IELTS Writing Task 2 Analysis Understand Correctly Answer IELTS Writing Task 2

Hi, I’m Daniel. Welcome to Oxford 
Online English! In this lesson,  

you can learn about an essential skill for writing 
IELTS task two essays. You’ll see the single  

most important problem that we see in the IELTS 
students we teach, and how you can avoid it.

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Are you planning to take an IELTS writing 
exam soon? How do you feel about task 2? 

The task two essay in the IELTS writing exam  

is the most difficult part 
of the test for many people.

Many people get stuck at a lower score than they 
need, often around 5.5 to 6.5. They think the  

solution is to learn more vocabulary, or learn 
more grammar, or find a template to follow.

Probably, none of these things will help. Why? 
Because there’s almost certainly a bigger problem.

Many of our students on Oxford Online English,  

who we teach in online classes, 
have major problems with planning.

Actually, the problem starts even earlier – 
it starts with reading and analysing the task.  

What’s the problem, exactly? Let me explain.

We see that people often don’t pay attention to 
key words in the task, or they misunderstand key  

words in the task. Then, their answer starts going 
in the wrong direction from the very beginning.

It’s like you’re going on a 
long journey, and you start  

by going in the wrong direction. The 
further you go, the worse it gets.

If this is your problem, then 
more vocabulary won’t help you.  

Learning grammar rules or correcting your 
grammar mistakes won’t make much difference.

In this lesson, you’ll see how to analyse task 
two questions, and how to avoid these problems.  

Before that, let’s just look at one 
point related to the scoring system,  

and why going off task is such a big problem.

I’m sure you already know that your writing 
score has four parts: task achievement,  

coherence/cohesion, vocabulary and grammar. 
However, these four parts are not independent.

If you go off-task, this mostly 
hurts your task achievement score.  

However, your C&C and vocabulary scores track 
your task achievement scores to some extent.  

Only your grammar score is independent.

For example, imagine that you write a perfect 
essay, which is coherent, clear, with great use  

of vocabulary, but you’re answering a completely 
different question. What would you score? 

You would score maximum one for TA, two for C&C, 
and four for vocabulary. You could theoretically  

get band nine for grammar, but even in this case, 
your maximum score overall would be band four.

Similarly, if your answer is on the right 
general topic, but you don’t try to answer  

the question in the task, then your maximum 
scores for TA, C&C and vocabulary would be four,  

five and six respectively. Remember that 
it doesn’t matter how good your essay is,  

or how good your vocabulary is! Going off task 
puts hard limits on the score you can get.

To stay on task, you need to understand 
the task fully. So, what do you need to do?

First, decide which parts you 
don’t need to pay attention to.

IELTS questions often have a format like this.
Which parts here are important, or not important?

First, you can ignore anything 
like ‘some people say…’,  

‘some people argue that…’, ‘other 
people claim…’ or anything like that.  

This is just a way to introduce different 
ideas. Try to see the task like this. 

This is true in different question types, 
too. Ignore anything like ‘some people say…’  

It’s just a way to introduce an idea, 
and it’s not relevant for your essay.

Next, look at the instructions, and focus 
on what they’re telling you to do, and  

what they’re not telling you to do. If 
the task tells you to discuss both views,  

then you need to put forward 
arguments on both sides of the issue.

Simple, right? But, if the task doesn’t tell you 
to discuss both sides, then you don’t need to.

This is the bigger problem: students 
often add things to their essays  

which are not in the instructions. For example, 
we see many essays where the question asks  

‘Do you agree or disagree?’, and students 
try to put forward arguments on both sides,  

because they think it’s necessary. It’s not.

These are the basic points. Don’t ignore them! 
Mistakes with these ideas are extremely common.

But, what else should you look for?

Look at a sample task two question. 

When you see a task two question, you should 
look for quantifiers and limiting words.

What does this mean? We mean words like ‘some’, 
‘all’, ‘most’, ‘many’, ‘no’, ‘only’ or ‘main’.

‘Only’ is an example of a limiting word. 
It limits something to a specific group.

For example, if I say ‘I like apples’,  

then it’s quite possible that I 
like other kinds of fruit, too.

If I say ‘I only like apples’, then 
the statement becomes much stronger.  

It’s telling you that I don’t like 
any other kind of fruit except apples.

So, why are these words so important?

Let’s demonstrate this by looking at 
some different versions of this question. 

What do you think? Does 
this make a big difference? 

It’s still the same basic topic 
and task, but it is different.

First, saying ‘most people’ is a stronger claim 
than ‘many people’. ‘Most people’ means more than  

half. ‘Many people’ just means a significant 
number, but possibly less than fifty per cent.

If you’re agreeing or disagreeing with 
this statement, these points matter.

Also, the word ‘only’ makes a big difference.

Saying that people only work out 
of necessity means that there is no  

other reason why people work. Again, this is 
a much stronger claim than the original task.

In the first version, you could say 
that people work out of necessity,  

but also work for other reasons, and in this 
way you could agree with the idea in the task.

However, in the second version, if you wrote 
the same thing, you would now be disagreeing.  

