduction using synonyms and a different sentence structure — change the key noun and verb, but keep the meaning and add no data.
Examiners notice a copied opening immediately — it shows no real language control and directly limits your Lexical Resource score, even before they read anything else.
Prompt: "The chart below shows the number of internet users per 100 people in three countries between 2000 and 2020." → Introduction: "The line graph illustrates how internet usage, measured per 100 people, changed across three nations over a twenty-year period from 2000 to 2020."
Prompt: "The table shows the percentage of households with access to clean drinking water in four regions in 1990 and 2020." Write one paraphrased introduction sentence.
| Year | Bd | Vn | SK |
|---|---|---|---|
| 2000 | 0.1 | 1.9 | 44.7 |
| 2005 | 0.2 | 12.7 | 73.5 |
| 2010 | 3.7 | 30.7 | 83.7 |
| 2015 | 14.4 | 48.3 | 89.9 |
| 2020 | 39.6 | 70.3 | 96.5 |
Before writing anything else, look at the data as a whole shape, not individual numbers, and ask: what are the one or two most obvious things anyone would notice at a glance? Those become the Overview — no specific numbers yet.
The Overview is scored specifically under Task Achievement — missing it, or burying it inside a body paragraph, caps your score regardless of how good the rest of the response is.
Looking at the shape of a table showing rising exam pass rates in three schools: "Overall, the pass rate improved at all three schools over the period, although School A remained ahead of the other two throughout."
Looking only at the shape of the chart above (ignore exact numbers for now) — what are the two most obvious overall features? Write one overview sentence.
Quick reference — the three-part structure
| Part | What goes here |
|---|---|
| Introduction (1 sentence) | Paraphrase the question prompt in your own words — Trick 1 |
| Overview (1–2 sentences) | The 2–3 biggest, most obvious trends or features — Trick 2 |
| Body paragraphs (2 paragraphs) | Specific data, grouped logically, with numbers and comparisons supporting the overview — Tricks 3–6 |
Never describe data in the order it's given — row by row, year by year. Instead, group data points that share a pattern (two similar countries, or a before-vs-after split) and describe the group together in one sentence.
An answer that lists number after number in sequence is capped under Coherence and Cohesion for reading as data-dumping, not description, even if every number is completely accurate.
"In 2000 Bangladesh had 0.1, in 2005 it had 0.2, in 2010 it had 3.7…"
"Bangladesh's growth stayed close to zero until 2010, then accelerated rapidly, reaching almost 40 by 2020."
Looking at the chart above, Vietnam and South Korea both show steady increases but from very different starting points. Write one grouped sentence contrasting them, without listing every year individually.
Comparison language isn't interchangeable. "More than double," "nearly triple," and "roughly half" each describe a specific mathematical relationship — pick the phrase that matches the actual ratio, not just a general sense of "a lot more" or "a lot less."
Examiners check for accuracy, not just vocabulary variety — using "double" for something that's actually triple is a factual error that directly costs Task Achievement marks, no matter how fluent the sentence sounds.
2010 data: Vietnam 30.7 vs. Bangladesh 3.7 — that's roughly 8 times, not "double." Correct: "Vietnam's figure was more than eight times higher than Bangladesh's."
2020 data: South Korea 96.5 vs. Bangladesh 39.6. Which comparison phrase is accurate — "nearly double," "more than double," or "roughly ten times"?
Every body-paragraph sentence should make a comparative point first, then use the number as evidence for it — not state a bare number with no framing.
Point-first sentences naturally produce the comparison language and grouping that Tricks 3 and 4 depend on — this is the sentence-level habit that makes the whole response work together.
"Bangladesh was 0.1 in 2000 and 39.6 in 2020."
"Bangladesh's growth was the most dramatic of the three, rising from a mere 0.1 users per 100 people in 2000 to 39.6 by 2020."
Rewrite this number-first sentence into a point-first sentence: "South Korea was 44.7 in 2000 and 96.5 in 2020."
Modifying a movement verb or noun with an intensity word — an adverb before the verb ("rose sharply") or an adjective before the noun ("a sharp rise") — must match how steep the actual change is on the chart. Use a three-tier scale: dramatic, moderate, or gentle.
This earns marks in two criteria at once: Task Achievement (a mismatched intensity word is a factual misrepresentation of the data) and Lexical Resource (varied, precise vocabulary scores higher than repeating "increased" five times).
a dramatic rise / a sharp decline
a steady rise / a marked decline
a slight increase / a stable trend
South Korea's rise from 83.7 to 96.5 (2010–2020) is a small change on a chart that's already near the top — gentle: "South Korea's growth moderated, edging up to 96.5." Bangladesh's rise from 3.7 to 39.6 in the same decade is a huge jump — dramatic: "Bangladesh's usage then rose dramatically, reaching 39.6."
Vietnam rose from 30.7 (2010) to 70.3 (2020) on the chart above — more than doubling over the decade. Is this dramatic, moderate, or gentle? Choose one adverb+verb pair AND one adjective+noun pair from the scale above.
- In contrast, / Whereas / While… — Whereas Country A rose steadily, Country B fluctuated.
- the most notable difference / the gap between… and… — for highlighting a key comparison
- fluctuated — went up and down repeatedly peaked at — reached its highest point
Advanced vocabulary glossary — for once the basics feel automatic
Everything above is enough to write an accurate, well-structured response. These additional terms add precision and lexical range once you're confident — use ONE well-chosen term per sentence; cramming several in at once reads as forced, not fluent.
- surged past — "Sales surged past $2 million."
- rocketed / skyrocketed — extremely fast rise
- plummeted / plunged / nosedived — extremely fast fall
- a meteoric rise / a precipitous decline — noun forms
- climbed steadily / crept up / edged higher — slow, continuous rise
- eased / tapered off / trended downward — slow, continuous fall
- a gradual upturn / a steady decline — noun forms
- hovered around / held steady / remained flat — stayed close to one value
- plateaued / levelled off / flatlined — stopped changing after a rise or fall
- a marginal fluctuation / a negligible change — noun forms
- peaked at / reached a high of / topped out at — highest point
- bottomed out at / hit a low of / reached a trough — lowest point
- an all-time high / a record low — noun forms
- overtook / outstripped / surpassed / eclipsed — one line or bar passing another
- converged (with) — two lines coming together diverged (from) — two lines moving apart
- caught up with / drew level with — closing a gap to become equal
- House prices ___ in the months right after the announcement, catching everyone by surprise. → surged / rocketed / skyrocketed (dramatic movement)
- Wages ___ over the decade, rising by roughly 2% every year without exception. → climbed steadily / crept up (steady movement)
- After an early spike, the figure ___ at around 40 for the rest of the period. → plateaued / levelled off (minimal movement)
- Unemployment ___ in 2009, its highest level in twenty years, before beginning a slow recovery. → peaked at / reached a high of (extremes)
- Online sales ___ in-store sales for the first time in 2021, and the gap has widened ever since. → overtook / outstripped (comparison & crossing)
Flow: Step 1 (4 min) → Step 2 (8 min) → Step 3 full timed response (20 min). Give written feedback focused on structure first, grammar second — a well-organised answer with minor errors scores better than a grammatically clean list.
| Year | Bangladesh | Vietnam | South Korea |
|---|---|---|---|
| 2000 | 0.1 | 1.9 | 44.7 |
| 2005 | 0.2 | 12.7 | 73.5 |
| 2010 | 3.7 | 30.7 | 83.7 |
| 2015 | 14.4 | 48.3 | 89.9 |
| 2020 | 39.6 | 70.3 | 96.5 |
- Using Trick 2, write one sentence naming the two clearest overall trends in the table above.
Model: Overall, internet use rose in all three countries over the period, with South Korea consistently far ahead of the other two, while Bangladesh started from a near-zero base and grew fastest only in the final decade.
- Using Tricks 3–6, write one body paragraph (3–4 sentences) comparing Bangladesh and Vietnam only, with at least two accurate comparison phrases and at least one intensity-matched adverb or adjective.
Model: Vietnam's growth was considerably faster than Bangladesh's throughout most of the period, reaching 30.7 users per 100 people by 2010 — more than eight times Bangladesh's figure of 3.7 at the same point. The gap narrowed somewhat after 2015, as Bangladesh's growth accelerated dramatically, but Vietnam still finished the period roughly 1.8 times ahead, at 70.3 compared with 39.6.
