essay task words

Understanding your assignment questions: A short guide

• Introduction
• Breaking down the question

Directive or task words

Task works for science based essays.

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It is really important to understand the directive or task word used in your assignment.

This will indicate how you should write and what the purpose of the assignment in. The following examples show some task words and their definitions.

However, it is important to note that none of these words has a fixed meaning. The definitions given are a general guide, and interpretation of the words may vary according to the context and the discipline.

If you are unsure as the exactly what a lecturer means by a particular task word, you should ask for clarification. 

Analyse : Break up into parts; investigate

Comment on : Identify and write about the main issues; give your reactions based on what you've read/ heard in lectures. Avoid just personal opinion. 

Compare : Look for the similarities between two things. Show the relevance or consequences of these similarities concluding which is preferable. 

Contrast : Identify the differences between two items or arguments. Show whether the differences are significant. Perhaps give reasons why one is preferable. 

Criticise : Requires an answer that points out mistakes or weaknesses, and which also indicates any favourable aspects of the subject of the question. It requires a balanced answer. 

Critically evaluate : Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable. 

Define : Give the exact meaning of. Where relevant, show you understand how the definition may be problematic. 

Describe : To describe is to give an observational account of something and would deal with what happened, where it happened, when it happened and who was involved. Spell out the main aspects of an idea or topic or the sequence in which a series of things happened. 

Discuss : Investigate or examine by argument; sift and  debate; give reasons for and against; examine the implications. 

Evaluate : Assess and give your judgement about the merit, importance or usefulness of something using evidence to support your argument. 

Examine : Look closely into something

Explain : Offer a detailed and exact rationale behind an idea or principle, or a set of reasons for a situation or attitude. Make clear how and why something happens. 

Explore : Examine thoroughly; consider from a variety of viewpoints

Illustrate : Make something clear and explicit, give examples of evidence

Justify : Give evidence that supports and argument or idea; show why a decision or conclusions were made

Outline : Give the main points/features/general principles; show the main structure and interrelations; omit details and examples

State : Give the main features briefly and clearly

Summarise : Draw out the main points only; omit details and examples

To what extent... : Consider how far something is true, or contributes to a final outcome. Consider also ways in which it is not true.

Task Words:

How to write e.g., discuss, argue etc.

Subject Matter:

What you should be writing about.

Limiting Words:

May narrow or change the focus of your answer. (Important - they stop you from including irrelevant info)

Below are some examples of questions and tips on how you might think about answering them.

Example of assignment questions:

1. compare acute and chronic pain in terms of pathophysiology and treatment.

Compare  - Make sure you are comparing and not just describing the two things in isolation

Acute and chronic pain  - Subject matter

In terms of pathophysiology and treatment  - Important limiting phrase - focus ONLY on these things. Use them as a lens to highlight the differences between acute and chronic pain.

Tip : Assignments that ask you to compare two things can be structured in different ways. You may choose to alternate continually between the two things, making direct comparisons and organising your essay according to themes. Alternatively, you may choose to discuss one thing fully and then the next. If you choose the second approach, you must make the links and comparisons between the two things completely clear. 

2. With reference to any particular example enzyme, outline the key structural and functional properties of its active site

With reference to any particular example enzyme  - Important limiting phase - focus your answer on a specific example. Use this example to help demonstrate your understanding. 

Outline  - Factual description is needed. You must demonstrate your knowledge and understanding. 

The key structural and functional properties of its active site  - Subject matter

Tip : Assignments that ask you to outline or describe are assessing your understanding of the topic. You must express facts clearly and precisely, using examples to illuminate them. 

3. There is no convincing evidence for the existence of life outside our solar systems

There is  - Task words not so obvious this time. Try turning the title into a question: 'Is there any convincing evidence for...?'

Convincing  - Important limiting word- there may be evidence but you need to assess whether or not it is convincing. 

For the existence of life outside of our solar system  - Subject matter

Tip : Assignment titles that are on actually a question are often simply asking 'how true is this statement?' You must present reasons it could be true and reasons it might not be, supported by evidence and recognising the complexity of the statement. 

4. To what extent can nuclear power provide a solution to environmental issues?

Discuss  - Explore the topic from different angles, in a critical way (not purely descriptive)

Nuclear power  - Subject matter

Provide a solution to  - Limiting phrase: discuss ways it can and ways it can't- don't be afraid to take a position based on evidence.

Environmental issues  - Subject matter. Might be an idea to define/ discuss what could be meant by environmental issues? This might be important for your argument. 

Tip : If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion. 

5. Discuss the issue of patient autonomy in relation to at least one case study 

The issue of patient autonomy  - Subject matter

In relation to at least one case study  - Important limiting phrase - don't just discuss the issue of patient autonomy in general; discuss it in the context of one or more case studies. You should use the case study to illustrate all of your points about patient autonomy. 

Tip : Assignments that ask you to discuss in relation to a case study, or to a placement or own experience, usually want to see a clear link between theory and practice (reality). 

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Essays: task words

Written Assignments

Explore what different task words mean and how they apply to your assignments

You'll need to understand what your assignments are asking you to do throughout your studies. Your assessments use 'task words' that explain what you need to do in your work.  

Task words are the words or phrases in a brief that tell you what to do. Common examples of task words are 'discuss', 'evaluate', 'compare and contrast', and 'critically analyse'. These words are used in assessment marking criteria and will showcase how well you've answered the question.

None of these words have a fixed meaning. Your lecturers may have specific definitions for your subject or task so you should make sure you have a good idea of what these terms mean in your field. You can check this by speaking to your lecturer, checking your course handbook and reading your marking criteria carefully.

Task words and descriptions

• Account for : Similar to ‘explain’ but with a heavier focus on reasons why something is or is not the way it is.
• Analyse : This term has the widest range of meanings according to the subject. Make a justified selection of some of the essential features of an artefact, idea or issue. Examine how these relate to each other and to other ideas, in order to help better understand the topic. See ideas and problems in different ways, and provide evidence for those ways of seeing them. 
• Assess : This has very different meanings in different disciplines. Measure or evaluate one or more aspect of something (for example, the effectiveness, significance or 'truth' of something). Show in detail the outcomes of these evaluations.
• Compare : Show how two or more things are similar.
• Compare and contrast : Show similarities and differences between two or more things.
• Contrast : Show how two or more things are different.
• Critically analyse : As with analysis, but questioning and testing the strength of your and others’ analyses from different perspectives. This often means using the process of analysis to make the whole essay an objective, reasoned argument for your overall case or position.
• Critically assess : As with “assess”, but emphasising your judgments made about arguments by others, and about what you are assessing from different perspectives. This often means making the whole essay a reasoned argument for your overall case, based on your judgments.
• Critically evaluate : As with 'evaluate', but showing how judgments vary from different perspectives and how some judgments are stronger than others. This often means creating an objective, reasoned argument for your overall case, based on the evaluation from different perspectives.
• Define : Present a precise meaning. 
• Describe : Say what something is like. Give its relevant qualities. Depending on the nature of the task, descriptions may need to be brief or the may need to be very detailed.
• Discuss : Provide details about and evidence for or against two or more different views or ideas, often with reference to a statement in the title. Discussion often includes explaining which views or ideas seem stronger.
• Examine : Look closely at something. Think and write about the detail, and question it where appropriate.
• Explain : Give enough description or information to make something clear or easy to understand.
• Explore : Consider an idea or topic broadly, searching out related and/or particularly relevant, interesting or debatable points.
• Evaluate : Similar to “assess”, this often has more emphasis on an overall judgement of something, explaining the extent to which it is, for example, effective, useful, or true. Evaluation is therefore sometimes more subjective and contestable than some kinds of pure assessment.
• Identify : Show that you have recognised one or more key or significant piece of evidence, thing, idea, problem, fact, theory, or example.
• Illustrate : Give selected examples of something to help describe or explain it, or use diagrams or other visual aids to help describe or explain something.
• Justify : Explain the reasons, usually “good” reasons, for something being done or believed, considering different possible views and ideas.
• Outline : Provide the main points or ideas, normally without going into detail.
• Summarise : This is similar to 'outline'. State, or re-state, the most important parts of something so that it is represented 'in miniature'. It should be concise and precise.
• State : Express briefly and clearly. 

Download our essay task words revision sheet

Download this page as a PDF for your essay writing revision notes.

Writing: flow and coherence

Writing clear sentences

Explore our top tips for writing clear sentences and download our help sheet.

The Writing Guide

• The First Thing
• Step 1: Understanding the essay question

Identify task, content & limiting words in the essay question

Words, words, words..., academic writing webinar part 1.

• Step 2: Critical note-taking
• Step 3: Planning your assignment
• Step 4a: Effective writing
• Step 4b: Summarizing & paraphrasing
• Step 4c: Academic language
• Step 5: Editing and reviewing
• Getting started with research
• Working with keywords
• Evaluating sources
• Research file
• Reading Smarter
• Sample Essay
• What, why, where, when, who?
• Referencing styles
• Writing Resources
• Exams and Essay Questions

Essay topics contain key words that explain what information is required and how it is to be presented.  Using the essay question below indentify task content & limiting words.  Regardless of your topic or discipline, if you can identify these words in your essay topic, you can begin to consider what you will need to do to answer the question.

Task words : These are words that tell you what to do, for example “compare”, “discuss”, “critically evaluate”, “explain” etc.

Content words : These words in the essay topic will tell you which ideas and concepts should form the knowledge base of the assignment. Refer to subject specific dictionary or glossary.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.

Before you scroll down to the next box, what can you unpack from this topic? What are you actually going to look for in a search tool like One Search? What are you supposed to do?

• Content Words
• Limiting Words
• Context Words

Task words are usually verbs and they tell you what to do to complete your assignment.

You need to identify these words, because you will need to follow these instructions to pass the assignment.  As you research and write your assignment, check these words occasionally to make sure you are still doing what you have been asked to do.

Here are some definitions of different academic task words.  Make sure you know exactly what you need to do for your assignment.

Don't try to use them in your research - they aren't things to find, only things to do.

The task words from our sample question are:

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.

• Discuss means to "consider and offer an interpretation or evaluation of something; or give a judgment on the value of arguments for and against something"
• Examine means to inspect something in detail and investigate the implications

So, you would need to give a short description of what essay writing is all about, and then offer an evaluation of the essay structure and the way it presents content.

