Proven strategies to improve your IELTS writing score from Band 5 to Band 7 and beyond. Includes before/after examples, the most common mistakes, high-scoring vocabulary, and essential sentence structures.
Start Free IELTS Prep →The IELTS Writing test consists of two tasks and is assessed across four criteria, each scored from Band 1 to Band 9:
Your overall Writing band is the average of these four criteria. To achieve Band 7, you generally need at least Band 7 in Task Response and no criterion below Band 6.5. Understanding exactly what examiners look for at each band is the first step to improvement.
Understanding the specific differences between bands helps you target exactly what to change in your writing.
| Criterion | Band 5 | Band 6 | Band 7 |
|---|---|---|---|
| Task Response | Addresses the task only partially. Position may be unclear. Main ideas not sufficiently developed. | Addresses all parts of the task. Main ideas are developed, though some may be lacking. | Addresses all parts thoroughly. Clear position throughout. Main ideas extended and well-supported. |
| Coherence & Cohesion | Organisational issues. Limited use of linking words. May lack paragraphing. | Generally coherent. Effective use of linking words. Paragraphing is appropriate. | Logically organises information. Uses a range of cohesive devices appropriately. Clear progression throughout. |
| Lexical Resource | Minimal range. Frequent errors in word choice and spelling. May cause difficulty for reader. | Adequate range. Some less common vocabulary used. Occasional errors in spelling/word formation. | Uses a sufficient range of vocabulary, including less common lexical items. Good awareness of collocation. Occasional errors. |
| Grammar | Limited range of structures. Frequent errors, especially in complex sentences. Grammar errors may cause strain. | Mix of simple and complex structures. Some errors in complex sentences, but rarely cause misunderstanding. | Uses a variety of complex structures. Good control of grammar and punctuation. Occasional errors. |
Task 2 carries twice the weight of Task 1 in your overall Writing score. A structured approach ensures you meet all Band 7 requirements systematically.
Identify the topic, task type (opinion, discussion, problem-solution, advantage-disadvantage), and scope. Underline key instruction words: "discuss both views," "to what extent do you agree," "what are the causes and solutions." Misunderstanding the task type is the most common reason candidates score below Band 6.
Brainstorm 2-3 main ideas. Decide your position (for opinion essays). Plan your paragraph structure: Introduction (paraphrase + position/thesis), Body Paragraph 1 (main idea + explanation + example), Body Paragraph 2 (main idea + explanation + example), Conclusion (summarise + final thought). Never skip planning. Five minutes of planning saves ten minutes of rewriting.
Paraphrase the question in 1-2 sentences. State your position clearly (for opinion essays) or outline what the essay will discuss. A strong introduction sets the examiner's expectations and demonstrates your ability to rephrase effectively.
Each body paragraph should follow the PEEL structure: Point (topic sentence), Explanation (develop the idea), Example (specific illustration), Link (connect to question or next paragraph). Include specific examples — general statements without support will not reach Band 7.
Summarise your main points. Restate your position clearly. Add a final thought, recommendation, or prediction. Never introduce new ideas in the conclusion. Keep it concise: 2-3 sentences maximum.
Check for grammatical errors, spelling mistakes, and unclear sentences. Ensure word count is at least 250 words. Verify that you answered all parts of the question. This final check can lift your score by 0.5 bands.
These examples show the same ideas written at different band levels. Notice how vocabulary, grammar, and organisation improve.
"Some people think dangerous sports should be banned because they are very risky and many people get hurt. For example, boxing is very dangerous and people can die. Other people think dangerous sports are good because they are exciting. I think both sides have good points."
"While it is understandable why some advocate prohibiting high-risk sports due to the potential for serious injury or even fatality, I would argue that an outright ban is neither feasible nor desirable. Instead, governments should implement stricter safety regulations and mandatory protective equipment to minimise risk while preserving individual freedom of choice."
"Nowadays many people are fat. This is because they eat too much fast food and they don't exercise. The government should make fast food more expensive and build more parks."
"The rising prevalence of obesity can be attributed primarily to two interconnected factors: the widespread availability and aggressive marketing of processed, calorie-dense foods, coupled with increasingly sedentary lifestyles driven by desk-based employment and technological convenience. To address this, governments should impose levies on sugary products while simultaneously investing in public recreational facilities to encourage physical activity."
"Technology is very important in schools now. Students use computers and tablets to learn. This is good because they can find information easily. But some teachers don't like it because students play games instead of studying."
"The integration of digital technology into educational settings has fundamentally transformed modern pedagogy, offering students unprecedented access to information and interactive learning tools. However, this shift is not without its challenges; the potential for distraction and the digital divide between socioeconomic groups remain significant concerns that educators must address through structured implementation and equitable resource allocation."
Many candidates write a generic essay without addressing the specific task requirements. A discussion essay that does not discuss both views equally cannot score above Band 6 for Task Response.
Examiners can spot memorised phrases instantly. "In this essay I will discuss both views and give my opinion" is overused and adds no value.
Band 5 writing consists mainly of short, simple sentences: "Technology is important. Students use computers. This helps them learn." This demonstrates limited grammatical range.
Repeating the same vocabulary or restating the same idea in different words wastes words and demonstrates limited lexical resource.
In opinion essays, sitting on the fence or being unclear about your position damages your Task Response score. Examiners need to know where you stand.
Some candidates use "furthermore," "moreover," and "in addition" in every paragraph, often incorrectly. This creates a mechanical, unnatural feel.
Band 7 essays support main ideas with specific, relevant examples. Vague statements like "for example, in many countries" do not demonstrate depth of development.