- Use all six tricks together: a paraphrased introduction, an overview naming South Korea's lead and Bangladesh's late-but-fast growth, two grouped body paragraphs with accurate comparison language, and intensity-matched vocabulary. Try it first — reveal the full model answer below to compare.
✓ Reveal the full model answer
The line graph illustrates how internet usage, measured per 100 people, changed in Bangladesh, Vietnam, and South Korea between 2000 and 2020. Overall, internet use rose in all three countries over the period, with South Korea consistently far ahead of the other two, while Bangladesh started from a near-zero base and only grew significantly in the final decade. South Korea began the period already well connected, with 44.7 users per 100 people in 2000, and continued climbing steadily to reach 96.5 by 2020 — more than double its starting figure. Vietnam followed a broadly similar upward pattern but from a much lower base, rising from just 1.9 in 2000 to 70.3 in 2020, overtaking South Korea's early-2000s level (44.7) only by the mid-2010s. Bangladesh's trajectory was markedly different: usage remained close to zero until 2010, reaching only 3.7, before accelerating rapidly to 39.6 by 2020 — a more than tenfold increase in a single decade, though it still finished well behind the other two countries.
Self-practice: Pick 5 terms from today's glossary that you haven't used before — one from each category — and write one original example sentence for each, using any real or invented data.
- apply six specific tricks — paraphrasing the prompt, spotting the biggest trends, grouping data, using precise comparison language, writing point-first sentences, and matching vocabulary intensity to the data — to produce a well-structured Task 1 response
| Museum | 2010 | 2022 |
|---|---|---|
| Museum A | 4.2 | 6.8 |
| Museum B | 2.0 | 5.9 |
| Museum C | 5.0 | 5.2 |
-
1. Trick 1 — Paraphrase. Which is the best introduction sentence for this task?
Answer: B. It keeps the same meaning but changes the words and structure — “number of visitors” → “how many people visited,” “in 2010 and 2022” → “at two points in time.” A copies the prompt word-for-word (Trick 1 says never copy). C adds a specific trend — that belongs in the overview, not the introduction. D gives an opinion, which Task 1 never asks for. 🔑 বাংলায়: B সঠিক — অর্থ একই রেখে শব্দ ও গঠন বদলানো হয়েছে। A প্রশ্ন হুবহু কপি করেছে (Trick 1 নিষেধ করে)। C একটা trend যোগ করেছে — সেটা overview-তে যায়, introduction-এ নয়। D মতামত দিয়েছে, যা Task 1-এ লাগে না। -
2. Trick 2 — Overview. Which sentence is the best overview?
Answer: B. A good overview names the one or two biggest features — here, a rise at all three plus Museum B’s stand-out growth and Museum C’s flatness — with no specific numbers. A and D are body-paragraph detail (full of numbers). C is an opinion the data does not support. 🔑 বাংলায়: B সঠিক — overview-তে সবচেয়ে বড় 1-2টি বৈশিষ্ট্য বলা হয়, নির্দিষ্ট সংখ্যা ছাড়া। A আর D হলো body-র বিস্তারিত (সংখ্যা ভরা)। C একটা মতামত, যা তথ্য সমর্থন করে না। -
3. Trick 4 — Comparison accuracy. Museum B rose from 2.0 million (2010) to 5.9 million (2022). Which phrase describes this change most accurately?
Answer: B. 5.9 ÷ 2.0 ≈ 2.95 — very close to three times, so “nearly tripled” fits exactly. “Roughly doubled” (A) understates it; “more than quadrupled” (C) overstates it; “rose slightly” (D) is a huge change described as a small one. 🔑 বাংলায়: B সঠিক — 5.9 ÷ 2.0 ≈ 2.95, প্রায় তিন গুণ, তাই “nearly tripled” একদম মানানসই। A কম বলছে, C বেশি বলছে, D বড় পরিবর্তনকে ছোট বলে ভুল করছে। আগে অনুপাত হিসাব করে তবেই comparison শব্দ বাছুন।
Writing Task 1b: Maps
Task 1 sometimes shows two maps of the same place at different times, and asks you to describe what changed. This uses the same three-part structure as data description, but the language is completely different — location and direction instead of numbers, and passive voice for changes instead of comparison words. This chapter is built around three specific tricks for handling maps accurately, plus a dedicated vocabulary bank for location and change.
- know and apply three specific tricks for describing map changes: fixed reference points, tense/voice patterns, and area-based organisation
- use a working vocabulary of location and change language (addition, removal, conversion, modification)
- write a complete, accurately structured map-comparison response
Flow: Budget roughly 5 minutes per trick (~15 minutes for all three), then the practice phase below puts them together in a full timed response.
Before describing any change, identify the 2–3 fixed features that appear unchanged in the SAME position on both maps — a river, a main road, a landmark. These become your reference points for locating everything else ("to the north of the river," "next to the school").
Without fixed reference points, location language becomes vague ("something changed near the middle") — examiners specifically look for precisely located descriptions, and reference points are what make that possible at all.
"The river running through the town and the main road remain unchanged across both maps, providing clear reference points for the changes described below."
Looking at the maps above, which two features exist purely as background reference points — not reportable changes themselves?
Describe the earlier map's features in ordinary past simple ("A park was situated in the north"), then switch to passive past for what happened to them ("...it was converted into a shopping mall"). Passive voice puts the FEATURE first, not an unnamed "someone" who changed it.
Answers that stay in active voice throughout often invent an agent the map never shows ("the council built a mall") — passive voice keeps you accurate to only what the diagram actually shows, which is WHAT changed, not who changed it.
"In 2000, a park was situated to the north of the town, near the school. By 2020, however, it had been converted into a shopping mall." — past simple sets the old scene, passive past reports the change.
Using the maps above, describe what happened to the factory in one sentence, using passive past.
Quick reference — the three-part structure, adapted for maps
| Part | What goes here |
|---|---|
| Introduction (1 sentence) | Paraphrase the prompt — what the two maps show and when |
| Overview (1–2 sentences) | The 2–3 biggest overall changes — no specific detail yet |
| Body paragraphs (2 paragraphs) | Specific changes grouped by area, using location + change language — Tricks 1–3 |
Group your description by geographic zone (north side / south side, or "near the river" vs. "further inland") rather than jumping between unrelated changes in random order — describe everything in one area fully before moving to the next.
An answer that hops between corners of the map with no clear order is capped under Coherence and Cohesion for lacking logical organisation, even if every individual change is accurately described.
"The factory became housing. A bridge was added. The park became a mall."
"In the north-east, the former park was converted into a shopping mall. Further south on the same eastern bank, the old factory was demolished and replaced by a housing estate, and a new bridge was constructed nearby to connect the two banks of the river."
The school (unchanged) and the new bridge are both located near the river. Write one organised sentence that groups them together, rather than describing them as two separate, unrelated points.
Vocabulary glossary — location & change language
- located in the north-east of / situated along the riverbank
- adjacent to / in the vicinity of / on the outskirts of
- in the centre of / overlooking
- was constructed / was built
- a new X was added / X was introduced
- was demolished / was removed
- X disappeared / was cleared
- was converted into / was transformed into
- was replaced by / gave way to
- was extended / was widened / was relocated / was expanded — a partial change
- remained unchanged / stayed the same / was unaffected — no change at all
- The new stadium is ___ the north of the city centre, close to the ring road. → located to / situated to (location & position)
- A new car park ___ next to the station to serve the growing number of commuters. → was constructed / was built (addition)
- The old cinema ___ in 2015 to make way for a housing development. → was demolished / was removed (removal)
- The abandoned warehouse ___ a modern apartment complex over the following decade. → was converted into / was transformed into (conversion)
- The main road ___ to accommodate more traffic, but the park itself ___ throughout the period. → was widened; remained unchanged (modification & no change)
Flow: Step 1 (4 min) → Step 2 (8 min) → Step 3 full timed response (20 min).
- Using the maps above, list the three changes and the one built feature that stays the same (ignore the river and road — those are only reference points), in one short phrase each.
Model: Park → shopping mall; Factory → housing estate; new bridge constructed; school unchanged.
- Using Tricks 2–3, write one paragraph describing the changes on the east bank of the river (the factory, the housing estate, and the new bridge), grouped together and using passive past.