• Task Words Here are some definitions of different academic task words. Make sure you know exactly what you need to do for your assignment.

The content words are the "meat" of the question - these are things you can research.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content .

You will often be asked to talk about "the role" something plays or "processes", "importance", "methods" or "implementations" - but you can't really research these things just by looking for those words.

You need to find the keywords - the most concrete concepts - and search for those.  The information you find about the concrete terms will tell you about the "roles" and "methods", the "process" or the "importance", but they probably won't use those words exactly.

One of the core skills of academic research is learning to extrapolate :  to find the connections in the information you can find that will help you answer the questions which don't have clear, cut-and-dry answers in the books and articles.

So, the core keywords/concepts to research are:

• "academic writing"
• "higher education"
• structure and content

Limiting words keep you focused on a particular area, and stop you from trying to research everything in the history of mankind.

They could limit you by:

• Time (you may be asked to focus on the last 5 years, or the late 20th Century, for example)
• Place (you may be asked to focus on Australia, or Queensland, or South-East Asia)
• People groups (such as "women over the age of 50" or "people from low socio-economic backgrounds" or "Australians of Asian descent")
• Extent (you are only to look at a particular area, or the details you believe are most relevant or appropriate).

In this example, you have two limits:

• "higher education" is the industry focus. This could be expanded to include the tertiary or university sector.
• Essays - we are concentrating on essay writing as the aspect of communication.  Note that this is also a content word. There can be (and usually is) some crossover.

Sometimes it can help to add your own limits .  With health sciences, you almost always limit your research to the last five or six years. Social sciences  are not as strict with the date range but it's still a good idea to keep it recent.  You could specifically look at the Australian context.  You may decide to focus on the private sector within that industry.

With the question above you could limit yourself to only looking at first year university students.

Sometimes an assignment task will give you phrases or sentences that aren't part of the task at all:  they exist to give you some context .

These can be ignored when you do your research, but you should read over them occasionally as you are writing your assignment.  They help you know what the lecturer was thinking about (and wanted you to think about) when they set that task.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content.

You don't have to do anything with the first sentence of this question - but it does get you to think specifically about the "using essays to communicate knoweldge" - something that isn't mentioned in the task itself.

Obviously, whoever wrote the task wants you to think about the assignments as a form of writing and communication.

It is easy to get distracted and go off on tangents when doing your research .  Use the context words to  help you keep your focus where it should be.

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Task verbs, also known as command words A verb used in the description of a writing task to define what is required in the task. more... , instruction words A verb used in the description of a writing task to define what is required in the task. more... or direction words, are an important part of an essay prompt or task description. They tell you what to do. Other types of words in a task description are content words (which give information about the topic or subject of the essay) and limiting words (which give information about the scope of the essay).

In a task description there may be more than one task verb. In fact, some of the task verbs are normally secondary, or follow up, verbs and they are indicated as such in the definitions below. "Elaborate" is one example: you can't elaborate until you have already mentioned something. If there is more than one task verb, and there often is, you must make sure that you address both parts of the question in your essay. Otherwise the task is incomplete and you will lose marks. See the examples on the task analysis page Go to the Task Analysis page. .

• Account for ... : explain the reasons for (usually a result, outocome, or something which has happened) ... : a secondary task verb;
• Analyse: critically examine and describe the details of a topic The subject matter of a paragraph, section, essay, report, etc. more... , argument A statement used with reasoning and, usually, evidence to show that something is true. more... , proposition An opinion, an idea, a suggestion, or a thesis which you intend to defend with evidence, argument and examples in your writing. more.. , etc.;
• Argue: give reasons and evidence Information presented as support for the truth of an argument. more... to support a point of view;
• Assess: make a judgement about the quality, importance, or value of an argument or proposition;
• Cite: quote a source in support of your arguments : see more on the quoting and citing Go to the Quoting and Citing page. page : a secondary task verb;
• Clarify: make something clearer by simplifying or using examples or analogies : a secondary task verb;
• Classify: arrange items into groups according to their features : see more on the classification Go to the Classification page. page ;
• Comment (on): state your opinion about something mentioned in the task description, supported by evidence, examples or analogies The use of a comparison between things which share some similar features in order to make an explanation clearer. more... : a secondary task verb;
• Compare: examine similarities and differences between items specified in a task description : see more on the comparison and contrast Go to the Comparison and Contrast page. page;
• Consider: State your thoughts and opinions about whatever is mentioned in the task description and give reasons for your opinions;
• Contrast: highlight differences between two or more things specified in a task description : see more on the comparison and contrast Go to the Comparison and Contrast page. page;
• Criticise: give your reasoned judgement about the value of something - criticism may be positive or negative;
• Deduce: draw a reasoned conclusion from the facts and evidence Information presented as support for the truth of an argument. more... you have presented : a secondary task verb;
• Define: clearly state the precise meaning of something specified in a task description;
• Demonstrate: use evidence and/or examples to support and clarify something mentioned in the task description;
• Describe: give a clear account of something mentioned in the task description in such a way that a reader might have a clear understanding of what is described;
• Develop (argument, analysis, critique ...): give further details and support for your argument, analysis, critique, theory, proposal ... : a secondary task verb;
• Differentiate: show the differences which exist between two entities;
• Discuss: write critically about the important details of a topic, argument, proposition, etc. : "critically" means giving considered opinions about various aspects of the topic;
• Elaborate: provide further information about some aspect of item(s) mentioned in the task description : a secondary task verb;
• Enumerate: give an ordered, or possibly a numbered, list of whatever is asked in the task description : see more on the enumeration Go to the Enumeration page. page;
• Examine: look carefully at something in order to learn about it and understand it: as a task verb it means to describe in detail the most important features of something and explain their use and value;
• Explain: make something requested in the task description clear and easy to understand;
• Explore: examine an issue from different points of view in order to have a deeper understanding of it and be able to draw some conclusions;
• Evaluate: state your opinion about the value of the arguments, proposals, propositions etc. in the task description. Your opinions should be supported by evidence and/or reasoned argument;
• Hypothesize: give a possible explanation for something : a secondary task verb;
• Identify (trends, trends, patterns, features, issues, problems, ...): to find, locate in whatever the task description asks you to locate and comment on it. Your opinions should be supported by evidence and/or reasoned argument;
• Illustrate: use evidence, examples, analogies The use of a comparison between things which share some similar features in order to make an explanation clearer. more... or (where appropriate) graphics to support and clarify something mentioned in the task description;
• Indicate: point out something particular mentioned in the task description;
• Infer: draw a conclusion about the truth of something based in the information available : a secondary task verb;
• Justify: give reasons and/or evidence why something specified in a task description should be considered acceptable : a secondary task verb;
• Outline: describe the main points about an argument, topic, proposition, etc.;
• Paraphrase: summarise To give an account of the main points about whatever is mentioned a the task description. more... in your own words : see more on the paraphrasing Go to the Paraphrasing page. page;
• Predict: say what you think will happen in the future based on the information you have presented : a secondary task verb;
• Propose: make a suggestion;
• Prove: show that something is true by providing evidence and logical reasoning;
• Recommend: suggest a particular course of action, remedy, or solution : a secondary task verb;
• Reconcile: show how two different ideas or theories can both be acceptable or exist together : a secondary task verb;
• Review: consider the main points of something and comment on their merits or drawbacks;
• Specify: indicate and/or describe something particular clearly and precisely : a secondary task verb;
• State (opinion, reason, cause, why, how, when ...) : clearly write what is requested in the task description;
• Suggest: mention a possible course of action which a reader might consider;
• Summarise: give an account of the main points about whatever is mentioned a the task description;
• Support (your argument, analysis, opinion ...): give proof or evidence that your argument, analysis, opinion ... is true : a secondary task verb;
• Synthesize: combine elements (information, theories, hypotheses An idea which is open to testing and which can be refuted through demonstration or experiment. more... etc.) into a coherent summary;
• Trace: outline the history or development of an issue, idea, or topic.

A Word about Adverbs

Verbs are often qualified by adverbs and these task verbs are no exception. In a task description you must take note of adverbs; they are there for a purpose. If the task description requires you to discuss something briefly , then it must be brief. First of all because, if your discussion is lengthy, you are not fulfilling the task requirements. Secondly, if there is a word limit, you are taking away words which you need to fulfill other task requirements. Thirdly, if the task is a time limited test, you are wasting time. Also, the ability to express key points concisely is a key skill.

Other adverbs which may occur in task descriptions are:

• critically: (critically evaluate, assess, analyse, examine ... ) : "critically" means that you have to go beyond mere description or explanation - it means you must express your opinions about the value or validity of something (positive or negative) and give your reasons (supported by evidence from authoritative sources) for holding those opinions;
• clearly: (clearly illustrate, indicate, identify, explain ... ) : "clearly" means in simple terms - easy to understand; you must consider your audience The person or people you as a writer expect will read your text. more... here;
• carefully: (carefully consider, examine, explain, assess ... ) : "carefully" means more than just with care; it means to do something in some depth and clarity;
• systematically: (systematically analyse, examine, assess ...) : according to some rational and clear criteria.

Other words and phrases which may occur in task descriptions are:

• To what extent ... ? : examine the limits of a proposition An opinion, an idea, a suggestion, or a thesis which you intend to defend with evidence, argument and examples in your writing. more... or argument A statement used with reasoning and, usually, evidence to show that something is true. more... : how strong is the evidence to show that something is true or false?
• ... in relation to ... : confine your answer to the matter mentioned after the words "in relation to" : a limiting phrase;
• ... in terms of ... : confine your answer to the matter mentioned after the words "in terms of" : a limiting phrase;
• ... with reference to ... : your answer must be related to the matter mentioned after the words "with reference to" and you should make explicit reference to it.

See more information about task words, content words, and limiting words on the Task Analysis Page .

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• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

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Answering Assignment Questions

In order to decide how to answer an essay question, you need to identify what the question requires in terms of content and genre. This guide outlines some methods to help you analyse essay questions.

Analyse the question using key words

Assignment questions can be broken down into parts so that you can better understand what you are being asked to do. It is important to identify key words and phrases in the topic.

What are key words?

Key words are the words in an assignment question that tell you the approaches to take when you answer.

