IELTS writing practice is only useful if you know what you are practising toward. This guide covers the complete IELTS Writing module — format, marking criteria, full sample answers for Task 1 and Task 2, and a self-check system to evaluate your own writing before submitting it to a teacher.
Most Pakistani candidates practise IELTS writing by writing essays and hoping they are good. That approach produces slow improvement. Effective practice means writing to specific criteria, comparing your response to a scored example, and identifying your exact errors — not just writing more. This guide gives you everything you need to practise with purpose.
- The IELTS Writing Test — Format and Timing
- How IELTS Writing Is Scored
- Task 1 Practice — Sample Question and Band 7 Answer
- Task 2 Practice — Agree or Disagree Essay
- Task 2 Practice — Discussion Essay
- How to Check Your Own IELTS Writing
- The 6 Most Common IELTS Writing Mistakes
- Frequently Asked Questions
The IELTS Writing Test — Format and Timing
The IELTS Writing module lasts 60 minutes and contains two tasks. Both must be completed in that 60 minutes — there is no separate timer per task. Managing your time between the two tasks is one of the most critical skills in the Writing module.
| Task | Time | Word Count | Weight | Academic | General Training |
|---|---|---|---|---|---|
| Task 1 | 20 min | Min. 150 words | 33% | Describe a graph, chart, table, map, or process | Write a formal, semi-formal, or informal letter |
| Task 2 | 40 min | Min. 250 words | 67% | Write a discursive essay | Write a discursive essay — same as Academic |
Task 2 is worth twice as much as Task 1. If you run short of time, always prioritise completing Task 2. An incomplete Task 2 is far more damaging to your Writing band than a slightly rushed Task 1.
This is a widely recommended strategy — not universally agreed, but broadly sensible. Task 2 is worth more and is cognitively more demanding. Writing it first, when your thinking is freshest, tends to produce better essays. Task 1 is more mechanical and easier to complete quickly at the end. Try both approaches in practice and choose what works for you.
How IELTS Writing Is Scored
Both Task 1 and Task 2 are assessed on four criteria, each worth 25% of the task score. Understanding these criteria is the foundation of all effective IELTS writing practice — without them, you do not know what you are aiming for.
| Criterion | Task 1 Name | Task 2 Name | What It Assesses |
|---|---|---|---|
| Criterion 1 | Task Achievement | Task Response | Did you fully address all parts of the task? Task 1: overview + key features. Task 2: clear position + fully developed arguments. |
| Criterion 2 | Coherence and Cohesion | Is the response logically organised? Do ideas flow clearly? Is paragraphing used appropriately? | |
| Criterion 3 | Lexical Resource | Is vocabulary varied, accurate, and appropriate? Are collocations used naturally? | |
| Criterion 4 | Grammatical Range and Accuracy | Is a variety of sentence structures used? Are most sentences grammatically correct? | |
| Band | Task Response / Achievement | Coherence | Vocabulary | Grammar |
|---|---|---|---|---|
| Band 5 | Addresses task partially; position unclear | Some organisation; cohesion often faulty | Limited range; noticeable errors | Limited structures; frequent errors |
| Band 6 | Addresses all parts; position sometimes unclear | Organised but not always logical; mechanical linking | Adequate range; some inaccuracies | Mix of structures; errors in complex ones |
| Band 7 | Addresses all parts clearly; position consistent | Logically organised; clear progression; good paragraphing | Sufficient range; some errors but do not impede | Variety of structures; majority error-free |
| Band 8 | Covers all parts fully; position fully developed | Seamlessly cohesive; paragraphing skilfully managed | Wide range; rare errors; style awareness | Wide range; nearly all error-free; flexible use |
Task 1 Practice — Sample Question and Band 7 Answer
Online banking: UK 74% | Germany 62% | Pakistan 28% | Nigeria 19%
Social media: UK 68% | Germany 55% | Pakistan 71% | Nigeria 63%
Online shopping: UK 82% | Germany 78% | Pakistan 31% | Nigeria 22%
Accessing news: UK 61% | Germany 57% | Pakistan 44% | Nigeria 49%
The table illustrates the proportion of adults in the United Kingdom, Germany, Pakistan, and Nigeria who engaged in four online activities in 2023.
Overall, the UK and Germany recorded higher internet usage than Pakistan and Nigeria across most categories. However, social media was a notable exception, with Pakistan registering the highest figure of all four countries.
Online shopping was the most widely used internet activity in both the UK (82%) and Germany (78%), with both countries recording substantially higher rates than Pakistan (31%) and Nigeria (22%). Online banking followed a similar pattern, with the UK at 74% and Germany at 62%, compared to considerably lower figures in Pakistan (28%) and Nigeria (19%).