Model: On the east bank, the old factory was demolished and replaced by a housing estate. A new bridge was also constructed nearby, connecting this side of the river to the rest of the town for the first time.
- Use all three tricks together: reference points named early, past simple for the 2000 map and passive past for the changes, and paragraphs organised by area rather than change-by-change. Try it first — reveal the full model answer below to compare.
✓ Reveal the full model answer
The two maps compare the town of Rivermouth in 2000 and 2020. Overall, the town saw significant redevelopment on both sides of the river, while a few key features remained unchanged. In 2000, a park was situated in the northern half of the town, with an old factory located on the east bank of the river. The school stood near the riverbank, and no bridge connected the two halves of the town at this time. By 2020, however, considerable changes had taken place. In the north, the former park had been converted into a shopping mall. On the east bank, the old factory was demolished and replaced by a new housing estate, and a bridge was constructed nearby, connecting the two halves of the town for the first time. Near the river, the school remained exactly as it was throughout the period, providing a clear point of continuity amid the wider redevelopment.
Self-practice: Pick one term from each of the 5 glossary categories above and write one original sentence for each, describing any place you know well (your neighbourhood, school, or hometown).
- identify fixed reference points, use the correct tense/voice pattern for old features vs. changes, and organise a map-comparison response by area — using accurate location and change vocabulary
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1. Tenses. Which sentence correctly describes the change to the cinema?
Answer: B. A completed change on a map uses the passive past — was replaced — because we care about what happened, not who did it. A is not real English, C changes the meaning, and D is future tense. 🔑 বাংলায়: map-এ ঘটে যাওয়া পরিবর্তনে passive past ব্যবহার হয় — “was replaced” (কে করেছে তা নয়, কী হয়েছে সেটাই মুখ্য)। তাই B সঠিক। -
2. Overview. Which is the best overview of these two maps?
Answer: B. An overview names the single biggest overall change — rural → urban — without listing every building. A is a change-by-change list; C is an opinion; D is one small detail. 🔑 বাংলায়: overview-তে সবচেয়ে বড় সামগ্রিক পরিবর্তন বলা হয় (গ্রামীণ → শহুরে), প্রতিটি building আলাদা করে নয়। তাই B সঠিক। -
3. Organise by area. Which body sentence follows “group by area, not change by change” best?
Answer: A. It describes one area (the north) and what happened there — the way maps should be organised. B lists changes one after another; C compares sizes (not a map description); D is an opinion. 🔑 বাংলায়: map একটি এলাকা ধরে ধরে বর্ণনা করতে হয় (যেমন “উত্তর দিকে…”), পরিবর্তন একটার পর একটা তালিকা করে নয়। তাই A সঠিক।
Writing Task 1c: Processes & Flowcharts
Task 1 sometimes shows a natural process or a man-made procedure instead of data or a map. This uses the three-part structure, but the language is almost entirely passive voice, with sequencing connectors doing the organisational work that comparison words do for data. This chapter is built around three specific tricks for handling processes accurately, plus a dedicated vocabulary bank for sequence and transformation.
- know and apply three specific tricks for describing processes: passive voice as the default, varied sequencing connectors, and recognising linear vs. cyclical structure
- use a working vocabulary of sequence connectors and passive process verbs
- write a complete, accurately structured process-description response
Flow: Budget roughly 5 minutes per trick (~15 minutes for all three), then the practice phase below puts them together in a full timed response.
Process diagrams show WHAT happens to a material, not WHO does it — so passive voice ("the paper is collected," "the pulp is then heated") is the natural, accurate way to describe each stage, not just a style option.
Inventing an active-voice agent the diagram never shows ("workers collect the paper") adds information that isn't there — passive voice keeps the description accurate to only what's shown, which is exactly why IELTS process descriptions are conventionally almost entirely passive.
Stage: "Shredding" → Active (risky, invents an agent): "Workers shred the paper." Passive (accurate): "The paper is then shredded into small pieces."
Using the flowchart above, describe the "Sorting" stage in one sentence using passive voice.
Every stage needs a connector marking its place in the sequence (first/initially, once this is complete, following this, subsequently, finally) — never just list stages with commas, and never repeat "then" for every single stage.
Repetitive or missing connectors is capped under Coherence and Cohesion — sequencing words are what turn a list of stages into a described PROCESS, not just a set of facts.
"Then it is sorted. Then it is shredded. Then it is pulped."
"Once collected, the paper is sorted by type. Following this, it is shredded into small pieces. The shredded paper is then combined with water to form a pulp."
Using the flowchart above, write ONE sentence connecting the "Pulping" and "Rolling/Drying" stages with a connector other than "then."
Quick reference — the three-part structure, adapted for processes
| Part | What goes here |
|---|---|
| Introduction (1 sentence) | Paraphrase the prompt — what the diagram shows |
| Overview (1–2 sentences) | The number of stages and the overall start/end points — no stage-by-stage detail yet |
| Body paragraphs (2 paragraphs) | Each stage in sequence, using passive voice and sequencing connectors — Tricks 1–3 |
Some processes are a one-way flow (raw material → finished product, ends) — others are a cycle that returns to the start (the water cycle, a recycling loop). The concluding sentence must match: a linear process ends with "...resulting in the finished product," a cyclical one ends with "...before the process begins again."
Writing a linear-style ending for a cyclical process, or vice versa, is a structural misreading of the diagram, not just a style issue — check the diagram's own arrows before choosing your final sentence.
Linear (paper recycling, as shown above): "...before being cut into sheets, resulting in the finished recycled paper product." Cyclical (imagine the water cycle instead): "...before falling as rain and returning to the rivers and oceans, at which point the cycle begins again."
Is the flowchart above linear or cyclical? Write one concluding sentence for it.
Vocabulary glossary — sequence & transformation language
- first / initially / to begin with
- once this stage is complete / following this / subsequently
- after being [past participle] — after being sorted...
- finally / eventually / at the last stage
- is heated / is melted
- is converted into / is broken down into
- is transferred to / is transported to
- is combined with / is mixed with
- the cycle then repeats
- returns to the first stage / begins again
- ___, the raw cotton is cleaned and separated from any remaining seeds or debris. → First / Initially (sequence connector)
- The plastic granules ___ at a high temperature before being moulded into shape. → are heated / are melted (transformation verb)
- The mixture ___ the next machine, where it is filtered and cooled. → is transferred to / is transported to (movement verb)
- Once the finished bottles are sold and recycled, the extraction process ___. → begins again / the cycle then repeats (cyclical language)
Flow: Step 1 (4 min) → Step 2 (8 min) → Step 3 full timed response (20 min).
- Using the flowchart above, write one overview sentence stating the number of stages and the start/end points.
Model: Overall, the process of recycling paper involves six stages, beginning with the collection of used paper and ending with the production of new paper sheets.
- Using Tricks 1–2, describe stages 1–3 (Collection, Sorting, Shredding) in one paragraph, using passive voice and varied sequencing connectors.
Model: The process begins with the collection of used paper from homes and businesses. Once collected, it is sorted by type and quality. Following this, the sorted paper is shredded into small pieces in preparation for pulping.
- Use all three tricks together: passive voice throughout, varied sequencing connectors, and a conclusion matching the diagram's linear structure. Try it first — reveal the full model answer below to compare.
✓ Reveal the full model answer
The flowchart illustrates the process of recycling paper, from collection to the production of new paper sheets. Overall, the process involves six stages and is linear, beginning with the collection of used paper and ending with a finished paper product. First, used paper is collected from homes and businesses. Once collected, it is sorted by type and quality, and the sorted paper is then shredded into small pieces. Following this, the shredded paper is combined with water to form a pulp. Once the pulp has been prepared, it is rolled out and dried. Finally, the dried paper is cut into sheets, producing the finished recycled paper product.
Self-practice: Pick one term from each of the 4 glossary categories above and write one original sentence for each, describing any simple process you know (making tea, washing clothes, a school routine).
- use passive voice as the default for process description, connect stages with varied sequencing language, and correctly match linear/cyclical structure to the diagram shown
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1. Passive voice. Which sentence describes a process step in the correct style?