Make sure you understand the meaning of key words in an essay question, especially t ask words . As Task words are verbs that direct you and tell you how to go about answering a question, understanding the meaning helps you know exactly what you to do.

Content words tell you what the topic area(s) of your assignment are and take you halfway towards narrowing down your material and selecting your answer. Content words help you to focus your research and reading on the correct area.

Limiting words make a broad topic workable. They focus the topic area further by indicating aspects you should narrowly concentrate on.

If you're not sure about any aspect of the question, ask your tutor/lecturer for clarification. Never start any assignment until you know and understand exactly what you are being asked to do.

How to use key words

• Look for the keywords in your essay question.
• Underline them.
• Spend a little time working out what they mean. Use the Glossary of task words to help you.

Example Question

Computers have had a significant impact on education in the 20th century. Discuss the changes they have made.

DISCUSS. Look up the meaning in the glossary of task words to find out what it means.

(See Glossary of task words )

Content Words

EDUCATION, COMPUTERS. Content words help you to direct your research and reading towards the correct area(s), in this case on computers and on education.

Limiting Words

CHANGES, SIGNIFICANT IMPACT, 20TH CENTURY. Limiting words further define the topic area and indicate aspects you should narrowly concentrate on. For example, in this question, do not just write about computers in education, Discuss the SIGNIFICANT IMPACT they have had and the CHANGES computers have made to education during a certain time: the 20TH CENTURY.

 See next: Implied or complex questions

Essay and assignment writing guide.

• Essay writing basics
• Essay and assignment planning
• Complex assignment questions
• Glossary of task words
• Editing checklist
• Writing a critical review
• Annotated bibliography
• Reflective writing
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Study Skills

Essays are common assessment tasks in some university faculties. They have been defined as 'a short piece of writing on a particular subject, especially one done by students as part of the work for a course' (Cambridge Dictionary, n.d.). This definition may seem vague, so this page will help you to meet your lecturers' expectations by:

• self-evaluating your current strengths and weaknesses
• understanding the purpose and features of essays

analysing essay questions to better understand task requirements

creating well-structured and coherent essays.

Download this summary sheet for your own reference.

Introduction to essays

This section gives you a general overview of essays and helps you evaluate your own skills.

Reflect on your previous writing experience and feedback you have received. How would you rate your ability in the following essay writing skills? Rate your ability from ‘good’ to ‘needs development’.

If you feel confident about your skills, you may find it helpful to review the materials on this page to confirm your knowledge and possibly learn more. Don't worry if you don't feel confident. Work through these materials to build your skills.

A well-written essay will:

• answer all elements of the essay question  

be well-structured and coherent  

present a strong argument  

use reliable evidence to support your arguments

be written in appropriate academic style. 

Whatever the essay question, you should consider the following questions.

• Who is the (imaginary) reader of this essay?
• What is the purpose of this essay?
• How will I organise the points in the body to achieve this purpose?

In previous studies, you may have learned about different types of essay, such as discursive or argumentative, cause and effect, problem-solution, or compare and contrast. In fact, these are not really different  types  of essays. These are just different ways you may organise the content in the body of your essay to achieve the purpose. Many university writing tasks include more than one of these types.  For instance, you may need to write an argumentive text, and in doing so, you may compare and contrast different theories. That means you must prepare by analysing the task or essay question carefully.

Preparing for the essay

Before you begin working on an essay, you must understand what you are being asked to discuss. So, you must start by analysing the essay question carefully.    

Read this essay question and watch the video to learn more. 

Fetal alcohol spectrum disorder can cause childhood cognitive impairment, leading to a lifetime of disadvantage. Evaluate the role of the national government in addressing this issue in remote communities.  

Consider what you learned in the video and analyse two essay questions. 

• Identify the task words, topic words and focus words.
• Click on the icons to check your answers.

Some task words are used frequently in essay questions. You should ensure you understand what they all mean.

  Drag the best definition underneath each task word. 

Apply what you have learned to your own assessments.

Go to your units on Learnline. 

Find and analyse your own essay questions. 

Discuss your ideas with your peers. 

Analysing your topic will help you with the next steps. You may:

• visit the library guides for advice on research in your discipline
• visit the Study Skills page  research, reading, note-taking  for advice on effective reading strategies.

Structuring your essays

After analysing the question, researching, note-taking and planning, you are ready to write your first draft. To do this, you will follow the standard three-part structure of a university essay: introduction, body and conclusion. 

• Work through this material to help you understand the structure.
• Use this Essay Mapping Tool to help you use the structure.

This section will explain how essays are organised. Most university essays follow a standard three-part structure: introduction, body and conclusion. These are divided into paragraphs.

In  some  disciplines, you may use headings in your essay. If your lecturer requires this, you can visit the Cohesion page to learn more about writing effective headings .

Most disciplines do not require headings in the body of the essay. Therefore, you must organise your essay very carefully.

Watch this video to learn more about the standard three-part structure of essays.

Check your understanding by identifying the elements that usually appear in each of the three parts of a standard essay.

Writing a strong introduction

This section will help you to write strong, well-structured introductions.

  An introduction should include the following: 

Read the example introduction for the essay on fetal alcohol disorder.

• Can you recognise each element?
• Click on the hotspots to check your ideas.

  It’s your turn. Analyse the introduction about student success at university.

Read the following sentences from the essay question about Kiribati. Put them in order to create a cohesive introduction. 

Writing a strong body

This section will help you to write a well-structured body for your essay. In addition, remember that a strong essay must:

• be cohesive
• have strong, accurate sentences
• be written in an  academic style
• use appropriate discipline vocabulary
• support your points with evidence from the experts .

The body of the essay is divided into paragraphs that present ideas that support the thesis statement.  Each paragraph will focus on one main idea. Each will also include a topic sentence, supporting evidence, and possibly a link or concluding sentence. 

Paragraphs will present ideas in the same order as the outline in the introduction. For example, the Kiribati essay may present ideas in this order: 

The body of your essay is made up of well-constructed paragraphs. Just like your essays all follow a three-part structure, many (although not all) paragraphs also have a three-part structure. This is known as TEEL/C.

Visit Paragraphs to learn more about these elements.

Writing a strong conclusion

This section will help you to write strong, well-structured conclusions.

Conclusions can be the weakest part of student essays because they are often written last when students are tired. However, your conclusions are very important because they are your chance to reinforce your ideas and end strongly. To ensure you write a strong conclusion, you should: 

take a break before you write your conclusion 

reread your introduction focusing on your thesis and outline 

ensure your introduction and conclusion are aligned. 

The conclusion should: 

restate your thesis or the main idea of the paper 

give a summary of the issues covered in the essay 

make a concluding statement. 

Remember: no new information is usually included in your conclusion.

Read this example conclusion. Compare it with the   introduction from the same essay. Can you find the paraphrase of the thesis statement? 

It’s your turn. Identify the different sections of the conclusion to the essay on student success at university.

Read the following sentences from the essay question about Kiribati. Put them in order to create a cohesive conclusion. 

   Now, analyse the conclusion to identify the stages.

Essay writing and generative AI

The ethical use of generative AI (GenAI) for essay writing at university hinges on maintaining academic integrity and originality. While GenAI can be a valuable tool for brainstorming ideas, generating outlines, and enhancing the writing process, students must ensure that the work they submit is authentically their own. Relying excessively on AI-generated content can undermine the learning process and violate academic honesty policies .  

Generative AI (GenAI) for essay writing has several limitations, including a lack of deep understanding, potential issues with originality and plagiarism, and challenges in maintaining contextual relevance. Ethical concerns arise from over-reliance on AI, potentially undermining academic integrity. The quality of AI-generated text can be inconsistent, and there is a risk of perpetuating biases present in the training data. Additionally, GenAI lacks true creativity, producing content that may be coherent but not genuinely novel, and excessive use can hinder the development of students' own writing and critical thinking skills.  

Have a look at the essay task below, its marking rubric, and the sample provided. Do you think the sample addresses the task requirements and the elements in the rubric?  

Now answer questions 1-5 below.   

Click on the hotspots below to see all the issues with the AI-generated essay. Then compare it with a sample written by a student.  

Reading the AI-generated essay, it is impossible to draw an elaborated and well-established position, which an essay should be about. The essay seems to linger on comparisons between two perspectives, and although at one point the writer appears to suggest that the way people look at art is just lagging behind, this needs to be made more explicit. In addition, there is no reflection on the thought process of the writer, which is clearly required in the assignment task.   

Prompt engineering is a pivotal skill in leveraging AI effectively for academic and professional purposes. Clear and specific prompts, such as those focusing on outlines or research plans rather than final products, foster deeper engagement with the subject matter and uphold academic integrity.  

See below some prompts to help you get started with your next essay.  

We also encourage you to review our study skills page “Using AI tools at university” and download the GenAI Quick Tips sheet to learn more about how to use GenAI effectively and ethically.   

Applying your learning

Reflect on what you have learned in this material and consider how you can use it in your own work. 

Reflect on your learning.

If you would like more support, visit the  Language and Learning Advisors  page.

Sample essay

What factors contribute to student success at university?

The modern university serves a wide range of needs in society. In 2018, Australian universities had just over 1.5 million students in full-time and part-time study (Australian Department of Education, Skills and Employment, 2020). 

Download sample essay (DOCX, 30.55 KB)

Did you know CDU Language and Learning Advisors offer a range of study support options?

https://www.cdu.edu.au/library/language-and-learning-support

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My Information Skills

Analyse the topic: instruction words.

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An  instruction word  (or task word) tells you  how to approach  your assignment.

What are the instruction words in this assignment?

The main instruction words in this assignment are  DISCUSS  &  DESCRIBE . The meanings of these words are very important to identify before you even begin working on your assignment.

What does  discuss  mean?

One definition is:

Be analytical. Give reasons for and against. Give the issue some thought and provide an opinion.

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Learning Advisor Service: Understanding the Question

• What is Academic Writing?
• Basic Essay Structure
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• Writing a Thesis Statement
• Writing a Conclusion
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LEARNING TIPS

Assignment questions can be broken down into parts so that you can better understand what you are being asked to do. It is important to identify  key words  in the question.

What are Key Words?