Consistent spelling mistakes and incorrect punctuation (especially comma splices and missing apostrophes) reduce your score for both Lexical Resource and Grammar.
Using contractions ("don't," "can't"), slang ("kids," "a lot of"), or overly casual expressions is inappropriate for academic writing.
Writing under 250 words for Task 2 or under 150 words for Task 1 results in an automatic penalty. Many Band 5 candidates run out of ideas.
Using sophisticated, topic-specific vocabulary is essential for Band 7+. Replace common words with these higher-level alternatives.
pedagogy curriculum
acquisition of knowledge
critical thinking
rote learning
holistic development
extracurricular
academic performance
disparity in access
lifelong learning
vocational training
technological advancement
digital transformation
unprecedented access
automate processes
artificial intelligence
surveillance
data privacy
technological literacy
disruptive innovation
cybersecurity
preventative care
chronic disease
healthcare expenditure
sedentary lifestyle
nutritional deficiency
mental wellbeing
public health initiative
health disparity
epidemic / pandemic
holistic approach
carbon emissions
renewable energy
sustainability
biodiversity loss
deforestation
climate change
ecological footprint
environmental degradation
conservation efforts
circular economy
It is widely acknowledged that...
There is compelling evidence that...
From my perspective...
I am inclined to believe that...
This raises the question of...
A case in point is...
Conversely / In contrast...
This is not to say that...
The underlying cause is...
It is imperative that...
The root cause of...
This phenomenon stems from...
A viable solution would be...
To mitigate this issue...
One effective measure is...
Long-term ramifications
Implement policies
allocate resources
Tangible improvements
A multifaceted approach
Grammatical range is 25% of your score. Master these structures to demonstrate sophisticated control of English grammar.
Although many people argue that technology isolates individuals, I believe it can actually strengthen social connections when used purposefully.
Use: although, while, whereas, because, since, as, if, unless, even though
Students who participate in extracurricular activities often demonstrate superior time management skills compared to those who focus solely on academics.
Use: who, which, that, whose, where, when, whom — both defining and non-defining
It is widely believed that environmental regulations should be strengthened to protect endangered ecosystems.
Use for: general opinions, processes, formal statements. Not for every sentence, but 2-3 times per essay.
It is not the quantity of education that matters, but the quality of instruction and student engagement.
Use: It is/was... that/who... — adds emphasis and demonstrates sophisticated grammar
Having considered both perspectives, I am convinced that the benefits of international travel far outweigh the drawbacks.
Use: Having..., Being..., Considering..., Resulting from... — excellent for introductions and conclusions
If governments were to invest more heavily in public transport, traffic congestion in urban centres would decrease significantly. (Type 2)
Had the authorities acted sooner, the crisis could have been averted. (Inverted Type 3)
Use a mix: Type 1 for likely situations, Type 2 for hypothetical, Type 3 for past counterfactuals
The rapid expansion of cities has led to increased pollution and a decline in quality of life for residents. (instead of "Cities have expanded rapidly, which has led to...")
Turn verbs into nouns for a more academic tone: expand → expansion, pollute → pollution, develop → development
Not only does regular exercise improve physical health, but it also enhances cognitive function and mental wellbeing.
Use: Not only... but also..., Rarely..., Never..., Seldom..., Under no circumstances...
Task 1 requires you to describe visual information (graph, chart, table, map, or process) in at least 150 words. It contributes one-third of your Writing score, so a strong Task 1 can compensate for a weaker Task 2.
Focus on the most significant changes: highest/lowest points, steepest increases/decreases, periods of stability, and any notable comparisons. Do not describe every data point.
Always include specific figures to support your statements. "Sales rose significantly" is weak. "Sales rose from approximately 25,000 units in 2010 to just over 60,000 in 2020" is strong.
Use past tense for completed time periods, present tense for current/universal truths, and future tense for predictions. Mixed time frames require careful tense management.
Avoid repeating "increased" and "decreased." Use: rose, grew, climbed, surged, soared, plummeted, declined, dropped, fell, levelled off, remained stable, fluctuated.
Unlike Task 2, Task 1 is purely descriptive. Never give your opinion, speculate on reasons, or suggest solutions. Simply report what the data shows.
Write an overview after the introduction that summarises 2-3 main trends. Examiners prioritise this paragraph. Without a clear overview, you cannot score Band 6+ for Task Achievement.
With only 60 minutes for both tasks, effective time management is critical. Here is the recommended allocation:
| Stage | Task 2 (40 min) | Task 1 (20 min) |
|---|---|---|
| Planning | 5 minutes | 3 minutes |
| Writing | 30 minutes | 15 minutes |
| Reviewing | 5 minutes | 2 minutes |
Always start with Task 2 because it carries twice the marks. If you run short of time, a slightly weaker Task 1 hurts your overall score less than a weak Task 2.
| Week | Focus | Daily Tasks (30-45 min) |
|---|---|---|
| Week 1 Foundation | Task structure, introductions | Write 2 introductions per day for different question types. Analyse 1 Band 7+ sample essay. Learn 10 new vocabulary items. |
| Week 2 Body Paragraphs | PEEL structure, examples | Write 1 full body paragraph daily with explanation + example. Read 2 model essays. Practise 3 complex sentence structures. |
| Week 3 Full Essays | Timed practice, Task 1 | Write 1 full Task 2 essay every 2 days (timed 40 min). Write 1 Task 1 every other day. Self-assess against Band 7 criteria. |
| Week 4 Refinement | Error correction, speed | Write 1 full test (Task 1 + 2) every 2 days (60 min). Focus on eliminating your most common errors. Review all vocabulary learned. |
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