Answer: B. Process descriptions use the passive voice — are collected, are cleaned — because the steps matter, not who does them. A names workers (unnecessary), C is not a full sentence, D is future tense. 🔑 বাংলায়: process বর্ণনায় passive voice ডিফল্ট — “are collected / are cleaned” (কে করছে তা নয়, ধাপগুলোই মুখ্য)। তাই B সঠিক। -
2. Sequencing. Which sentence links the stages correctly (one connector per stage)?
Answer: B. One clear sequencing link per stage — then … after which — moves the reader smoothly through the steps. A piles up connectors, C repeats a word, D uses the wrong (cause) linker with an illogical result. 🔑 বাংলায়: প্রতি ধাপে একটি sequencing শব্দ ব্যবহার করুন (then / after which)। অনেকগুলো একসাথে জমাবেন না। তাই B সঠিক। -
3. Cyclical or linear? The new bottles are used again and the process starts over. This process is:
Answer: B. Because the output returns to the beginning and repeats, this is a cyclical process — check this before writing your ending, and close with a phrase like “thus completing the cycle,” not “finally, the product is ready.” 🔑 বাংলায়: শেষে যদি আবার শুরুতে ফিরে যায়, সেটা cyclical — শেষ লেখার আগেই এটা যাচাই করুন, আর “completing the cycle” দিয়ে শেষ করুন। তাই B সঠিক।
Writing Task 2: Essay Planning & Type-Specific Structure
Most weak Task 2 essays don't fail because of grammar — they fail because they don't precisely answer the exact question asked, or because they follow the wrong internal structure for that essay type. This chapter is entirely about what happens BEFORE you write a single sentence: reading the prompt like an examiner would, planning your content in two minutes, and knowing exactly what each body paragraph needs to contain for the specific type of essay in front of you. Task 2 counts twice as much as Task 1 toward your Writing band, so this planning phase — often skipped by rushed students — deserves real attention.
- know and apply a prompt-analysis technique that identifies exactly what a prompt is asking before you plan anything
- create a 2-minute sketch before writing any essay, so you never run out of ideas mid-paragraph
- match your body paragraphs' content to the structure each of the six essay types actually needs
See the target first — a full sample essay
Before learning the technique, look at what a finished Task 2 response actually looks like. Below is a sample prompt with a complete model answer, each part labelled — Introduction, Body 1, Body 2, and Conclusion — so you know exactly what you're building toward before the tricks below teach you how.
"Some people believe that unpaid community service should be a compulsory part of every high school student's education. To what extent do you agree or disagree?"
IntroductionIt is sometimes suggested that all secondary school students should be required to complete a period of unpaid community service before graduating. This essay strongly agrees with this view, since such a requirement builds practical life skills and civic responsibility that traditional classroom teaching alone cannot provide.
Body 1Firstly, community service exposes students to responsibilities and challenges rarely encountered inside a classroom. Volunteering at a care home or on an environmental project, for instance, requires students to communicate with people from different age groups and backgrounds, developing interpersonal skills that will serve them well in future workplaces. Unlike a purely academic assignment, this kind of hands-on responsibility cannot be simulated through textbooks or exams alone.
Body 2Secondly, a mandatory scheme instils a lasting sense of civic duty that voluntary schemes fail to reach on the same scale. When participation is optional, it is typically only the most motivated students who take part, meaning many young people miss out on this valuable experience entirely. Making the requirement compulsory ensures that every student, regardless of their initial inclination, gains some exposure to the needs of their local community.
ConclusionIn conclusion, requiring every high school student to undertake unpaid community service would provide practical, interpersonal, and civic benefits that classroom-based education alone cannot deliver, and this essay firmly supports its introduction.
Quick reference — six essay types & what they ask
| Type | What it actually asks |
|---|---|
| Opinion (Agree/Disagree) | State and defend ONE clear position throughout — don't switch sides |
| Discuss both views | Explain BOTH sides fairly, then give your own opinion — usually in the conclusion |
| Problem–Solution | Explain the causes/problems, then propose realistic solutions |
| Advantages–Disadvantages | Weigh both sides — sometimes with your opinion on balance, sometimes not (read the prompt carefully) |
| Cause and Effect | Explain WHY something happens, then what RESULTS from it — no solution is asked for; don't confuse with Problem-Solution |
| Two-part (direct question) | Answer BOTH questions the prompt asks — one body paragraph per question; give an opinion only if a question explicitly asks for one |
Flow: Budget roughly 4–5 minutes per trick (~18 minutes for all four), then the practice phase below applies planning to two new prompts.
Before planning anything, identify three things in the prompt: the TASK VERB PHRASE (what you're actually asked to do — this also tells you the essay type: "to what extent do you agree" = Opinion; "discuss both views" = Discuss-both; "causes...and solutions" = Problem-Solution; "advantages and disadvantages" = Adv-Dis; two separate direct questions, e.g. "why is this happening? is it a positive development?" = Two-part), the TOPIC NOUNS (the exact subject), and any ADJECTIVES/ADVERBS that narrow the scope (e.g. "increasingly," "solely," or a specific group like "young people," not everyone).
Essays that drift into a generic version of the topic, or use the wrong structure for the task verb, lose Task Response marks even with flawless English — the prompt's own words are your checklist for staying exactly on-topic.
"Some people believe that social media has had a mostly negative effect on face-to-face communication among young people. To what extent do you agree?" → Task verb: "to what extent do you agree" → Opinion essay. Topic nouns: social media, face-to-face communication, young people. Key qualifier: "mostly negative" (the specific claim to evaluate) and "young people" (not everyone — stay focused on this group).
Identify the task verb (+ essay type), topic nouns, and key qualifier: "Many schools are increasingly relying on computers rather than textbooks for teaching. Discuss the advantages and disadvantages of this approach."
Before writing a single sentence, jot a brief skeleton: your position (if Opinion/Discuss-Both) plus one line per body paragraph naming its main point. This takes 2 minutes and prevents running out of ideas mid-paragraph or drifting off-topic.
A rushed start without a plan is the most common reason a student's Body 2 paragraph is noticeably weaker or shorter than Body 1 — planning both paragraphs' content BEFORE writing either one prevents this imbalance.
Sketch for the social media prompt above: "Position: partly agree — negative for depth, but not eliminating contact. B1: reduces face-to-face DEPTH (easy shallow contact online replaces meaningful conversation). B2: BUT can also strengthen distant relationships (keeps in touch with friends who moved away)."
Write a 3-line sketch (position + 2 body points) for: "Some people think the best way to reduce traffic congestion is to increase the price of petrol. Do you agree or disagree?"
Body 1 and Body 2 don't contain the same KIND of content for every essay type. Opinion needs two reasons (or a reason plus a rebuttal) for your view. Discuss-Both needs a View-A paragraph, then a View-B paragraph. Problem-Solution needs a causes paragraph, then a solutions paragraph. Advantages-Disadvantages needs an advantages paragraph, then a disadvantages paragraph. Cause and Effect needs a causes paragraph, then an effects/consequences paragraph — easy to confuse with Problem-Solution, but no solution is ever asked for. Two-part (direct question) needs one body paragraph answering each of the prompt's two direct questions — for example, one paragraph on why a trend is happening and a second on whether it is a positive or negative development.
Using an Opinion-essay structure (two reasons for your view) when asked for Problem-Solution (causes then solutions) answers a different, ungraded question — this is a Task Response failure, not a minor structural preference.
Discuss-Both prompt on free vs. paid education → Body 1 explains the case FOR free education fairly (not yet your opinion); Body 2 explains the case FOR paid education fairly; your own opinion appears in the conclusion.
"The number of people choosing to live alone has increased in many countries. What problems does this cause, and what solutions can address them?" What should Body 1 and Body 2 each contain?
| Paragraph | Content |
|---|---|
| Introduction | Paraphrase + position — Trick 4 |
| Body 1 & Body 2 | Content matched to essay type — Trick 3 |
| Conclusion | Restate your position, summarising — no new arguments |
The introduction is two sentences: one paraphrasing the topic (not copied), and one directly stating your position (Opinion / Discuss-both) or previewing your structure (Problem-Solution / Adv-Dis). The examiner should know your stance from the introduction alone.
An introduction with no clear position forces the examiner to guess your stance until the conclusion — this reads as unclear, poorly organised writing even when the body paragraphs are strong.
Prompt: "...Discuss both views and give your own opinion." → "Whether tertiary education should be funded by the state or paid for individually is a matter of ongoing debate. While there are compelling arguments on both sides, this essay will argue that a partially subsidised system offers the most sustainable balance."