Key words are the words in an assignment question that tell you how to answer a question. Key words usually fall into three categories—task words, content words and limiting words.

Content Words

Limiting Words

Task words tell you what to do in order to answer the question. Task words are usually verbs such as  compare, discuss,  and  evaluate.   Being able to identify and interpret a task word is important because it will determine the approach you will adopt in your assignment.

Content words tell you what the topic areas are, and help you focus your research on the correct areas. B eing able to identify and interpret a content word is important because it will determine the topic of your research. 

For example, the following assignment question requires you to:

Define health determinants, and identify and discuss four key health determinants for Indigenous Austalian children in the Northern Territory.

Here, the assignment question is  asking  you to focus your research on the topic area of  health determinants.        

Limiting Words confine the topic area by placing limits or subject-qualifiers. Limiting words help you identify the scope of the topic area you should focus on. A topic could be limited by era, location, sub-topic, or theory. Being able to identify and interpret a limiting word is important because it can help you narrow down your research and help you identify relevant and irrelevant information for your assignment.

Here, the assignment question is  asking  y ou to limit or confine your research to a number of issues:  four key health determinants; Indigenous Australian children  (the group);  and the Northern Territory  (the location).

Common Task Words

Account for

Give reasons for something

Focus on the ‘how’ and ‘why’ of a topic. Do not simply describe or summarise. 

Find similarities and differences.

Similar to compare, but differences should be emphasised 

Assess the merit of something. Consider both good points and bad points and give the results of your analysis. 

Give precise meanings with key details.  

Recall specific details about size, cost, texture, appearance etc.

Present a point of view after considering both sides of an issue or question.

Consider both strengths and weaknesses and make a judgement. 

Relate how something happens in the order in which it occurs, or, clarify reasons, causes and effects.   

Express in your own words. 

Write your answer as an itemised series which may be in point form.

Provide main points and leave out minor details.

Tell the story in a clear sequence, or, show how things are connected/similar to each other. 

Examine a subject critically, analysing and commenting on the main points.

Present the main points in a brief, clear sequence.

Give the main points or facts in condensed form.

To What Extent    

Consider both sides, make a judgment and defend it. Similar to Evaluate or Discuss. 

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IELTS Mentor "IELTS Preparation & Sample Answer"

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• IELTS Sample

Vocabulary For Academic IELTS Writing Task 1 (part 1)

Introduction + Basic/ General Trends + Details Description + Summary (optional) .

Vocabulary for the introduction part:.

General Statement Part:

Vocabulary for the general trend part:, 1. in general... 2. in common... 3. generally speaking... 4. overall... 5. it is obvious... 6. as it is observed... 7. as a general trend... 8. as can be seen... 9. as an overall trend/ as overall trend... 10. as it is presented... 11. it can be clearly seen that... 12. at the first glance... 13. it is clear, 14. at the onset... 15. it is clear that... 16. a glance at the graph(s) reveals that..., the structure of the ielts academic writing task 1 (report writing):, introduction:, reporting details:, conclusion:.

 Vocabulary to Start the Report Body:

1. as it is presented in the diagram(s)/ graph(s)/ pie chart(s)/ table... 2. as (it is) shown in the illustration... 3. as can be seen in the... 4. as the diagrams suggest... 5. according to the... 6. categorically speaking... 7. getting back to the details... 8. now, turning to the details... 9. the table data clearly shows that... 10. the diagram reveals that... 11. the data suggest that... 12. the graph gives the figure... 13. it is interesting to note that... 14. it is apparently seen that... 15. it is conspicuous that... 16. it is explicitly observed that... 17. it is obvious... 18. it is clear from the data... 19. it is worth noticing that... 20. it is crystal clear/ lucid that... 21. it can be clearly observed that... 22. it could be plainly viewed that... 23. it could be noticed that... 24. we can see that...,  vocabulary to show the changes:.

Vocabulary to represent changes in graphs:

Types of Changes/ Differences and Vocabulary to present them: 

Dates, months & years related vocabulary and grammar: , percentage, portion and numbers:, words/ phrases of approximation - vocabulary:, what criteria would a band 9 graph response satisfy.

Next »» Graph Writing Vocabulary (Part 2)»

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IELTS Writing Task 2: ✍️ Everything You Need to Know

When helping students prepare for the IELTS test, one of the biggest fears is how to do well in IELTS Writing Task 2. 

IELTS Writing Task 2 is the second part of the writing test, where you are presented with a point of view, argument or problem and asked to write an essay in response. Your essay should be in a formal style, at least 250 words in length and you should aim to complete it in under 40 minutes. 

IELTS Writing Task 2: Everything You Need to Know

In this video, I’ll outline exactly what you must do to create an IELTS Writing Task 2 essay that could score a Band 7, 8 or 9.

It doesn’t matter if you’re new to IELTS or if you’ve failed the exam before – I’ve broken everything down into a simple 3-step process that anyone can use to improve their scores! Watch the video above to find out what they are.

5 Steps to a Band 7 in IELTS Writing Task 2

1. Understand the question.

You must understand the question before you attempt to answer it. This way, you’ll know exactly what the examiner is looking for. One of the biggest mistakes students make is not answering the question fully, which stops them from getting a score higher than a Band 5.

To analyse the question , you must first identify the question type, then identify the keywords in the question and finally identify the instructions words. This will help you understand exactly what the examiner wants you to do with the question.

2. Plan your answer.

The students who get the highest marks in Writing Task 2 always plan their answers for up to 10 minutes. Planning helps you organise your ideas and structure your essay before you write it, saving you time and helping you produce a clear and coherent essay.

3. Write an introduction.

The introduction should answer the question directly. This tells the examiner that you know what you are doing straight away and helps you write your main body paragraphs.

4. Write the main body paragraphs.

This is where you give the examiner more detail . You do this by stating your main points and supporting these with explanations and relevant examples.

5. Write a conclusion.

In your conclusion , you should provide a summary of what you already said in the rest of your essay.

4 Ways to Improve your Score in IELTS Writing Task 2

Many people know they need to improve their writing skills but don’t know how to do it. Here are 4 ways you can boost your score in Writing Task 2:

1. Understand the exam.

You must first understand what IELTS Writing Task 2 is, what you are expected to do and how to give the examiners what they want. This is the first stage and one that is often overlooked.

There are many online resources, often with conflicting and poor-quality information, so finding a reliable source of information is key.

2. Identify your weak areas.

If your car breaks down, you would try and identify which part caused the problem. If you get sick, your doctor will run tests to determine the exact cause of your symptoms.

IELTS Writing Task 2 is the same. We must first identify WHY you are not getting the score you need before we can help you improve.

However, be very careful! You wouldn’t ask the average man on the street for medical advice, so make sure you find someone who knows what they are doing and has the expertise to help you with this.

3. Fix the problems.

Now that we know what the problems are, we must fix them.

If your grammar needs work, fix those issues. If your vocabulary is lacking, work on fixing this issue.

Just as a good doctor can help you fix a medical problem, a good IELTS teacher can help you fix your specific issues.

4. Practice and get feedback.

Practice alone will not help you. It is an essential part of your preparation, but you must also get feedback on your work if you are really going to improve.

You wouldn’t try to teach yourself how to drive without an instructor, would you?

Find someone who will give you accurate and helpful feedback on your work. Otherwise, you will not be able to move to the last stage.

Now that you have understood what you need to do, identified the exact areas you need to work on, improved those areas, and received feedback on your work, you are now ready to get the IELTS Writing Task 2 score you deserve.

Writing Task 2 Structures 

I want to warn you about structures because they are not a magic wand that will help you automatically get a higher score. They WILL help you, but please realise that they are just a small part of your overall score.

These structures provide a sentence-by-sentence template for all the main Task 2 question types, making your job much easier on exam day.

• Task 2 Essay Structures

Essential Writing Task 2 Skills 

No matter how good your English is, you must still learn IELTS writing skills before taking the Writing Task 2 test. These helpful guides will take you through each of these skills step-by-step:

• How to Plan an Essay

Making a good plan actually saves you time when you write your essay. This guide will show you how to plan and write a clear essay every time.

• How to Think of Relevant Ideas

This guide provides 5 different methods to help you quickly think of relevant ideas that are directly linked to the question.

• How to Write a Complex Sentence

Complex sentences help you boost your score for grammar. They are actually very simple to write and are not complex at all.

• How to Paraphrase

Paraphrasing is one of the essential IELTS skills for all parts of the IELTS test. You should paraphrase the question in the very first sentence of your essay to help boost your vocabulary score in Writing Task 2.

• How to Write a Supporting Paragraph

Supporting paragraphs are the main body paragraphs and are the meat in the sandwich. This is where you provide the detail the examiner is looking for in the form of explanations and examples.

• How to Write a Thesis Statement

A thesis statement tells the examiner your opinion. Many IELTS Writing Task 2 questions specifically ask for your opinion, and if you don’t write it clearly, you have not answered the question properly. This article shows you how, where and when to give your opinion.

How many words should I write?

Around 250 words? Exactly 250 words or over 250 words? How many words over? How do I know how many words I have? Will I lose marks if I write too many words? This article answers all those questions.

• How to Understand and Analyse Any Question

A critical part of answering any question. This article shows you how to break down any Task 2 question and identify the keywords, micro-keywords and instruction words to help you answer the question effectively.

• How to Write a Great Introduction

The introduction is the first thing the examiner reads; therefore, we must give them a good first impression. I share a very specific sentence-by-sentence structure in this article to help you write introductions quickly and effectively.

• Task 2 Marking Criteria 

Do you know how Task 2 is marked? What is the difference between a Band 5 and a Band 8 answer? This article breaks down the marking criteria and explains it in simple language so you can give the IELTS examiners exactly what they want.

• How to Write a Conclusion

A good conclusion should be a summary of your main points. The conclusion is the last thing the examiner reads, and if you can write a good one, you will leave them with a very good impression.

• Using Examples

Each of your supporting paragraphs should have a specific example that supports and illustrates your main point. This is an essential skill to learn if you want to get one of the higher band scores.

• Cohesive Devices

Cohesive devices (sometimes called linking words) are one of the most misunderstood and misused elements of writing. Therefore, you must learn how to use them and when to use them.

• The Danger of Synonyms

While synonyms are very important, they can also really reduce your mark if used incorrectly.

