IELTS Task 2 Writing

[Session 3] Annotate the topic, contextual information, limiting words, and instruction words in an unfamiliar prompt.

[Session 3] Convert a prompt into a concise checklist of response requirements.

[Session 3] Determine whether a proposed response idea answers the prompt or drifts beyond its scope.

[Session 4] Distinguish between opinion prompts requiring agreement or disagreement and those asking about the extent of agreement.

[Session 4] Formulate a clear, consistent position that directly answers an opinion question.

[Session 4] Select relevant main ideas that support an opinion without contradiction.

[Session 5] Identify both specified viewpoints and the personal-opinion requirement in a discussion question.

[Session 5] Formulate a personal position while representing both specified viewpoints accurately.

[Session 5] Allocate relevant supporting ideas so that both viewpoints receive adequate treatment.

[Session 6] Distinguish a request to discuss advantages and disadvantages from a request to decide whether one outweighs the other.

[Session 6] Formulate a direct answer that matches the exact advantages–disadvantages instruction.

[Session 6] Organize prompt-relevant advantages and disadvantages according to the required response type.

[Session 7] Distinguish among prompts asking about problems, causes, solutions, or combinations of these elements.

[Session 7] Generate a plausible cause or problem that follows directly from the situation described in a prompt.

[Session 7] Pair a relevant and feasible solution with the specific cause or problem it addresses.

[Session 8] Separate a two-part prompt into two independently answerable questions and identify their relationship.

[Session 8] Formulate a direct answer to each part of a two-part question.

[Session 8] Allocate balanced coverage to both questions in a response outline.

[Session 9] Generate multiple candidate ideas as concise phrases, using useful topic-specific collocations where appropriate.

[Session 9] Evaluate candidate ideas for relevance, specificity, and potential for development.

[Session 9] Select a manageable set of ideas that collectively addresses every prompt requirement.

[Session 10] Group selected ideas into body paragraphs with one controlling focus per paragraph.

[Session 10] Arrange each paragraph’s main idea, explanatory support, and possible example in a logical progression.

[Session 10] Audit a phrase-level essay plan for complete prompt coverage, logical order, and manageable scope.

[Session 11] Identify the scope, certainty, and viewpoint that must remain unchanged when a prompt is paraphrased.

[Session 11] Apply grammatical transformation and selective lexical substitution to paraphrase a prompt accurately.

[Session 11] Diagnose and revise meaning distortion caused by mechanical synonym replacement.

[Session 12] Write a thesis statement that addresses every task requirement and states a clear position when required.

[Session 12] Combine an accurate prompt paraphrase and thesis statement into a concise introduction without irrelevant or memorized framing.

[Session 12] Evaluate and revise an introduction for paraphrase accuracy, task coverage, and position clarity.

[Session 13] Write a topic sentence that expresses one clear controlling idea.

[Session 13] Align a topic sentence with the thesis, essay plan, and relevant prompt requirement.

[Session 13] Revise a topic sentence that is overly broad, factual, vague, or divided between multiple focuses.

[Session 14] Develop a controlling idea with supporting sentences that explicitly explain how or why it is valid.

[Session 14] Construct a short cause-and-effect chain without unsupported logical leaps.

[Session 14] Diagnose and revise supporting reasoning that is underdeveloped, repetitive, or misaligned with the controlling idea.

[Session 15] Construct a specific example that directly illustrates a paragraph’s controlling idea.

[Session 15] Distinguish genuinely supportive examples from irrelevant, implausible, or merely descriptive examples.

[Session 15] Remove or revise sentences that break paragraph unity.

[Session 16] Arrange sentences so that information progresses logically from claim to reasoning and illustration.

[Session 16] Use referencing and substitution to connect ideas without unnecessary repetition.

[Session 16] Select and revise cohesive devices so that they express logical relationships accurately without mechanical overuse.

[Session 17] Restate an essay’s position without copying the thesis verbatim or changing its meaning.

[Session 17] Summarize the body paragraphs’ main points without introducing new arguments or evidence.

[Session 17] Write and evaluate a concise conclusion that remains consistent with the planned response.

[Session 18] Choose precise topic-specific vocabulary and natural collocations for a claim.

[Session 18] Maintain a formal, context-appropriate register without relying on inflated or memorized wording.

[Session 18] Revise unnecessary lexical repetition while preserving useful key terminology and clarity.

[Session 19] Use subordination to express logical relationships between ideas accurately.

[Session 19] Combine related propositions into controlled compound and complex sentences.

[Session 19] Edit clause boundaries and punctuation so that complex sentence relationships remain clear.

[Session 20] Apply a post-writing checklist to verify task coverage, position consistency, and paragraph focus in a targeted component.

[Session 20] Apply a post-writing checklist to identify high-impact lexical and grammatical problems in a targeted component.

[Session 20] Prioritize and implement revisions to a plan, introduction, body paragraph, or conclusion according to the four assessment criteria.