Prompt: "Some people think children should begin learning a foreign language in primary school. Others believe they should wait until secondary school. Discuss both views and give your own opinion." Write ONE introduction sentence stating your position.
Flow: Step 1 (4 min) → Step 2 (8 min) → Step 3 (12 min). This chapter builds the PLAN only — full paragraph writing is the focus of the next chapter, and a full timed essay comes later once ideas and language are both in place.
"Traffic congestion is a growing problem in many major cities around the world. What are the causes of this problem, and what solutions can be suggested to address it?"
- Using Trick 1, identify the task verb (+ essay type), the topic nouns, and any key qualifier in the prompt above.
Model: Task verb: "what are the causes...and what solutions" → Problem-Solution essay. Topic nouns: traffic congestion, major cities. Key qualifier: "growing" (a worsening trend, not a stable ongoing issue) and "many" (widespread, not one specific city).
- Using Trick 2 and Trick 3, write a 3-line sketch for the prompt above: one cause-focused Body 1 point and one solution-focused Body 2 point.
Model: B1 (causes): rising car ownership + poor/expensive public transport pushing people toward private cars. B2 (solutions): investment in public transport, plus congestion charges in city centres.
- Using your Step 2 sketch, write the complete introduction paragraph for this essay (paraphrase + overview of what the essay will cover, per Trick 4). Try it first — reveal the full model introduction below to compare.
✓ Reveal the full model introduction
Traffic congestion has become an increasingly serious problem in many of the world's largest cities. This essay will examine the main causes behind this growing issue, before proposing several practical solutions that could help to ease it.
- parse a Task 2 prompt for its task verb, topic nouns, and key qualifiers; sketch a 2-minute plan before writing; and match body-paragraph content to the specific essay type asked for
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1. Parse the prompt. What type of essay is this?
Answer: B. The words “Discuss both views and give your own opinion” name the type directly. Reading the instruction words — not just the topic — tells you exactly what structure to plan. 🔑 বাংলায়: “Discuss both views and give your own opinion” শব্দগুলোই ধরন বলে দেয় — বিষয় নয়, নির্দেশনা-শব্দ পড়ুন। তাই B সঠিক। -
2. Match paragraphs to type. Which body-paragraph plan fits this essay type best?
Answer: B. A “Discuss both views” essay needs one body paragraph per view, with your opinion clear throughout. A, C and D are plans for other essay types. 🔑 বাংলায়: “Discuss both views” essay-তে প্রতিটি view-এর জন্য একটি করে body paragraph, আর নিজের মত স্পষ্ট রাখতে হয়। তাই B সঠিক। -
3. Paraphrase + position. Which introduction paraphrases the prompt and states a position?
Answer: B. It reworks the prompt in fresh words and commits to a clear position. A copies the prompt, C is a vague general statement, and D avoids taking any position. 🔑 বাংলায়: B prompt-কে নতুন ভাষায় লেখে এবং স্পষ্ট অবস্থান নেয়। A কপি, C অস্পষ্ট, D কোনো পক্ষ নেয় না।
Writing Task 2: Developing Ideas & Paragraphs
Once you have a plan from Chapter 10, the real skill is turning that plan into paragraphs that develop each idea fully, using examples that clearly connect to the prompt rather than generic filler — while keeping your position consistent from introduction to conclusion.
- generate genuine ideas even on unfamiliar topics using a structured brainstorming method
- develop each body paragraph point fully — point, explain, example — rather than stating ideas without support
- create examples that directly echo the prompt's own key words, and hold a consistent position throughout
Flow: Budget roughly 4–5 minutes per trick (~20 minutes for all four), then the practice phase below builds full paragraphs on the traffic-congestion prompt from Chapter 10.
If you can't think of a reason or example, run through a mental checklist of common angles: economic, social/personal, environmental, educational, technological, health. One of these almost always produces a usable idea.
Examiners don't grade the ORIGINALITY of your ideas, only how well you explain and support them — a simple, common idea explained clearly outscores a vague, ambitious one you can't fully develop.
Prompt about city green spaces → economic angle (property values rise nearby), social angle (community interaction), health angle (space for exercise and mental wellbeing).
Prompt: "Should university education be free?" Using the category checklist, name one economic angle and one social angle.
Each body paragraph makes exactly ONE main point, then explains why it's true, then gives a specific example or consequence. Never cram two unrelated ideas into one paragraph, and never state a point without explaining it.
Two underdeveloped points score lower than one point fully explained — Coherence and Cohesion specifically rewards depth of development, not the number of points raised.
"Free education helps poor students. It also helps the economy. Countries like Germany do it."
"Proponents argue that free education removes a significant barrier for talented students from low-income families, who might otherwise be unable to attend regardless of academic ability. Countries that have adopted this model, such as Germany, often point to a more socially mobile population as evidence that the long-term economic benefit outweighs the initial public cost."
A) "Public transport investment reduces traffic. It also helps pollution. Cities need more buses." B) "Investing in public transport can significantly reduce traffic congestion, since commuters who switch from private cars to buses or trains remove their vehicles from the road entirely, easing pressure on the whole network."
A good example should reuse the SPECIFIC key words identified in Chapter 10 (the topic nouns and qualifiers), not just any generic supporting detail — this proves you're answering THIS question, not a rehearsed generic essay.
Examiners can tell when an example is a memorised template loosely bolted onto the topic — anchoring the example's wording to the prompt's own key terms signals genuine, on-topic development.
Prompt uses "young people" and "face-to-face communication" → weak generic example: "For example, technology has changed how we live." Anchored example: "For instance, many young people now message friends daily online but meet them face-to-face far less often than previous generations did."
Prompt: "Should the government invest more in public transport rather than roads?" Write one example sentence that reuses the words "public transport" and "government investment."
For Opinion and Discuss-both-give-opinion essays, your position must be clear and consistent from introduction to conclusion — not "there are good points on both sides" with no actual stance taken.
A fence-sitting essay loses marks on Task Response even when both sides are explained well — the task specifically asks for YOUR opinion, not just balanced description.
"Both free and paid education have advantages, so it really depends on the country's circumstances."
"While paid education has its merits, this essay will argue that free university education produces greater long-term benefits for society as a whole."
Rewrite this fence-sitting conclusion into one with a clear position: "In conclusion, there are points to consider on both sides of this issue."
Flow: Step 1 (5 min) → Step 2 (15 min) → Step 3 (20 min).
- Using Trick 1, generate one economic-angle idea and one social-angle idea for the traffic-congestion prompt from Chapter 10.
Model: Economic — traffic congestion wastes fuel and working hours, harming productivity. Social — long commutes reduce time available for family and community life.
- Using Tricks 2–3, write the complete "causes" body paragraph for the traffic-congestion essay, with one fully explained point and an example anchored to the prompt's own words.
Model: One of the main causes of traffic congestion is the steady rise in private car ownership, particularly in cities where public transport remains limited or expensive. As more residents choose to drive rather than rely on buses or trains, road networks that were not designed for such volume become increasingly overwhelmed. For instance, government investment in public transport in cities like Tokyo has significantly reduced private car dependency, showing how directly the two factors are linked.
- Use all four tricks together: brainstorm if needed, one fully explained point per paragraph, examples anchored to the prompt's own words, and (where relevant) a consistent position. Try it first — reveal the full model paragraphs below to compare.
✓ Reveal the full model paragraphs
Body 1 (causes): One of the main causes of traffic congestion is the steady rise in private car ownership, particularly in cities where public transport remains limited or expensive. As more residents choose to drive rather than rely on buses or trains, road networks that were not designed for such volume become increasingly overwhelmed. For instance, government investment in public transport in cities like Tokyo has significantly reduced private car dependency, showing how directly the two factors are linked.
Body 2 (solutions): A number of practical solutions could help ease this problem. Investing more heavily in public transport infrastructure, for example by expanding metro and bus networks, would give commuters a genuine alternative to driving. In addition, many cities have successfully introduced congestion charges for vehicles entering busy central areas, which directly discourages unnecessary car use during peak hours while raising funds that can be reinvested in public transport.
- brainstorm ideas by category when stuck, fully develop one point per paragraph, anchor examples to the prompt's own words, and hold a consistent position throughout an essay
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1. One point, fully explained. Which body paragraph is developed properly (not just a list)?