• Paragraphing and Editing

This article will show you how to make your writing as clear and as easy to read as possible. It will also advise you on whether to use a pen or pencil.

• IELTS Writing Task 2: 8 Steps to Success

Read this blog now to access our 61-page Task 2 strategy.

• IELTS Writing Tips

I have compiled these tips after years of teaching IELTS, and all of them have been approved by IELTS examiners.

• Coherence and Cohesion

This is a video lesson that shows you in practical terms how to improve your coherence and cohesion score.

Writing Task 2 Common Topics 

Knowing the common topics can help you prepare for the test more efficiently. Here are the 10 most common topics over the last few years. Studying hard is great, but don’t forget to study smart.

The article below will show you the top 10 most common IELTS topics.

• Most Common Task 2 Topics 

Full IELTS Writing Task 2 Practice Lessons 

Here are some lessons that I have used when teaching students about IELTS Writing Task 2. I have changed them so that you can easily learn from home. They are very long but contain all the necessary information combined with the skills above.

• Agree or Disagree (Opinion) Lesson

In this lesson, we look at how to tackle an ‘agree or disagree’ question. Many people worry about whether to take one side of the other or discuss both sides. Additionally, people also worry about how to deal with ‘To what extent’ question types. We allay all of these fears in this lesson.

• Discussion Essay Lesson

‘Discuss both views’ questions often confuse people because you are asked to do many things in one essay. As such, it is very important to remember that the question asks you to discuss BOTH views AND give YOUR opinion.

• Problem and Solution Essay Lesson

These questions are much easier than you think. You probably discuss problems and solutions in your day-to-day life all the time. Keep it simple.

• Advantages and Disadvantages Lesson 

There are a couple of different types of advantages and disadvantages questions. This lesson will show you how to answer them.

• Writing Task 2 Exercise with Video

Writing is a skill, and just like any other skill, it is important to practice to improve.

• From Band 6.5 to 8 Demo Lesson

This is my most comprehensive free lesson on IELTS Writing Task 2. We show you how we took one VIP student from Band 6.5 to an amazing 8.

Sample Answers

You must have some good examples to compare your writing and see if you are on the right track. Click the link below for lots of sample answers and over 100 questions.

Task 2 Sample Answers

• Agree or Disagree Sample Essays
• Task 2 Band 9 Sample Essay
• Latest Real Task 2 Questions
• Official Sample Test Questions
• Cambridge Sample Questions
• Free Practice Test
• How To Use Task 2 Samples
• Recent Confusing Questions
• IELTS Writing Practice Guide

IELTS Writing Task 2 Essential Information

• You must write an essay in response to a question.
• You must write 250 words or more.
• Task 2 is worth 2/3 of your total mark on the Writing test.
• You should spend around 40 minutes on this part of the test.
• General Training and Academic are essentially the same for Task 2. However, they are different for Task 1.
• There are certain types of questions that you will be asked, for example, opinion, discussion etc. See below for more detail on these.
• Task Achievement (25%)
• Coherence and Cohesion (25%)
• Lexical Resource (25%)
• Grammatical Range and Accuracy (25%)

Grammar and Vocabulary

Grammar is one of the four things you will be marked on in the Writing Task 2 test. Finding out what your common grammar mistakes are and then fixing them is a very powerful way to boost your score in this area. Here are some common grammar mistakes I have found after making hundreds of tests.

• Top 10 Grammar Mistakes

For most IELTS students, the problem is not grammar in general. In fact, it is usually just 1-2 problem areas. Therefore, when you fix these main weaknesses, you’ll be able to improve your grammar and your writing score dramatically.

• Using Personal Pronouns

Hint- They aren’t as big of a deal as you think.

See the interactive tool below for the answers to the most commonly asked questions we receive about IELTS Writing Task 2: 

IELTS Writing Task 2 FAQs

How can i improve my writing.

You will find all the resources you need on our Writing Task 2 page. Click the link below:

Writing Task 2

We also have two Task 2 courses for those that need to improve their Task 2 skills and strategy. They are both based online and completely free of charge. Learn more about them below:

Task 2 5 Day Challenge

Task 2 Essay Builder

If you need serious help or personalised feedback, you should check out our VIP Course. There is a waiting list, but you can add your name here:

How can I get a Band 7, 8 or 9?

The answer to this question is different for every individual IELTS student, as it depends on a number of factors, including your work ethic, English skills and exam strategy. You'll find a guide to answering this question in this article

If you need serious help with improving your IELTS scores, you should check out our online writing course. There is a waiting list, but you can add your name by clicking the link below:

Can you correct my writing?

Please click the link below and it will give you all the information you need about our writing correction service:

Writing Correction Service

Do you have any sample answers?

Yes, you will find them at the link below:

Will using 'high level' or 'academic' words help me improve my score?

Probably not.

Read my recent article about IELTS vocabulary here:

5 Things You Need to Know about IELTS Vocabulary

Can I use idioms?

No, you should not write idioms for Task 2.

Can I use personal pronouns?

You should avoid using personal pronouns, but it is fine to use them when giving your personal opinion.

Do you write a conclusion for Task 2?

Yes, it is very difficult to get a good score in Task 2 if you haven't finished your essay with a conclusion. You will find an in-depth lesson on conclusions here:

How to Write an Effective Task 2 Conclusion

How many paragraphs should I write?

Most IELTS task 2 essays follow the same basic four paragraph structure:

• Introduction
• Supporting Paragraph 1
• Supporting Paragraph 2

However, you can find more comprehensive help with structuring your Task 2 essays here:

5 Day Challenge

Do I need to plan my essay?

I would highly recommend planning your essay. A good plan acts like a map that guides you through the essay, ensuring that you give the examiner exactly what they need to award you the score you need. You can find help with planning your essays here: How to Plan an IELTS Essay

You must write at least 250 words in Writing Task 2.

I would suggest that you aim to write around 270-280 words in total. Aiming for 20-30 words more than the required amount makes you more likely to reach the word limit without setting an unrealistic goal.

Will I lose marks if I don't write enough words?

Yes, if you don't write the required number of words, you will lose marks in 'Task Achievement' for not answering the question fully. Read more here .

Can I use contractions?

No, should not use contractions when you are writing an academic essay.

50+ Recent IELTS Writing Topics with Answers: Essays & Letters

14 min read

Updated On Aug 21, 2024

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This article lists recent IELTS Writing topics for Academic and General Training exams, covering Task 1 visual data and essays on themes like health, education, environment, and more. It also offers sample questions to aid in effective exam preparation.

Table of Contents

Ielts writing topics for academic writing task 1, ielts writing topics for general writing task 1, common ielts writing topics for writing task 2.

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IELTS Writing topics are one of the most essential study resources for IELTS exam preparation. There are two reasons for this: firstly, topics are often repeated in the IELTS exam and secondly, practising these IELTS Writing questions will help test-takers familiarise themselves with the format and requirements of the exam.

While the first task for the IELTS Writing exam has different versions of IELTS Academic and IELTS General , the second task is essay-writing for both. Even with differences in format or difficulty levels, both these tasks revolve around common IELTS writing topics like health, environment, education, travel, family and children, etc.

In this blog, we have compiled a list of the most popular and recent IELTS Writing topics based on the different tasks in this section and recurrent themes. Also, get hold of the IELTS writing questions and answers PDF that will help you practice at your own pace.

In the IELTS Writing Task 1 of the Academic exam, candidates have to summarize important visual information presented in graphs, charts, tables, maps, or diagrams in at least 150 words within 20 minutes.

Below are some IELTS Writing Task 1 topics with answers for each type of graphs and diagrams in IELTS Academic.

Line Graphs

Check out the list of IELTS Writing Task 1 - Line graph with IELTS writing questions and answers. Make sure to use appropriate IELTS Writing Task 1 Line Graph Vocabulary to write effective answers.

• IELTS Academic Writing Task 1 - Shops that Closed
• IELTS Academic Writing Task 1 Topic: Different sources of air pollutants - Line Graph
• IELTS Writing Task 1 - The Graph Below Shows Different Sources of Air Pollutants in the UK Sample Answers
• IELTS Academic Writing Task 1 Topic : Price changes for fresh fruits and vegetables - Line Graph
• The Percentage Of The Population In Four Asian Countries - IELTS Writing Task 1
• The Changes In Ownership Of Electrical Appliances And Amount Of Time Spent Doing Housework In Households - IELTS Writing Task 1
• IELTS Academic Writing Task 1 Topic 38: Paris Metro station passengers - Line Graph
• Projected Population Growth of China and India- Line Graph
• IELTS Academic Writing Task 1 Topic : Percentage of Car Ownership in Great Britain - Line Graph
• Waste Recycling Rates in the US From 1960 to 2011- Line Graph
• Weekday Volume of Passenger Activity on the Toronto Metro system- Line Graph
• US Consumers' Average Annual Expenditures on Cell Phone- Line Graph
• Consumption of Fish and Different kinds of Meat in a European Country- Line Graph
• Demographic Trends in Scotland- Line Graph

Here is a list of IELTS Writing topics with answers on the IELTS bar chart .

• People Who Ate Five Portions of Fruits and Vegetables Per Day in the UK - IELTS Writing Task 1
• IELTS Academic Writing Task 1 Topic : People affected by four types of noise pollution - Bar graph
• How Families in One Country Spent their Weekly Income - IELTS Writing Task 1
• Division of Household Tasks by Gender in Great Britain- Bar Graph
• Annual Pay for Doctors and Other Workers - IELTS Academic Writing Task 1 Bar Chart
• Estimated World Illiteracy Rates by Region and by Gender - IELTS Writing Task 1
• Southland’s Main Exports in 2000 and Future Projections For 2025 - IELTS Writing Task 1
• Carbon Emissions in Different Countries - IELTS Writing Task 1
• IELTS Academic Writing Task 1 Topic 22: Railway system in six cities in Europe – Bar Chart
• IELTS Writing Task 1 Test On 28th July With Band 8.0-9.0 Sample
• IELTS Academic Writing Task 1 Topic: Percentage of people living alone in 5 different age groups in the US - Bar Chart
• Amount of Leisure Time Enjoyed by Men and Women of Different Employment Statuses – Bar Chart
• USA Marriage and Divorce Rates Between 1970 and 2000 and the Marital Status of Adult Americans- Bar Graph
• Top Ten Rice-Producing Countries in the World in 2015- Bar Graph
• Rural Households that Had Internet Access Between 1999 and 2004- Bar Graph
• Information About Underground Railway Systems in Six Cities - IELTS Writing Task 1

Explore the list of IELTS writing topics related to pie charts and solve them with the help of pie chart vocabulary for IELTS preparation.

