- Identify the essay type and every part of the question
- Build a logical essay with an introduction, body paragraphs and a conclusion
- Explain the four marking criteria and the difference between band 6 and band 7
Task 2 counts twice as much as Task 1 towards your Writing band, so it gets about 40 minutes and needs at least 250 words. The good news: a high band doesn't require deep philosophy. What you need is to answer the exact question, take a clear position and develop your ideas with examples.
Five essay types
| Type | Typical question ending | What you must do |
|---|---|---|
| Opinion | To what extent do you agree or disagree? | Choose a clear position and keep it through the whole essay |
| Discussion | Discuss both views and give your own opinion. | Explain both views and also give your own opinion |
| Advantages–disadvantages | Do the advantages outweigh the disadvantages? | Show both and decide which side weighs more |
| Problem–solution | What problems does this cause? How can they be solved? | Give the problems (or causes) and the solutions |
| Two-part question | Why is this happening? Is it a positive or negative development? | Answer both questions separately and fully |
Structure: a 40-minute plan
- 1Analyse (3–5 min)
Separate the topic, the specific focus and the task: university students (who) + unpaid community work (what) + agree or disagree (what to do).
- 2Plan (5 min)
Choose your position, then note 2 main ideas, each with an explanation and an example. Two well-developed ideas beat four weak ones.
- 3Introduction (≈ 50 words)
Paraphrase the topic + a thesis: a one-sentence direct answer to the question.
- 4Body paragraphs (2–3 × ≈ 80–100 words)
The PEEL pattern: Point → Explain → Example → Link back to your thesis. One main idea per paragraph.
- 5Conclusion (≈ 40 words) and check (3–5 min)
Restate your position in new words and add no new ideas. Then check articles, plurals, verb tenses and spelling.
The four criteria in plain words
The essay is marked on four equally weighted criteria — each is 25% of the band. The table puts the official descriptions into our own plain words: the difference between 6 and 7 is often the difference between “generally” and “consistently and precisely”.
| Criterion | What is checked | Around band 6 | Around band 7 |
|---|---|---|---|
| Task Response (TR) | Answering every part, your position, how ideas are developed | All parts are touched but some only briefly; the position may become unclear; some ideas are underdeveloped | All parts answered, a clear position throughout, main ideas extended with explanation and examples |
| Coherence & Cohesion (CC) | Logical order, paragraphs, linkers and reference words | Generally organised, but linkers are mechanical or sometimes wrong | Clear progression, each paragraph has a central idea, linkers are used appropriately |
| Lexical Resource (LR) | Range, precision, collocation, spelling | Enough for the task; less common words are attempted but with errors | Flexible and precise; less common words fit the style and collocation, errors are occasional |
| Grammatical Range & Accuracy (GRA) | Variety and accuracy of structures | A mix of simple and complex sentences; errors occur but rarely block meaning | A variety of complex structures; many sentences are completely error-free |
| Function | Linking words |
|---|---|
| Adding | Furthermore, In addition, Moreover, not only… but also |
| Contrasting | However, Nevertheless, whereas, On the other hand |
| Conceding | Admittedly, Although it is true that…, While… |
| Cause and effect | As a result, Consequently, therefore, due to, This leads to… |
| Example | For instance, such as, A case in point is… |
| Concluding | In conclusion, To sum up, Overall |
Write in 40 minutes:
Some people believe that all university students should be required to do unpaid work in their local community as part of their degree.
To what extent do you agree or disagree?
Support your answer with reasons and relevant examples. Write at least 250 words.
Show solutionHide solution
In many countries, universities are being encouraged to build closer links with the communities around them, and it has been suggested that every student should complete a period of unpaid community work before graduating. While I accept that such work can be highly valuable, I disagree that it should be compulsory for everyone.
Admittedly, community service offers clear benefits. Students who volunteer in hospitals, schools or charities develop practical skills, such as teamwork and communication, which lectures alone rarely provide. Local organisations, meanwhile, gain energetic helpers at no cost. For example, engineering students could help a small town maintain its water supply while seeing how theory works in practice.
However, making this work compulsory would create serious problems. Many students already combine full-time study with paid jobs in order to cover their living costs. Adding several hours of unpaid work each week could force them to choose between their studies and their income, which would be particularly unfair to those from low-income families. Furthermore, when people are required to volunteer, their motivation often drops, so the help they provide may be of poor quality. A compulsory scheme could therefore harm the very communities it aims to support.
A more effective approach, in my view, would be to reward rather than require community work. Universities could offer course credits or small scholarships to students who choose to take part, and they could allow flexible hours so that volunteering fits around exams and part-time jobs. This would keep the benefits of volunteering while respecting students' circumstances.
In conclusion, although community work can enrich both students and society, I believe it should remain a voluntary option rather than a compulsory part of every degree.
Analysis: the thesis ends the introduction (TR); body 1 concedes the other side (Admittedly), body 2 gives the main argument (CC); precise phrases such as low-income families, motivation drops, the very communities (LR); the passive, a which clause and hypothetical could (GRA).
Key points
- Task 2: at least 250 words, ≈ 40 minutes, and it counts twice as much as Task 1.
- Identify the essay type and answer every part of the question.
- Put the thesis at the end of the introduction; build each body paragraph with PEEL.
- The four criteria are equal: TR, CC, LR, GRA — 25% each.
- Use linkers in moderation and avoid memorised templates and lists.
Check yourself
10 questions. Every correct answer earns XP.