Answer: B. It makes one point (no commute) and fully explains it with a cause-and-effect chain. A is a list of undeveloped points, C is off-topic, and D states a point with no explanation. 🔑 বাংলায়: B একটি পয়েন্ট (commute বাদ) নিয়ে কারণ-ফলসহ পুরোপুরি ব্যাখ্যা করে। A শুধু তালিকা, C প্রসঙ্গের বাইরে, D ব্যাখ্যাহীন। তাই B সঠিক। -
2. Never sit on the fence. Which thesis takes a clear position?
Answer: B. It commits to a side and previews the reasons. A, C and D all “sit on the fence,” which weakens the whole essay — the examiner cannot see your position. 🔑 বাংলায়: B স্পষ্ট পক্ষ নেয় ও কারণ জানায়। A, C, D সব “বেড়ায় বসে থাকা” — এতে essay দুর্বল হয়। তাই B সঠিক। -
3. Anchor the example. Which example best supports a point about companies benefiting?
Answer: B. A strong example is anchored to the prompt's own idea — here, companies benefiting. A and C are irrelevant; D is about students, not companies. 🔑 বাংলায়: ভালো উদাহরণ prompt-এর কথার সাথে বাঁধা থাকে — এখানে কোম্পানির লাভ। A, C অপ্রাসঙ্গিক; D ছাত্রদের কথা, কোম্পানির নয়। তাই B সঠিক।
Writing Task 2: Academic Essay Language Toolkit
Chapters 10 and 11 taught the STRUCTURE and IDEAS of a Task 2 essay. This chapter gives you the actual LANGUAGE to express them — a comprehensive phrase bank for every function an essay needs: giving an opinion, agreeing, opening a body paragraph, giving examples, concluding, and — for Problem-Solution and cause/effect essays specifically — describing problems, proposing solutions, giving reasons, and making suggestions.
- know and apply two specific tricks for matching phrase choice to essay type and varying it across an essay
- have a working phrase bank of 10 categories covering every major essay-writing function
- rewrite a basic paragraph into an academically registered one using deliberately varied phrases
Flow: Trick 1 + Trick 2 (10 min) → Group 1 glossary + practice (12 min) → Group 2 glossary + practice (12 min) → combined rewrite practice (15 min).
Not every phrase bank suits every essay type. Problem/Solution language belongs in Problem-Solution essays, not a pure Opinion essay — using it where it wasn't asked for signals you've misread the task.
Matching vocabulary to task type is a Task Response signal, not just a style choice — an examiner notices when "a viable solution would be" appears in an essay that never asked for solutions.
Opinion essay ("To what extent do you agree...") → lean on opinion + agreement phrases throughout. Problem-Solution essay → problem + solution phrases should dominate the body paragraphs, with opinion phrases mainly in the introduction and conclusion.
You're writing a Problem-Solution essay about traffic congestion. Which phrase group should dominate your body paragraphs — general opinion language, or problem/solution language?
Using the exact same phrase for every instance of a function — "For example" every single time — reads as mechanical. Pick a different phrase from the same category each time you need it.
Lexical Resource specifically rewards range — repeating one phrase throughout, even a correct one, caps your score below what a range of accurate alternatives would earn.
"For example... For example... For example..."
"For instance, many countries have already implemented similar policies. This is further illustrated by the case of Sweden, where..."
You need to introduce two examples in one essay. Write two DIFFERENT phrases from the Examples category below (not the same one twice).
Phrase bank, Group 1 — general essay language (every essay type)
- I would argue that / it is my firm belief that
- from my perspective, / in my view,
- I fully concur with the view that
- while there is some merit to this view, / this is a valid point; however,
- the primary reason for this is / one of the most significant factors is
- to begin with, / a further consideration is
- for instance, / a clear illustration of this can be seen in
- to illustrate this point, / this is exemplified by
- in conclusion, / to sum up,
- taking everything into account, / on balance,
- ___, free education produces significant long-term benefits for society. → In my view / I would argue that (opinion)
- ___ this view, since the evidence clearly supports it. → I fully concur with (agreement)
- ___ is that free education removes financial barriers for talented students. → The primary reason for this (body opener)
- ___, Germany's system demonstrates the long-term benefits of state-funded education. → For instance / To illustrate this point (examples)
- ___, the benefits of free education outweigh the costs. → In conclusion / On balance (conclusion)
Phrase bank, Group 2 — function-specific language (Problem-Solution & cause/effect essays)
- a pressing issue in this regard is / one major drawback of this is
- this gives rise to a number of problems, including
- a viable solution to this problem would be
- this issue could be addressed by / one effective measure would be to
- this is primarily due to / a key factor contributing to this is
- this can be attributed to
- it would be advisable to / one recommendation would be to
- policymakers should consider
- this indicates that / this suggests that
- it is evident that / this highlights the fact that
- ___ of traffic congestion is the sheer number of private vehicles on the road. → A pressing issue / One major drawback (problem)
- ___ by investing more heavily in public transport infrastructure. → This issue could be addressed (solution)
- ___ the rapid growth of urban populations over the past two decades. → This is primarily due to / This can be attributed to (reason)
- ___ that governments introduce a congestion charge in major cities. → It would be advisable / One recommendation would be (suggestion)
- ___ that a combined approach is more effective than any single measure. → This indicates / This suggests (indicating)
See it in action — full paragraphs, ordinary vs. advanced
"I think working from home is good. It saves time because you don't have to travel. Also it is more comfortable. But some people don't like it because they feel alone."
"It is widely believed that remote working offers considerable benefits. Chief among these is the elimination of daily commuting, which affords employees valuable additional time and reduces work-related stress. Moreover, many report a greater sense of comfort and autonomy in a home environment. Nevertheless, this arrangement is not without drawbacks, as a considerable number of workers experience heightened feelings of isolation."
"One problem is pollution. Cars make a lot of pollution in cities. A solution is to use electric cars instead."
"A pressing issue in this regard is urban air pollution, much of which can be attributed to the large volume of petrol and diesel vehicles on city roads. A viable solution to this problem would be to accelerate the transition to electric vehicles through targeted government subsidies and expanded charging infrastructure."
- Rewrite this basic paragraph using at least 4 phrases from today's two glossaries, varying your choices — don't repeat any phrase: "I think free education is good. For example, Germany does it. So, it helps students."
Model: "It is my firm belief that free education offers considerable benefits. This is exemplified by Germany, which has successfully implemented such a system for decades. This indicates that removing financial barriers can meaningfully improve access to higher education."
- match phrase choice to essay type, vary phrasing across an essay to avoid repetition, and draw on a 10-category phrase bank covering every major essay-writing function
• Match the phrase to the essay type — “One solution would be…” belongs to Problem–Solution, not every essay.
• Vary your phrases — don't start two points with the same connector.
-
1. Register upgrade. Which is the most academic way to write “Lots of people think pollution is a big problem”?
Answer: B. “It is widely believed that… represents a serious problem” is formal and impersonal — the academic register. A uses slang (loads of, reckon, huge); C and D are conversational. 🔑 বাংলায়: academic register মানে আনুষ্ঠানিক, impersonal ভাষা — “It is widely believed that…”। A-তে slang, C/D কথ্য ভাষা। তাই B সঠিক। -
2. Match phrase to type. The phrase “One effective solution to this problem would be to…” belongs to which essay type?
Answer: B. A sentence introducing a solution only fits a Problem–Solution essay. Using it in another type signals you have not matched your language to the task. 🔑 বাংলায়: “solution” বোঝানো বাক্য শুধু Problem–Solution essay-তে মানায়। তাই B সঠিক। -
3. Vary your phrases. You began your first point with “Firstly.” What is the best way to begin the second point?
Answer: B. Repeating “Firstly” shows a narrow range; a different linker (Furthermore / In addition) adds variety, which lifts your Cohesion score. C and D are not real options. 🔑 বাংলায়: একই “Firstly” আবার ব্যবহার করলে ভাষার পরিসর সীমিত মনে হয়; ভিন্ন linker (Furthermore / In addition) ব্যবহার করুন। তাই B সঠিক।
Writing Task 2: Full Practice — All Six Essay Types
This chapter is pure application. You'll practise identifying all six essay types quickly under pressure, learn a final self-check technique to catch Task Response errors before you submit, and write full timed essays across all six types — one in class, the rest at home with full model answers to check against.