Why? Because the second version – with 
‘only’ – doesn’t allow for other reasons.  

If you say there are other reasons why 
people work, then you’re disagreeing  

with the idea that people 
only work out of necessity.

Let’s look at one more version of our task.

What do you think? How does this change the task? 

To be clear, this third version 
is not a realistic IELTS task,  

because the claim it makes is too strong. 
Saying ‘nobody enjoys working’ means that  

there is not even one person in the whole world 
who enjoys their job, which is a ridiculous idea.

Similarly, ‘no one would work if it 
was not necessary’ means that there is  

not even one person in the whole world who 
would choose to work if they didn’t have to.

We’re showing you this so that you see  

the difference these words make. In your exam
, or when you’re practising, look for quantifiers  

and limiting words in the question, and think 
about how they affect the meaning of the task.

Again, let’s start with a 
sample task two question. 

When you see the task, look for value words.

‘Value words’ means words which express an 
opinion. This includes words like ‘should’,  

‘need to’, ‘better’, ‘best’, ‘bad’ or ‘too’.

Here’s a question: why does 
‘too’ express an opinion?

‘Too’ expresses a negative 
opinion about something.  

For example, if you say ‘it’s very 
hot today’, you’re simply describing  

a fact. This doesn’t say anything about 
whether you like the weather or not.

However, if you say ‘it’s too hot today’, 
this tells us something about how you feel.  

You’re saying ‘it’s hot and I don’t like it!’

Look at the sample task. 
Where are the value words? 

The value words here are ‘too’ and 
‘should’. These express opinions:  

that children and teenagers spend more 
time in front of screens than they should,  

and that it would be better for parents 
and school to set limits on screen time.

To see why this is important, look 
at a different version of this task. 

Obviously, the second task is a different question 
type. But, there’s another important difference.  

This second version doesn’t contain any value 
words. It doesn’t say ‘too much time’; it says  

‘a large amount of time’, which 
is a simple, factual description.

Let’s look at one more version. 

How does this change the task?
This third version contains value words:  

‘unhealthy’, ‘tackle’ and ‘problem’. In 
this case, the task presents the situation  

as something bad. In the second version, the 
task presented the situation in neutral terms.

These might seem like small differences, but 
if you want to write a high-scoring essay,  

you need to notice these points, and they 
need to be reflected in your writing.  

Look for value words in the task, and think 
about whether the language used is neutral,  

or whether it presents the topic 
in a positive or negative way.

Let’s see another sample question.
IELTS tasks often contain general,  

abstract words, like ‘problems’, ‘benefits’, 
‘advantages’, ‘negative effects’ and so on.

Often IELTS students simply reuse these 
words – or, they try to paraphrase them,  

but without thinking about what they really 
mean. This often results in an essay which is too  

general and not developed enough, and which is 
likely to score band six maximum for TA and C&C.

When you analyse the task, look 
for general words like this  

and think about what they mean 
in the context of the task.

In this task, these are the words 
we think you should focus on. 

First, what does ‘severe’ mean? Generally, 
‘severe’ means ‘extremely serious’. What counts as  

a ‘severe health problem’? Does traffic congestion 
lead to severe health problems, as opposed to 

less serious health problems? If you 
think so, then what are some examples of  

severe health problems caused – directly 
or indirectly – by traffic congestion? 

What does ‘quality of life’ mean, and how 
can it be affected by traffic congestion?  

Does someone who lives in a city with bad traffic 
have a worse life than someone who lives in a city  

without major traffic problems? How?
What does ‘alleviate’ mean here?  

In general, ‘alleviate’ means something like  

‘improve’; more specifically, it means 
‘to reduce the effects of a problem’.

So, to answer this question, you need answers 
to all the questions you heard just now,  

because you need to talk about 
the specific problems – health,  

quality of life – which you’re 
going to use in your essay.

Then, you need to think about what it means 
to reduce the effects of these problems.

Also, the question is slightly open. You could 
say that the only way to avoid these problems  

is to solve the problem of congestion itself. 
Or, you could argue that the problems caused by  

traffic congestion can be tackled without 
reducing traffic congestion itself.

Confused? Don’t worry – this isn’t something 
that most people can do just like that. We’re  

not giving you answers here, because 
you need to develop your own ideas  

to write a successful task two; we’re showing 
you the questions you need to think about,  

and which you need to have an answer to.

Finally, remember that all of this needs 
to happen before you write. In fact,  

you need to do all of this 
before you even start planning!

So, practise with task two questions. Find as 
many task two questions as you can, and practise  

task analysis. Look for parts of the task 
which you can ignore. Look for quantifiers,  

value words and abstract words, and 
think about what they mean for the task.

In the exam, you need to be able to do this 
fast, so try to start developing these habits  

while you’re practising and 
preparing for your exam.

If you want, use the comment section to practise.  

Find a sample task two question, 
and post it in the comments,  

with your analysis. Other people can then comment 
on whether they have the same idea or not.

Good luck if you have an IELTS 
exam soon. Thanks for watching!

See you next time!