Social media usage presented a strikingly different picture. Pakistan recorded the highest proportion at 71%, exceeding even the UK (68%) and significantly outpacing Germany (55%). Nigeria’s social media usage (63%) also ranked higher than Germany’s, suggesting that social media has achieved widespread adoption in both developing nations despite lower usage in other internet categories. Accessing news showed the smallest variation between countries, ranging from 44% in Pakistan to 61% in the UK.
- Overview in Paragraph 2 makes two clear observations — European countries are higher overall, but Pakistan leads on social media — without any numbers.
- Paragraphs 3 and 4 group the data logically: shopping/banking together (similar pattern), then social media separately (different pattern).
- Specific comparisons made: “substantially higher”, “considerably lower”, “strikingly different” — varied comparison language throughout.
- Final sentence of Paragraph 4 offers an analytical observation about what the data suggests — acceptable and adds sophistication at Band 7.
- Introduction paraphrases the task: “illustrates the proportion of adults who engaged in” instead of “shows the percentage who used.”
Task 2 Practice — Agree or Disagree Essay
The agree/disagree question is the most common Task 2 type. You are given a statement and asked whether you agree or disagree — or to what extent. A clear position held consistently throughout is essential for a high Task Response score.
The question of who should bear the cost of university education is a subject of considerable debate. While some argue that higher education should be publicly funded and free for all, others contend that graduates who benefit most from a degree should contribute to its cost. I believe that a mixed funding model, rather than either extreme, offers the most equitable solution.
Those who advocate for free university education argue that financial barriers prevent talented individuals from disadvantaged backgrounds from accessing higher education. When tuition is free, access becomes merit-based rather than wealth-based, allowing society to benefit from a wider pool of talent. Countries such as Germany and Norway have adopted this model with notable success, maintaining high university enrolment without saddling graduates with debt.
On the other hand, proponents of tuition fees argue that a university degree typically results in higher lifetime earnings, and it is therefore reasonable for graduates to contribute to their education costs. Furthermore, when universities depend on fee income, they have a greater incentive to maintain quality and relevance — institutions that fail to deliver value risk losing students. In countries where public funding is limited, fee-based systems may also allow universities to expand capacity and improve facilities.
In my view, neither fully free nor fully fee-paying systems serve all students well. A more balanced approach — such as income-contingent loans that are only repaid once graduates reach a certain salary threshold — ensures access is not determined by financial background while still distributing the cost between students and the state. This model, used effectively in Australia and the United Kingdom, represents a practical middle ground.
In conclusion, while free university education promotes equal access, a well-designed mixed funding model can achieve similar outcomes without placing an unsustainable burden on public finances.
- Introduction paraphrases the question, presents both sides, then gives a clear personal position — “a mixed funding model” — in the final sentence.
- Each body paragraph covers one clear viewpoint. Paragraph 2 — argument for free education. Paragraph 3 — argument for fees. Paragraph 4 — the writer’s own position with supporting detail.
- Real examples are used: Germany, Norway (free), Australia, UK (income-contingent). Specific examples significantly strengthen Task Response.
- Position is consistent throughout — introduced in Para 1, developed in Para 4, reinforced in the conclusion.
- Word count: approximately 310 words — above the 250-word minimum without unnecessary padding.
- Vocabulary range: “equity”, “merit-based”, “income-contingent”, “threshold”, “enrolment” — appropriately academic without being forced.
Task 2 Practice — Discussion Essay
The rapid growth in private vehicle ownership across the world’s cities has created a range of serious problems. This essay will examine two of the most significant — traffic congestion and air pollution — and propose measures that could effectively mitigate them.
The most immediate consequence of rising car numbers is severe traffic congestion. As vehicle density increases, road networks in major cities struggle to accommodate demand, resulting in longer commute times, reduced productivity, and significant economic losses. A study by the Boston Consulting Group estimated that congestion costs cities in developing countries billions of dollars annually in lost working hours. Beyond the economic impact, heavy traffic raises the risk of accidents and places considerable strain on emergency services.
A second, and arguably more serious, consequence is the deterioration of air quality. Internal combustion engines emit carbon monoxide, nitrogen oxides, and particulate matter — pollutants linked to respiratory disease, cardiovascular conditions, and premature death. In cities such as Karachi and Lahore, vehicular emissions are a primary contributor to dangerously high pollution levels, with significant public health implications.