- identify any of the six essay types quickly and confidently under timed pressure
- apply a 60-second self-check before submitting, to catch Task Response mismatches
- have written a complete, timed essay for all six essay types
Flow: Trick (5 min) → 6-type identification relay (14 min) → one full timed essay in class, 40 min (rotate which type you assign across different classes/weeks, so students collectively see all six modelled) → the remaining 5 types go home as homework, self-checked against the revealed model answers.
Before submitting, ask 3 quick questions: (1) Did I address every part of the prompt's key words (Chapter 10, Trick 1)? (2) Does my structure actually match the essay type (Chapter 10, Trick 3), not a generic template? (3) Is my position clear and consistent throughout, if this essay type requires one (Chapter 11, Trick 4)?
This catches the single biggest scoring risk — a fluent, well-written essay that doesn't actually answer the question asked — in under a minute, right when it's cheapest to fix, before you submit rather than after.
An essay on zoos (Opinion: "to what extent do you agree that zoos are cruel?") that spends equal time explaining both the case for and against zoos, with no personal stance anywhere — it reads fluently, but fails Question 2 and Question 3 of the self-check, because it has structured itself like a Discuss-Both essay instead.
An essay responding to "Discuss the advantages and disadvantages of working from home" spends its entire Body 1 AND Body 2 on advantages only, never mentioning disadvantages. Which self-check question does this fail, and why?
Quick relay — identify all six types
- "Some people believe that zoos are cruel and should be closed. To what extent do you agree or disagree?" → Opinion. Body 1: your first reason supporting your chosen position.
- "Some people prefer to live in a big city, while others prefer rural life. Discuss both views and give your own opinion." → Discuss-Both. Body 1: the case for city life, explained fairly.
- "Plastic waste in oceans is a serious environmental problem. What are the causes of this problem, and what solutions can be proposed?" → Problem-Solution. Body 1: the main causes of ocean plastic waste.
- "More and more people are working from home instead of in offices. Discuss the advantages and disadvantages of this trend." → Advantages-Disadvantages. Body 1: the advantages of working from home.
- "In many countries, people are consuming more fast food than ever before. What are the causes of this trend, and what effects does it have?" → Cause and Effect. Body 1: the causes of rising fast food consumption (no solution expected).
- "In many countries, the average age of the population is rising. Why is this happening, and is it a positive or negative development?" → Two-part (direct question). Body 1: the reasons the population is ageing (Question 1); Body 2 then answers whether it is a positive or negative development (Question 2).
"Some people believe that zoos are cruel and should be closed. To what extent do you agree or disagree?"
- Apply everything from Chapters 10–12: parse the prompt, sketch your plan, develop each point fully with an anchored example, use varied academic phrasing, hold your position throughout, and self-check before finishing. Try it first — reveal the full model essay below to compare.
✓ Reveal the full model essay
Whether zoos should be considered cruel and closed down is a contentious issue. While I acknowledge the legitimate concerns raised by critics, I believe that well-managed modern zoos serve a valuable purpose and should not be shut down entirely. Critics of zoos argue that confining wild animals to artificially small enclosures causes considerable psychological distress, as these creatures are prevented from expressing natural behaviours such as long-distance roaming or complex social structures. This is a valid concern, particularly for older zoos that have not updated their facilities to reflect current animal welfare standards. Nevertheless, many contemporary zoos play a crucial role in conservation efforts that would be difficult to replicate elsewhere. For instance, breeding programmes for endangered species, such as the giant panda, have significantly increased population numbers that were once critically low in the wild. Furthermore, zoos provide invaluable educational opportunities, allowing millions of visitors, many of whom would never otherwise encounter these animals, to develop a genuine appreciation for wildlife conservation. In conclusion, while some historical criticisms of zoos remain valid, particularly regarding poorly managed facilities, well-regulated modern zoos that prioritise animal welfare and conservation should be permitted to continue their important work rather than being closed entirely.
✓ Reveal the full model answers
Discuss-Both (city vs. rural):
Where people choose to live — in a bustling city or a quiet rural area — is a matter of ongoing debate, with compelling reasons on both sides. Those who favour city life often point to the wealth of opportunities available, including access to better employment, education, and entertainment. On the other hand, advocates of rural living emphasise the quality of life that comes with slower-paced, close-knit communities. In my opinion, while cities undeniably offer greater opportunity, the long-term wellbeing benefits of rural life make it the more sustainable choice for many families, provided reliable employment can be found.
Problem-Solution (ocean plastic):
Plastic waste in the world's oceans has become an increasingly urgent environmental problem, with far-reaching causes and several potential solutions. A pressing issue in this regard is the widespread use of single-use plastics, much of which ends up in rivers and eventually oceans due to inadequate waste management systems. A viable solution to this problem would be to introduce stricter regulations on single-use plastics, alongside investment in improved waste collection and recycling infrastructure in coastal regions with high plastic leakage.
Advantages-Disadvantages (working from home):
The shift toward remote working instead of traditional office environments has brought both notable advantages and significant drawbacks. Among the clearest advantages is the flexibility that remote work affords employees, who save considerable time and money by eliminating daily commutes. However, a considerable number of remote workers report feelings of isolation, and collaboration on complex projects can become more difficult without the spontaneous communication an office environment provides. On balance, organisations must actively address the risk of isolation to make this arrangement sustainable long-term.
Cause and Effect (fast food consumption):
In recent decades, the consumption of fast food has risen dramatically in many parts of the world. This essay will examine why this trend has developed before considering its impact on both individuals and wider society. Several factors have driven this shift toward fast food. Modern working patterns leave many people with far less time to prepare meals at home than previous generations enjoyed, making a quick takeaway meal a practical necessity rather than a luxury. Fast food is also widely available and inexpensive compared with many other dining options, particularly in urban areas. Furthermore, extensive marketing campaigns, often specifically targeting children and young adults, have normalised fast food as an everyday part of life rather than an occasional treat. This growing reliance on fast food has produced serious consequences. At the individual level, diets high in fast food are strongly linked to rising rates of obesity, as such meals tend to be high in saturated fat, sugar, and salt while offering little nutritional value. This has, in turn, contributed to a sharp increase in diet-related illnesses such as type 2 diabetes and heart disease. At the societal level, these health problems place a considerable financial burden on healthcare systems, which must treat growing numbers of preventable, diet-related conditions. In conclusion, busier lifestyles, affordability, and aggressive marketing have all contributed to the rise of fast food consumption, and this trend has had significant negative effects on both public health and healthcare systems.
Two-part (ageing population):
The populations of many nations are steadily growing older, a development that raises two questions: what lies behind it, and whether it should be welcomed or resisted. Several factors explain why the average age is rising. Firstly, advances in medicine, nutrition, and public health have greatly extended life expectancy, so far more people now live well into old age than in previous generations. At the same time, birth rates in many countries have fallen sharply, as couples increasingly choose to have fewer children, and later in life, often for financial or career reasons. Together, longer lives and fewer births shift the balance of the population toward older age groups. In my view, this trend is, on balance, a negative development, chiefly because of the economic strain it creates. As the proportion of retired people grows relative to the working-age population, a smaller workforce must support rising pension and healthcare costs, placing heavy pressure on public finances. There are, admittedly, positive aspects — older citizens contribute valuable experience and often provide unpaid childcare and community support. On balance, however, these benefits are outweighed by the fiscal and labour-market challenges unless governments plan carefully for them. In conclusion, rising life expectancy and falling birth rates are driving the ageing of populations, and while this brings some advantages, its long-term economic consequences make it a predominantly negative development.
- quickly identify any of the six Task 2 essay types, apply a reliable self-check before submitting, and have completed a full timed essay in each of the six types
• Discuss both views: “Discuss both views and give your opinion.”
• Problem–Solution: “What are the causes… and what can be done?”
• Advantages–Disadvantages: “Do the advantages outweigh the disadvantages?”
• Cause–Effect: “What are the causes and effects of…?”
• Two-part (direct question): two direct questions, e.g. “Why is this happening? Is it a positive or negative development?”
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1. “In many countries the number of people suffering from stress is increasing. What are the causes of this, and what can be done about it?”
