IELTS Academic Writing

You take Writing either by typing on a computer (IELTS on Computer) or by hand with Writing on Paper, where Listening and Reading are on computer and only Writing is handwritten. Writing on Paper is offered in selected countries for Academic and General Training, but not for IELTS for UKVI. The tasks, timing and marking are the same in both. Your Test Report Form does not show which mode you used.

Shows change over time. Describe the overall direction of each line, peaks and lows, and where lines cross. Use a range of trend language (rose steadily, fell sharply, levelled off).

1. Introduction: paraphrase what the visual shows (what, where, when). One or two sentences.
2. Overview: the two or three most important trends or features, with no figures. This paragraph matters most for Task Achievement.
3. Body 1: the first period or the lines that rose, with figures and dates.
4. Body 2: the remaining period or the lines that fell, with comparisons.

Compares categories, sometimes over time. Group similar bars instead of describing each one. Name the highest and lowest and state the biggest differences.

1. Introduction: paraphrase what the visual shows (what, where, when). One or two sentences.
2. Overview: the two or three most important trends or features, with no figures. This paragraph matters most for Task Achievement.
3. Body 1: the largest categories and how they compare.
4. Body 2: the smaller categories and any notable changes.

Shows proportions of a whole. Use percentages and fractions (just over a quarter, nearly half). With two or more pies, focus on what changed between them.

1. Introduction: paraphrase what the visual shows (what, where, when). One or two sentences.
2. Overview: the two or three most important trends or features, with no figures. This paragraph matters most for Task Achievement.
3. Body 1: the largest shares and how they differ between charts.
4. Body 2: the smaller shares and any category that grew or shrank.

Holds many numbers. Do not copy every figure: pick the highest, lowest and most striking values, and group rows or columns that behave alike.

1. Introduction: paraphrase what the visual shows (what, where, when). One or two sentences.
2. Overview: the two or three most important trends or features, with no figures. This paragraph matters most for Task Achievement.
3. Body 1: one group of rows or columns with selected figures.
4. Body 2: the other group, with comparisons to the first.

Two different visuals, such as a line graph and a pie chart. Cover both and, where it makes sense, connect them. The overview should mention the main point of each visual.

1. Introduction: paraphrase what the visual shows (what, where, when). One or two sentences.
2. Overview: the two or three most important trends or features, with no figures. This paragraph matters most for Task Achievement.
3. Body 1: the first visual.
4. Body 2: the second visual, linked to the first where possible.

Shows how something is made or how a natural cycle works. Say how many stages there are and where the process starts and ends. Use sequencing words and the passive voice (the leaves are dried, then crushed).

1. Introduction: paraphrase what the diagram shows.
2. Overview: the number of stages, and the start and end points.
3. Body 1: the first half of the stages, in order.
4. Body 2: the remaining stages, in order.

Usually shows how a place changed between two dates, or plans for a site. Describe what was added, removed or converted, using location language (to the north of, next to, opposite).

1. Introduction: paraphrase what the maps show and the years.
2. Overview: the biggest overall changes (for example, more housing and fewer trees).
3. Body 1: changes in one area or direction.
4. Body 2: changes in the other areas, and anything that stayed the same.

Prompt words: "To what extent do you agree or disagree?", "Do you agree?"

1. Introduction: paraphrase the statement and give your position clearly.
2. Body 1: your main reason, explained and supported with an example.
3. Body 2: a second reason, or a partial agreement if your view is balanced.
4. Conclusion: restate your position in fresh words. Add no new ideas.

Keep the same position from the introduction to the conclusion. A view that changes halfway loses marks under Task Response.

Prompt words: "Discuss both views and give your own opinion."

1. Introduction: present the two views and say which one you lean towards.
2. Body 1: the first view, with reasons and an example.
3. Body 2: the second view, with reasons and an example.
4. Conclusion: your own opinion, stated directly.

If the question asks for your opinion and you do not give one, the task is only partly answered.

Prompt words: "What are the advantages and disadvantages?" or "Do the advantages outweigh the disadvantages?"

1. Introduction: paraphrase the topic. If asked whether one side outweighs the other, answer here.
2. Body 1: two main advantages, each explained.
3. Body 2: two main disadvantages, each explained.
4. Conclusion: summarise. For an "outweigh" question, repeat which side is stronger and why.

Prompt words: "What problems does this cause? What can be done?", "Why is this happening? How can it be solved?"

1. Introduction: paraphrase the issue and say you will cover problems (or causes) and solutions.
2. Body 1: two problems or causes, each explained with a consequence.
3. Body 2: a practical solution for each problem, saying who should act and how.
4. Conclusion: summarise the main problem and the most useful solution.

Link each solution to a problem you named. Solutions that answer nothing in Body 1 weaken coherence.

The prompt asks two separate questions, for example "Why is this happening? Is it a positive or negative development?"

1. Introduction: paraphrase the topic and give a short answer to both questions.
2. Body 1: answer the first question fully.
3. Body 2: answer the second question fully.
4. Conclusion: restate both answers briefly.

Give both questions roughly equal space. Answering one well and the other in a line is a common reason for band 5 or 6.

• Ideas: at 6 the main points are relevant but some stay general or undeveloped. At 7 every main point is explained and supported.
• Organisation: at 6 the order is clear but the linking can be mechanical or repetitive. At 7 the progression is clear throughout and linking is flexible.
• Vocabulary: at 6 the range is adequate, with some errors. At 7 you use less common words with some awareness of style and collocation, and errors are occasional.
• Grammar: at 6 complex sentences appear but often contain errors. At 7 there is a variety of complex structures and many sentences are error-free.

Task 2 counts twice as much as Task 1 in your Writing band. Spend about 20 minutes on Task 1 and about 40 on Task 2, and never let Task 1 eat into Task 2 time.

Illustrative example: Task 1 at band 6 and Task 2 at band 7 gives (6 + 7 + 7) / 3 = 6.67, which reports as about 6.5 for Writing. IELTS does not publish the exact calculation, so treat this as a guide only.