• IELTS Academic Writing Task 1 Topic : Survey conducted by a university library - Pie chart
• Methods of Transportation for People Traveling to a University - Pie Chart
• IELTS Academic Writing Task 1 Topic 13: Percentage of housing owned and rented in the UK – Pie Chart
• IELTS Academic Writing Task 1 Topic : The percentage of water used by different sectors - Pie chart
• Online shopping sales for retail sectors in Canada - IELTS Writing Task 1 Pie chart
• Percentage of Water Used for Different Purposes in Six Areas of the World- Pie Chart
• IELTS Academic Writing Task 1 Topic 18: Average Consumption of food in the world – Pie Chart
• Main Reasons Why Students Chose to Study at a Particular UK University - IELTS Writing Task 1 Academic Pie Chart
• Composition Of Household Rubbish In The United Kingdom - IELTS Writing Task 1

Here is a list of IELTS Writing topics with answers on the IELTS table chart .

• Fishing Industry in a European Country - IELTS Writing Task 1 Academic
• IELTS Academic Writing Task 1: Social and economic indicators for four countries - Table
• The Situation of Marriage and Age from 1960 to 2000 in Australia - IELTS Writing Task 1
• Past And Projected Population Figures In Various Countries - IELTS Writing Task 1
• IELTS Academic Writing Task 1 Topic 35: Number of travelers using three major German airports - Table
• IELTS Academic Writing Task 1 Topic 05: Size of US households over a number of years
• Changes in Modes of Travel in England Between 1985 and 2000- IELTS Writing Task 1 (Table)
• IELTS Academic Writing Task 1 Topic 12: Internet use in six categories by age group – Table
• Cinema Viewing Figures for Films by Country, in Millions- Table
• Number of Medals Won by the Top Ten Countries in the London 2012 Olympic Games- Table
• Sales at a Small Restaurant in a Downtown Business District- Table

Here is a list of IELTS Writing topics 2024 with answers on the IELTS Map Diagram .

• Paradise Island Map – IELTS Academic Writing Task 1 Answers
• Floor Plan of a Public Library 20 years ago and now - IELTS Writing Task 1
• A School in 1985 and the School Now - IELTS Writing Task 1
• Village of Stokeford in 1930 and 2010 - IELTS Writing Task 1 Map
• Map of the Centre of a Small Town Before and After - IELTS Writing Task 1
• Plan A & B shows a Health Centre in 2005 and in Present Day - IELTS Writing Task 1
• IELTS Academic Writing Task 1 Example 9 : Chorleywood is a village near London whose population has increased steadily - Map
• Two possible sites for the supermarket Sample Answers
• IELTS Academic Writing Task 1 Topic : Cross-sections of two tunnels
• IELTS Academic Writing Task 1: Local industrial village in England called Stamdorf - Map
• IELTS Academic Writing Task 1 : Hawaiian island chain in the centre of the Pacific Ocean - Map

Process Diagrams

Here is a list of IELTS Writing topics with answers on the IELTS Process diagram .

• Process of Making Soft Cheese - IELTS Writing Task 1
• Growing and Preparing Pineapples and Pineapple Products – IELTS Writing Task 1 Diagram
• Ceramic Pots Process - IELTS Academic Writing Task 1 Diagram
• How Orange Juice is Produced - IELTS Academic Writing Task 1
• IELTS Academic Writing Task 1 Topic 09 : Consequence of deforestation
• The Diagram Shows the Manufacturing Process of Sugar- IELTS Writing Task 1
• IELTS Academic Writing Task 1 Topic 10: How apple is canned - Diagram
• Life Cycle of the Salmon - IELTS Writing Task 1
• Academic IELTS Writing Task 1 Recycling process of wasted glass bottles Sample Answers
• Production of Potato Chips - IELTS Writing Task 1
• The Process of Milk Production - IELTS Writing Task 1
• Process of Making Pulp and Paper - IELTS Writing Task 1 Diagram
• Stages of Processing Cocoa Beans - IELTS Writing Task 1

Mixed/Combination Diagrams

The following is a list of IELTS Writing topics 2024 with answers on IELTS mixed or combination diagrams, practising which will aid in mastering these visual presentations for a top IELTS band score .

• Anthropology Graduates From One University - IELTS Writing Task 1
• Water use Worldwide and Water Consumption- Line Graph and Table
• Transport and Car Use in Edmonton- Pie Chart + Table
• Demand for Electricity in England- Line Graph and Pie Chart
• IELTS Academic Writing Task 1 Topic : Newly graduated students in the UK and their proportions - Multiple Graphs
• The table and charts below give information on the police budget - IELTS Writing Task 1

Practice IELTS Writing topics with expert guidance!

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In the IELTS General Writing Task 1 , test-takers are required to write a letter in response to a given situation. The letters are of three types depending on the context, namely formal, semi-formal and informal.

Below are some common IELTS Letter Writing topics that cover all the 3 ielts writing questions types of letters.

Formal Letters

Have a look at the list of IELTS General Writing Task 1 Sample Formal Letters that will help IELTS candidates prepare for the IELTS Writing questions for the actual exam.

• An Article in an International Travel Magazine - IELTS Writing Task 1
• A Magazine Wants to Include Contributions from its Readers - IELTS Writing Task 1
• Recently Booked a Part-Time Course at a College Now Need to Cancel Your Booking - IELTS Writing Task 1 General Formal Letter
• Advertisement From a Couple Who Live in Australia - IELTS Writing Task 1 General Formal Letter
• You Found You had Left Some Important Papers at the Hotel – IELTS General Writing Task 1
• Advertisement for a Training Course which will be Useful – IELTS Writing Task 1
• Write a Letter to Your Manager about a Party that You Want to Organize at the Office – IELTS General Writing Task 1
• A Feedback for a Short Cookery Course – IELTS General Writing Task 1
• Letter to the Local Authority about Construction of an Airport - IELTS Writing Task 1
• You Are Soon Going to Spend Three Months Doing Work Experience in an Organisation - IELTS Writing Task 1

Semi - formal Letters

The following is a list of IELTS General Writing Task 1 Sample Semi-Formal Letters with answers.

• A Friend Of Yours Is Thinking About Applying For The Same Course - IELTS Writing Task 1 General Semi-Formal Letter
• Letter to Neighbour About Barking Dog - IELTS Writing Task 1
• A Letter to Your Friend Who Lives in Another Town and Invite - IELTS Writing Task 1
• Letter to a Singer about His/Her Performance – IELTS General Writing Task 1
• You Have a Full-time Job and Doing a Part-time Evening Course - IELTS Writing Task 1
• Letter to Neighbor About the Damaged Car While Parking - IELTS Writing Task 1
• You Work for an International Company- Semi-formal letter
• You and Your Family are Living in Rented Accommodation- Semiformal Letter

Informal Letters

Here is a list of IELTS Writing topics with answers on the IELTS General Writing Task 1 Informal Letters that will help you to learn how to write an IELTS informal letter and brush up your writing skills.

• A Friend is Thinking of Going on a Camping Holiday - IELTS Writing Task 1
• Advice about Learning a New Sport – IELTS Writing Task 1 (Informal Letter)
• Help with a College Project - IELTS Writing Task 1 from Cambridge IELTS General 18
• Write a Letter to Your Friend Planning a Weekend Trip - IELTS General Writing Task 1
• Your Parents will be Celebrating their 50th Anniversary Next Month- Informal letter
• You are Studying English at a Private Language School- Informal Letter
• You Have a Friend Who has always Liked the Car you Currently Drive- Informal Letter
• You Have Recently Started Work in a New Company- Informal letter
• A friend Asking for Advice About a Problem at Work- Informal letter
• A Friend has Agreed to Look After your House- Informal Letter

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IELTS Writing Task 2 is similar for both IELTS Academic and IELTS General Training with minor differences in the difficulty level. Therefore, let us have a look at the compilation of IELTS writing topics with answers for different IELTS Writing Task 2 sample essays based on the common common IELTS Writing topics 2024.

Business, Work & Talent

Work-related topics often cover issues such as work-life balance, the gig economy, and the impact of automation on employment. Also, business topics may include discussions on corporate responsibility, entrepreneurship, and the impact of globalization on local businesses.

• Some people are born with certain talents - IELTS Writing Task 2
• Women Should be Allowed to Join the Army, the Navy and the Air Force just like Men - IELTS Writing Task 2
• IELTS Writing Task 2: Until What Age Do You Think People Should be Encouraged to Remain in Paid Employment?
• IELTS Writing Task 2 - Top Level Authorities Should Take Suggestions From Employees
• How Realistic is the Expectation of Job Satisfaction for all Workers - IELTS Writing Task 2
• Men and Women Can Be Equally Suited to Do Any Type of Work - IELTS Writing Task 2
• People Work Long Hours Leaving Little Time for Leisure - IELTS Writing task 2
• Some People Say that it is Better to Work for a Larger Company than a Small One - IELTS Writing Task 2

Education topics often focus on the role of technology in education, the importance of higher education, and the debate over traditional vs. modern teaching methods.

• IELTS Writing Task 2: Nowadays it is More Difficult for Children to Concentrate to Pay Attention in School
• Placing Advertisements in Schools is a Great Resource for Public Schools - IELTS Writing Task 2
• IELTS Writing Task 2: Giving Homework Daily to School Children Works Well
• Very Few School Children Learn About the Value of Money: IELTS Writing Task 2
• Traditional Examination Are Not Often True to Students Ability - IELTS Writing Task 2
• Secondary School Children Should Study International News - IELTS Writing Task 2

Environment

Environmental issues are increasingly prominent in IELTS Writing, with topics covering pollution, climate change, and the conservation of natural resources.