Answer: C. “What are the causes… and what can be done?” asks for a problem and its solutions — a Problem–Solution essay. 🔑 বাংলায়: “কারণ কী… এবং কী করা যায়?” — সমস্যা ও সমাধান চায়, তাই Problem–Solution (C)। -
2. “Some people believe that university education should be free for everyone. Do you agree or disagree?”
Answer: A. “Do you agree or disagree?” is the classic Opinion prompt — take one clear side and defend it. 🔑 বাংলায়: “Do you agree or disagree?” হলো Opinion prompt — একটি স্পষ্ট পক্ষ নিন। তাই A সঠিক। -
3. “Online shopping has grown quickly in recent years. Do the advantages of this development outweigh the disadvantages?”
Answer: D. “Do the advantages outweigh the disadvantages?” names the type in its own words — an Advantages–Disadvantages essay that must reach a clear verdict. 🔑 বাংলায়: “advantages outweigh the disadvantages?” — এটি Advantages–Disadvantages essay, শেষে স্পষ্ট রায় দিতে হয়। তাই D সঠিক।
Writing Accuracy: Grammar, Mistakes & Spelling
This chapter assumes you can already write in English — it's not a grammar-from-zero lesson. Instead, it targets the specific errors that keep showing up in otherwise strong IELTS essays: the kind of mistake a confident writer makes without noticing, because it doesn't feel wrong. This chapter is built around six specific tricks, one per error type, each with an instant example and a try-it, before a combined correction task tests all six together.
- know and apply six specific tricks for correcting the most common higher-level errors in IELTS-style academic writing
- choose British or American spelling and use it consistently
- proofread your own writing using a repeatable checklist
Flow: Same pattern as previous chapters: state the trick → instant example → try-it attempted without looking ahead → reveal the Correction/Why box (Teacher copy only) → discuss. Budget roughly 3–4 minutes per trick (~22 minutes for all six).
Words like information, advice, research, evidence, and equipment are always singular in form — never add "-s," and never use "many" or "a" directly before them. Use "much," "a lot of," or "a piece of" instead.
This is one of the most common Band 6.5+ errors — even fluent writers add "-s" reflexively, and it's an instant, visible accuracy flag for examiners.
Wrong: "The government should provide more informations." Right: "The government should provide more information."
"She gave me many useful advices before the exam."
Certain words always pair with one specific preposition, or none at all — "discuss" takes NO "about"; for stating your OWN opinion, use "in my opinion" or "I believe," not "according to me" (that phrase is only for citing someone else's claim).
Fixed collocations like this can't be reasoned out grammatically — they simply have to be known, and getting them wrong reads as a lower Lexical Resource band regardless of vocabulary range elsewhere.
Wrong: "Let's discuss about the plan." Right: "Let's discuss the plan."
"According to me, the government should invest more in healthcare."
In a long subject (subject + prepositional phrase before the verb), the verb must agree with the REAL head noun, not whichever noun happens to sit right before the verb.
This structure appears constantly in academic writing, and getting it wrong is one of the most common Grammatical Range errors in strong essays — precisely because the wrong noun feels closer and more natural to match.
Wrong: "The results of the study shows a clear trend." Right: "The results of the study show a clear trend." (subject = "results," plural — not "study")
"The number of students who choose engineering are increasing every year."
Quick reference — six errors that hold back strong writers
| Error type | Wrong | Right |
|---|---|---|
| Uncountable nouns — Trick 1 | many informations, advices, researches | much information, advice, research |
| Fixed prepositions — Trick 2 | discuss about, according to me | discuss (no "about"), in my opinion |
| Subject–verb agreement — Trick 3 | The results of the study shows… | The results of the study show… |
| Article overuse/omission — Trick 4 | The education is important for the society | Education is important for society |
| Word-form confusion — Trick 5 | This has a big affect on economical growth | This has a big effect on economic growth |
| Comma splices — Trick 6 | Prices rose, this affected everyone. | Prices rose, which affected everyone. |
When talking about a concept in general, not one specific instance, use no article at all — "education," "technology," "society" — not "the education," "the society."
Over-using "the" in front of abstract nouns is one of the clearest non-native-writer signals to examiners — and it's a pattern, not a one-off mistake, so fixing the pattern fixes many sentences at once.
Wrong: "The education is important for the society." Right: "Education is important for society."
"Many people believe that the technology has changed our life completely."
Words that look almost identical but function differently — economic/economical, affect/effect — are chosen by grammatical role and meaning, not by "which one sounds right."
These pairs are easy to mishear when proofreading by ear, so checking word FORM (is it functioning as a noun, adjective, or verb here?) catches what reading-aloud won't.
Wrong: "This has a big affect on economical growth." Right: "This has a big effect on economic growth." ("affect" = verb, "effect" = noun here; "economic" = relating to the economy, "economical" = frugal — different meanings entirely)
"The economical crisis had a serious affect on small businesses."
Two complete sentences can't be joined with just a comma (a "comma splice"). Use a full stop, a semicolon, or a connector like "which" or "and this."
This is a genuine sentence-boundary error, not a style choice — examiners read it as a Grammatical Range and Accuracy fault, since it shows uncertainty about where one sentence ends and the next begins.
Wrong: "Prices rose, this affected everyone." Right: "Prices rose, which affected everyone." / "Prices rose; this affected everyone."
"Many companies discuss about their plans openly, this builds trust with customers."
Flow: In-class combined correction task (15 min) → proofreading checklist practice on their own Chapter 13 essay (15 min).
- The government should provide more informations about the policy. → more information (Trick 1 — uncountable)
- Many people believe that the technology has changed our life completely. → Many people believe that technology has changed our lives (Trick 4 — no article; also "lives" plural)
- The number of students who choose engineering are increasing every year. → is increasing (Trick 3 — subject is "the number," singular)
- According to me, the government should spend more on the healthcare. → In my opinion, the government should spend more on healthcare (Trick 2 + Trick 4)
- The economical crisis had a serious affect on small businesses. → The economic crisis had a serious effect (Trick 5)
- Many companies discuss about their plans openly, this builds trust with customers. → discuss their plans openly. This builds trust… (Trick 2 + Trick 6)
Proofread your own writing
Take your Chapter 13 Task 2 essay. Go through it once for each of the following, one pass at a time — not all six at once:
- Circle every uncountable noun — did you accidentally pluralise or add "many/a" to any?
- Underline every "discuss," "according to," and opinion phrase — check the preposition
- For every long subject (more than 4 words before the verb), check the verb still agrees with the real subject, not the nearest noun
- Check "the" before every general/abstract noun (education, society, technology) — remove it unless referring to something specific
- Confirm spelling consistency — British or American, not both
- identify and correct the six most common higher-level writing errors, and proofread their own essays using a repeatable checklist
• Find the real subject — “The number of students” is singular → is, not are.
• Don't join two full sentences with only a comma (comma splice) — use a semicolon or a joining word.
-
1. Uncountable nouns. Which sentence is correct?
Answer: B. Information is uncountable — no -s, and quantified with a great deal of. A (informations), C (advices) and D (researches) all wrongly make an uncountable noun plural. 🔑 বাংলায়: information / advice / research uncountable — এদের -s হয় না। তাই B সঠিক (A, C, D ভুলভাবে plural করেছে)। -
2. Subject–verb agreement. Which sentence is correct?
Answer: A. The real subject is “The number” (singular) → is, not the nearest noun students. B, C and D all match the verb to the wrong noun. 🔑 বাংলায়: আসল subject হলো “The number” (singular) → is; কাছের noun (students) নয়। তাই A সঠিক। -
3. Comma splice. Which sentence is punctuated correctly?
Answer: B. Two complete sentences need a semicolon (or a joining word like and) — not just a comma. A is a comma splice, C is a run-on, and D loses the second subject. 🔑 বাংলায়: দুটি পূর্ণ বাক্য জোড়া দিতে semicolon (বা and) লাগে, শুধু কমা নয়। A comma splice, C run-on, D-তে subject নেই। তাই B সঠিক।
Writing — Full Section Tests
Once you have worked through the chapters, put it all together in a full exam-style test: Task 1 + Task 2, a 60-minute timer, live word counters, and band-graded model answers (5.5–9.0) with a self-assessment checklist for every answer, in English & Bangla. Each test uses a different Task 1 type — line graph, bar chart, process diagram and map — and a different Task 2 essay type. All 100% original CILL material at real IELTS Academic difficulty.