Addressing these problems requires a combination of measures. Governments should invest in high-capacity public transport systems — metro lines, rapid bus transit, and cycle infrastructure — to provide viable alternatives to private car use. Simultaneously, congestion charges in city centres can deter unnecessary journeys. On the supply side, phasing out petrol and diesel vehicles in favour of electric alternatives would substantially reduce harmful emissions over time.
In conclusion, the problems created by increasing car use are significant but addressable. A policy mix combining public transport investment, pricing mechanisms, and vehicle electrification offers the most effective path forward.
- Introduction identifies the two problems that will be discussed — signposting the structure clearly for the examiner.
- Problems and solutions are separated into distinct paragraphs — clear logical organisation.
- Pakistan-specific example used: “Karachi and Lahore” — a strong, specific detail that grounds the essay in real context.
- Solutions paragraph addresses both problems: public transport and congestion charges for congestion; vehicle electrification for air quality.
- Conclusion briefly summarises the policy mix without introducing new ideas.
- Academic vocabulary used accurately: “mitigate”, “vehicle density”, “particulate matter”, “congestion charges”, “electrification.”
How to Check Your Own IELTS Writing
After writing a practice response, use these checklists to evaluate it against the four marking criteria before handing it to a teacher. This is not a replacement for expert feedback — but it will help you identify obvious errors and develop the self-awareness that makes teacher feedback more effective.
Task 2 Self-Check — Task Response
- I have addressed all parts of the question — not just the part I found easier.
- My position is clear from the introduction and consistent throughout.
- Each body paragraph makes one clear argument with a supporting detail or example.
- I have not repeated the same point in different words across paragraphs.
- My conclusion does not introduce new arguments — it only summarises.
- My response is at least 250 words.
Task 2 Self-Check — Coherence and Cohesion
- Each paragraph has a clear topic sentence that introduces its main point.
- Ideas within each paragraph follow a logical order.
- I have used linking words — but not the same one repeatedly.
- I have used pronouns (“this”, “these”, “it”) correctly to avoid repetition.
- My introduction, body paragraphs, and conclusion are clearly separated.
Task 2 Self-Check — Vocabulary and Grammar
- I have not used the same word more than twice in the essay — I have varied my vocabulary.
- I have not copied phrases directly from the question prompt.
- I have used at least some complex vocabulary — accurately, not just impressively.
- I have mixed simple and complex sentence structures — not all long, not all short.
- I have checked for subject-verb agreement, article errors, and tense consistency.
- I have not used “very” and “a lot of” excessively — I have upgraded these where possible.
Self-checking reveals obvious errors — repeated words, missing paragraphs, off-topic arguments. But it cannot catch errors you consistently make without noticing, incorrect collocations that sound natural to you, or subtle Task Response issues where you think you have answered the question but have not fully done so. These require an expert reader. Use self-checking as a first pass, not a final evaluation.
The 6 Most Common IELTS Writing Mistakes
Many Task 2 questions have two distinct parts — “discuss both views and give your opinion”, or “what are the causes and what solutions would you suggest?” Addressing only one part — the one you find easier — results in a low Task Response score regardless of how well that one part is written. Read the question carefully. Count the parts. Address all of them.
The minimum for Task 2 is 250 words. Responses below this are automatically penalised. Most Band 7 responses are between 280 and 320 words — enough to develop arguments fully without padding. Do not write 400+ words — it wastes time and often results in repetition, which actually lowers your score.
Task 1 is worth one third of your Writing score. Task 2 is worth two thirds. Yet many Pakistani candidates spend 30 or more minutes on Task 1 and rush Task 2. Stick strictly to 20 minutes for Task 1 — even if your response feels incomplete. A rushed Task 2 costs you far more marks than a polished Task 1 earns you.
Copied words from the task prompt are not assessed — they are invisible to the examiner for scoring purposes. An introduction that begins “Some people believe that university education should be free for all students” is telling the examiner you cannot paraphrase. Rewrite the question in your own words, in a different sentence structure. This demonstrates vocabulary range immediately.
“Technology has many disadvantages.” Full stop. This is an unsupported claim, not an argument. Every claim in a Task 2 essay must be followed by a reason, example, or explanation. “Technology has significantly reduced face-to-face interaction, with studies suggesting that heavy social media use is associated with increased feelings of loneliness among young adults” — this is an argument. Claims without support score poorly for Task Response.
IELTS Writing requires formal, academic English. Contractions (“I’m”, “don’t”), slang, and overly casual language are inappropriate. Write “I am” not “I’m”. Write “cannot” not “can’t”. Write “in addition” not “also”. Write “however” not “but” at the start of a sentence. This applies to both Task 1 and Task 2 — including General Training letters, where “formal” and “semi-formal” have specific register requirements.
Frequently Asked Questions
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