• IELTS Writing Task 2 - Some people say domestic animals, like cats, should not be reared in cities
• We No Longer Need to have Animals Kept in Zoos - IELTS Writing Task 2
• The Importance of Biodiversity is Being More Widely Recognised - IELTS Writing Task 2
• People Should Use Public Transport to Support Pollution Control Initiatives - IELTS Writing Task 2
• International Community Must Act Immediately to Reduce Consumption of Fossil Fuels - IELTS Writing Task 2

Family and Children

IELTS Writing questions related to family and children often explore the changing dynamics of family life, parenting styles, and the impact of technology on children.

• IELTS Writing Task 2 - Young Single People No Longer Stay With Their Parents Until They Are Married
• Is it Better to Rear Children in Joint Family or in Nuclear Family - IELTS Writing Task 2
• IELTS Writing Task 2: Majority of Children are Raised by their Grandparents Due to the Fact that their Parents are Busy
• IELTS Writing Task 2: In Some Countries Children Have Very Strict Rules of Behaviour
• Some People Spend Their Lives Living Close to Where They Were Born - IELTS Writing Task 2
• Should Parents Read or Tell Stories to Their Children - IELTS Writing Task 2
• Women Make Better Parents than Men - IELTS Writing Task 2
• The Older Generations Tend to Have very Traditional Ideas - IELTS Writing Task 2

Food, Lifestyle and Entertainment

Food and entertainment related IELTS writing topics often discuss issues related to diet, the global food industry, and cultural food practices.

• Explain Why the Movies are As Popular As a Means of Entertainment - IELTS Writing Task 2
• IELTS Writing Task 2: Popular Hobbies and Interests Change Over Time
• IELTS Writing Task 2 - Which Do You Prefer Planning or Not Planning For Leisure Time?
• IELTS Writing Task 2: People Always Throw the Old Things Away When they Buy New Things
• Food Can Be Produced Much More Cheaply Today | IELTS Writing Task 2
• IELTS Writing Task 2: The Era of the Silver Screen is Coming to an End
• Why is Music Important for Many People - IELTS Writing Task 2
• IELTS Writing Task 2: Why is the Circus Still a Popular Form of Entertainment
• Crime Novels and TV Crime Dramas are Becoming Popular - IELTS Writing Task 2

Health-related topics are a staple in the IELTS Writing section, focusing on public health issues, diet, and the impact of modern lifestyles on health.

• Discuss the cause and effects of widespread drug abuse by young people - IELTS Writing Task 2
• Obesity is a Major Disease Prevalent among Children - IELTS Writing Task 2
• Exercise is the Key to Health while Others Feel that Having a Balanced Diet is More Important - IELTS Writing Task 2
• Advantages and Disadvantages of Government Providing Free Healthcare - IELTS Writing Task 2
• Tobacco and Alcohol are Drugs that Cause Addiction and Health Problems - IELTS Writing Task 2
• Many People Complain that They Have Difficulties Getting Enough Sleep - IELTS Writing Task 2
• and More People are Hiring a Personal Fitness Trainer - IELTS Writing Task 2

Language and Culture

Topics related to language and literature often explore the importance of preserving cultural heritage, language learning, and the impact of globalization on languages.

• Many Old Cities Around the World are Going Through a Major Process of Modernization - IELTS Writing Task 2
• Reading for Pleasure Develops Imagination and Better Language Skills - IELTS Writing Task 2
• IELTS Writing Task 2 - Traditional Festivals and Celebrations Have Disappeared
• Globalization will Inevitably Lead to the Total Loss of Cultural Identity - IELTS Writing Task 2

Societal issues such as violence, social inequality, and media influence are common in IELTS Writing topics.

• Individual Greed and Selfishness Have Been the Basis of Modern Society - IELTS Writing Task 2
• IELTS Writing Task 2 - Individuals Should Not Be Allowed To Carry Guns
• Nowadays We are Living in a Throwaway Society - IELTS Writing Task 2
• Different People Have Different Approaches to Life - IELTS Writing Task 2
• Violence and Conflict were more Evident under Male Leadership than under Female Leadership - IELTS Writing Task 2
• What Changes Do You Think this New Century Will Bring - IELTS Writing Task 2
• People Remember Special Gifts or Presents they Receive - IELTS Writing Task 2

Sports topics in IELTS Writing often cover the role of sports in education, the impact of professional sports on society, and issues related to sportsmanship.

• Many People Think Olympic Games and World Cup are an Enormous Waste of Money- IELTS Writing Task 2
• Cricket has Become More Popular than the National Sports - IELTS Writing Task 2
• Sports Today is Turning into a Business - IELTS Writing Task 2

Technology & Science

Technology is a rapidly evolving field, and its impact on society, work, and communication is a common topic in IELTS Writing. Media-related topics also come under this section and often focus on the influence of mass media, the ethics of journalism, and the role of the internet in modern communication.

• Internet and Computers Will Ever Replace the Book or the Written Word - IELTS Writing Task 2
• IELTS Writing Task 2: More and More People are Choosing to Read Ebooks Rather than Paper Books
• Some People Think That Mobile Phones Should Be Banned in Public Places - IELTS Writing Task 2
• Persuade More People to Embrace Electric Cars – IELTS Writing
• The most important aim of science should be to improve people's lives - IELTS Writing Task 2
• People May No Longer Be Able to Pay for Things Using Cash - IELTS Writing Task 2
• Mobile Phones and the Internet could have Many Benefits for Old People - IELTS Writing Task 2

Tourism and Travel

Tourism and travel topics may include discussions on the impact of tourism on local cultures, the environment, and the global economy.

• Foreign Visitors Should Pay More Than Local Visitors for Cultural and Historical Attractions - IELTS Writing Task 2
• IELTS Writing Task 2: What Do You Think are the Benefits of Going Away on Holidays?
• In the Future More People Will Go On Holiday in Their Own Country - IELTS Writing Task 2

Download the IELTS writing topics PDF that contain all the IELTS writing topics with answers to fasttrack your IELTS preparation!

Being familiar with these IELTS Writing topics and practicing your writing skills within these themes can help you prepare more effectively for the IELTS Writing test. Moreover, understanding the issues and arguments related to each topic will enable you to write well-rounded essays that meet the IELTS criteria. So, if you need further guidance through a free demo session or sign up for free IELTS webinars .

Additional Reads

• IELTS Academic Writing Task 1: Useful Tips and Vocabulary to Describe a Graph or Chart
• Recent Writing Task 2 Essay Topics for IELTS 2024
• IELTS Band 9 Essay Samples: Writing Task 2 Insights for IELTS Learners
• Visuals: Writing About Graphs, Tables and Diagrams for IELTS Writing Task 1 (Ebook)
• How to Plan an IELTS Writing Task 2 Essay (Best Strategy)
• IELTS Writing Task 2 Preparation Tips/Tricks

Frequently Asked Questions

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Linking Words for IELTS Writing Task 2

The linking words list below is essential for IELTS writing task 2 for high score. The examiner needs to see a range of linking words in your essay to award you a high score for the criterion of Coherence and Cohesion which is 25% of your marks. You will be checked on your range, accuracy and your flexibility of linking words in IELTS writing task 2. These connecting words are suitable for all types of essay writing as well as GT IELTS writing task 2

These words are often used to either put your paragraphs in order or used inside the paragraph to highlight and organise your supporting points. However, using “Firstly” and “Secondly” to start each body paragraph is considered “mechanical” which means it is like a machine and this isn’t good for people aiming for band 7 and above. So, being flexible using a combination of linking words is better.

• another point to consider
• a further consideration
• another issue
• lastly /last but not least / finally

Adding Information

You will need to support your main points in your IELTS essay. These linkers inform the reader that extra information is about to be presented.

• in addition
• additionally
• furthermore
• not only … but also

Giving Examples

It is often useful to give examples to support your ideas in IELTS writing task 2. Make sure you use this range of linking words to do so.

• for example
• one clear example is
• for instance
• to illustrate
• in other words

To learn how to put examples in sentences for essay writing, please follow this link: How to Add Examples to Essays .

Results and Consequences

These linking devices can be used for solution essays or any essay when you need to explain the consequences of something.

• as a result
• consequently
• for this reason

Highlighting and Stressing

It is important to be clear about what you mean in your essay. These linking words help you stress particular points.

• particularly
• in particular
• specifically

Concessions and Contrasts

You often need to give opposite ideas, particularly for discussion essays so the linking words below will help you show the reader when you want to introduce an opposite point. Also you might want to give exceptions to a rule for a concession.

• nevertheless
• even though
• in spite of
• on the other hand
• by contrast
• in comparison
• alternatively
• another option could be

Reasons and Causes

These connecting words will help you explain reasons and causes for something which is very common in IELTS writing task 2, especially for cause / solution essays.

Giving your Opinion

• in my opinion
• I concur / agree
• I disagree / I cannot accept

Don’t make a mistake with the way you express your opinion. Watch this video for useful tips on giving your opinion and how to avoid mistakes: IELTS ESSAY: WHEN & HOW to give your opinion

Linking Words for Conclusion

Which is the best? In a nutshell, To sum up, To conclude,  In conclusion, Rounding off,

Practice with Linking Words

Improve your use of linking words by fill in the gaps below with linking words from the above list.

• . (1) …………………….. of the popularity of Facebook, there has been a rise in online crime, (2) ………….. fraud and identify theft. 
• There are a number of drawbacks to people using Facebook as a way of communicating (3) ………………… it is (4) …………….. one of the most common social networking platforms for both individuals and businesses.
• (5) ……………………….. the lack of exercise taken by average people, obesity and other weight related problems are on the rise.
• Unemployment and poverty, (6) ………….. in urban areas, is often deemed to be the cause of the rising crime rate.
• (7) …………… the rise in urban crime, more and more people continue to relocate to cities looking for a better life.
• More children are becoming obese and (8) …………….. schools should be encouraged to provide more sports lessons and outdoor activities.

Click below to reveal the answers:

• You cannot have despite because the preposition of in the sentence prevents this being used.
• like is not possible because it is not suitable for formal writing in IELTS.
• ( you can’t have “because of” because it is at the beginning of a sentence. Never use but or because at the start of a sentence in formal IELTS writing.)
• particularly / especially / specifically
• If you wanted to use the word “although”, you would have to change the sentence structure:
• Although the urban crime rate is rising, more and more people are continuing to relocate to cities looking for a better life.
• therefore / so / for this reason

RECOMMENDED FOR YOU:

• Tips: IELTS Essay Structure & Paragraphs
• 100 IELTS Practice Essay Questions
• All Linking Word Practice Exercises
• ALL FREE MODEL ESSAYS AND TIPS FOR WRITING TASK 2
• Linking Words for IELTS Speaking

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Dear Liz I see lots of model essays have linking words at the start of paragraphs. Is that important? Do I need to use a linking word in most sentences? Is the word HOWEVER a higher band score than BUT? Thanks

These are all good questions. Linking words are part of the marking criterion of Coherence & Cohesion, which counts for 25% of your marks. Linking words should be used flexibly if you are aiming for a score over band 6. If you use linking words at the start of all or almost all sentences, this is called “mechanical” use of linking words and that means you are using linking words like a machine (stamping them in the same place each time). When you use linking words that way, it is a feature of band 6. For band 7 and above, you must be more flexible. Not all sentences will need a linking word and not all linking words need to be the first word of a sentence. For body paragraphs, a discussion essay might have two body paragraphs which both start with a linking word, for example “On the one hand …..On the other hand”. This is fine. For for an Opinion Essay, the way you start each body paragraph will depend on the main points and you should aim for flexibility.

One linking word does not have a higher score than the other. Your aim is to use a range. For example, don’t repeat the word “although”, you can use despite or in spite of . When you proof read your essay, look out for repeated linking words and change them before your time is up.

What about “besides” at the beginning of a sentence?

Yes, but in some countries, such as Vietnam, this linking word is very much overused. But it is possible to use it.

Good to know that, thank you!

Maam, can you suggest me some sentence structures for writing both tasks?

See my Grammar E-book for writing task 2 in my store: https://elizabethferguson.podia.com/ . For writing task 1, see my model answers and lessons which you can use to analyse sentence structures yourself.

Hi Liz thanks mam for your extraordinary IELTS free writing task 2. It is very helpful for me. Thank you very much mam and take my love

You’re welcome 🙂

Hi liz, Could you please provide the marking scheme writing and reading module of IELTS or in other words I am asking for the factors on which student’s band score is decided.

You can find those linked in the main sections for Writing Task 1, Writing Task 2 and Reading, which are all linked by the RED Menu Bar at the top of the website. Marking for reading is based on correct or incorrect answers, but for the writing and speaking test, it’s based on marking criteria. You can also find a link by clicking on the TEST INFO option on the RED Menu Bar which shows band score information.

I just saw on the IDP IELTS website it says, “Don’t overuse basic linking words like firstly (instead, try using ‘The first reason for/ The primary reason for this”). Is that really better? Can I continue using ‘firstly’ like you do?

Sincerely, Draven

It is fine to use it. But don’t then use Secondly, Thirdly. When you write like a machine, you get a lower score in Coherence and Cohesion, which counts for 25% of your marks. You could try: Firstly / Another point to consider The first point to consider is / A further consideration it You shouldn’t just learn one option. The linking words you use will depend on the points you want to present. You must learn how to use them flexibily.

liz thank you lot for making all videos. take care of you

Hello Liz, Thank you for this very educative blog. when giving examples in task 2 writing for the academic test, are correct statistics important or can one just use made-up stats?

Your are marked on ideas, supporting ideas, developing ideas, but not numbers. The examiner is not going to check statistical data in task 2. The examiner is marked Task Response, Coherence & Cohesion, Vocabulary and Grammar. This means writing numbers does even help your score that much. Which is better: 1) 75% of people in urban areas feel public transport could be improved. 2) The majority of people living in urban areas feel the public transport could be improved. The second option boosts your vocab score. It is a simple essay based on relevance, not stats and research.

Hi Ms. Liz. Thank you for your lessons 🙂

Thank you very much for your lessons..you deserve to ” The most effective IELTS teacher award ” Thanks once again

It is a misfortune that IELTS mandates the use of linking words for high scores. Especially at the beginning of sentences, linking words quickly tire the reader being pushed around.

If linking words tire the reader, they are not being used properly. You are being tested on using them flexibly in a way that supports the reader.

mam I would like to share a small problem which I facing almost last 10 days in IELTS classes. I’m not good in writing even I don’t know what to write or what to add .and what to think . could you tell me how can I improve .I will looking for your generous response

You can find model essays and tips on the main writing task 2 page of this website for free: https://ieltsliz.com/ielts-writing-task-2/ . But for some people, they need more training. My advanced lessons take you step by step through each paragraph and explain the content of each type of essay. You can find these lessons in my online store: https://elizabethferguson.podia.com/ . You can also find an Ideas for Essay Topics E-book, which contains ideas and vocabulary for topics. You memorise the ideas and adapt them to your essay topic. There’s also a Grammar E-book with many examples of sentence structures to help you. Hopefully all these will help you be clearer about how to tackle an IELTS essay and what to write.

Hi Liz, Can you allocate me some of the pre-ready templates which can be used as a topic statement in starting of the paragraph.

I do not provide them because they are the worst thing to do for your IELTS essay. IELTS does not accept memorised language and the higher band scores are all about flexibility, not templates. Writing task 1 is more formulaic than task 2 because task 1 is a report and most reports are pretty standard. But writing task 2 is all about creating unique sentences connected directly to the topic. This website is about learning and preparing for IELTS the right way.

very clear explanation Liz, Thanks !

Could i use the word “To recapitulate” in position of “To Conclude”? However l really impressed a lot to see your tremendous efforts for students. THANK YOU SOO MUCH MAM. may God bless you. Love from india 🇮🇳

Yes, you can use it but it won’t increase your score.

Teacher Liz, this is just a general question. Will points be deducted if literary words/phrases are used in IELTS Writing (or Speaking). Is literary factor considered informal? Thank you very much! Looking forward to hearing from your

I’m not exactly sure what you mean as you’ve provided no examples. However, to help understand: The writing test is formal. So, this means all informal language will cause you to lose marks. The only exception is the informal letter in GT writing task 1. The speaking test is informal and you can use all types of language and be as casual as you want in chatting to the examiner. But language should be used naturally, not poetically or in an overemphasized manner. You should talk as though you were talking to a friend.

I love you mam your are such a great teacher i appreciate your work 👍

Hey liz, I wanted to ask that for conclusion using “all in all” and “to wrap it up” are correct to use or not ?

They are informal and Writing Task 2 is formal.

Hi, Liz! You said in one of your videos that “to sum up” is rather informal for IELTS writing task 2. Why is it in the concluding linkers list then? Can I use it or not?

It is an option but some examiners think it is too informal. There are no rules in IELTS which have word lists that lower your score. It is examiner interpretation. I do not teach this linking word for a conclusion, but other teachers do. This is why it is in the list. My recommendations are recommendations, not rules.

Hi Liz, all your videos are very helpful to have a quick look on the respective modules. Thank you so much for sharing them.

You’re welcome.

Thanks for response

Hello Liz 👋, is it true that reading books or newspapers will improve our writing skills. If yes, what books or newspapers can you suggest to read.

They will certainly help you develop your writing, but they won’t help you develop your writing for IELTS.

I wonder if I am allowed to use specialized words in writing task 2 (as long as they are related to the task rubrics and the usage and the collocation is contextually appropriate). For instance, if the topic of the essay is “imprisonment”, am I allowed to use words like “criminals set free might resort to recidivism”? what happens if the examiner doesn’t know that term? I already know that IELTS guidelines demand that the underlying assumption in the writing exam be the candidate is writing for an academic “non-specialist” reader. Is this fact in contradiction with using technical terms?

With regards, Reza

It is not a case of being allowed or not allowed. It is about how you use language. If you are pushing high level words into your essay for effect, the language in the essay will become unnatural and will be marked down. So, never aim to impress. However, your example is completely fine. The word “recidivism” is an appropriate word to use for that sentence. Certainly not many candidates will know this word, but it is 100% accurate and appropriate. So, my advice is to use language naturally with the right intent and appropriacy based on your level of English. The examiner will not be specialised in law or other fields – bear that in mind. Your aim here is to hit band score 8 or 9, not to showcase specialised vocabulary. This is a basic English language test, not a test of legal language for example. Pay attention to the context of the essay – it isn’t an essay for a university degree in law. You don’t need to use specialised language to achieve your aim in IELTS. I would not recommend using such specialised language that a layperson would not understand. That isn’t an IELTS rule, it is just logical – use such language as is appropriate for the audience and the context.

Many thanks for the exhaustive response. You’re simply the best in the field, bar none!

I wonder if it is appropriate to use some linking words like ‘Moreover, Furthermore, Further’ to start a new paragraph? or they should be used to link ideas in between the sentence?

Thank you, Micaela

There are no rules about this. Linking is about being logical. I personally use these linking words for within the paragraph to add more information. When starting a new body paragraph I tend to use something more flexible, such as “Another point to consider is ..” – basically indicating the start of a brand new point rather than additional information to an existing point.

Can we use listing linkers (firstly, secondly etc) for inside the paragraphs? Or is it better to use linkers for organising paragraphs?

I believe we should use the additonal information linkers to support our main idea or present extended ideas.

Any thoughts?

Best using them within paragraphs. To each paragraph, try: Firstly, Another point, Finally. But to be honest, you can’t learn formulas like this for task 2. It all depends what your ideas are as to what linking words to use. You need to learn flexibility if you want a high score. Yes, you should use a good range of linking words in your essay.

Hlo madam , tomorrow will be my ILETS exam

Hi Liz, Do we need to use comm a after these linking word . If yes then in what circumstances. For instance if we use these linking words at the start of sentence what will the case. Also what will be case if we use these linking words in middle of sentence ?

This is an aspect of grammar that you need to study in depth. In a few weeks, I’ll be releasing a Grammar E-book. It will explain all of that and much much more.

Can I use ‘For one’ instead of ‘Firstly’? Can I continue using ‘Secondly’ and ‘Finally’ with ‘For one’ or it’s not correct usage?

“For one”, is informal and not suitable for IELTS essays. Be flexible with your use of linking devices but stick with formal ones.

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Ideas in ielts essays & in ielts speaking, test yourself with linking words, ielts speaking part 2 cue card topics – 2024, new reading exercise for you (july 2024), ielts gt writing task 1 letter: using the prompts for a high score.

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