Domina el Writing del IELTS 📝
Writing — Structure 👀
| ⏱ Duration | 60 minutes total |
| 📊 Task 1 | Describe visual data (graph, table, chart, map, process diagram) — 150+ words — ~20 min |
| ✍️ Task 2 | Essay (opinion, discussion, problem-solution, advantages/disadvantages) — 250+ words — ~40 min |
| 📋 Marking criteria | Task Achievement, Coherence & Cohesion, Lexical Resource, Grammatical Range & Accuracy (each 25%) |
Marking criteria, in detail 🔎
Each response is marked by a certified examiner on four criteria, each scored from 0 to 9 and weighted equally (25% each). In the overall Writing score, Task 2 counts double (Task 2 band ×2 + Task 1 band).
🎯 1. Task Achievement (Task 1) / Task Response (Task 2)
Does your answer do what the task asks? In Task 1, select and report the key features, give a clear overview, and support it with data — no opinions — in 150+ words. In Task 2, answer all parts of the question, keep a clear position throughout, and develop your ideas with reasons and examples in 250+ words. Off-topic or underlength answers lose marks.
🧩 2. Coherence and Cohesion
Is your writing well organised and easy to follow? This looks at your paragraphing (one main idea per paragraph), the logical order of your ideas, and your use of linking words and referencing. Cohesive devices should feel natural, not forced or overused.
📚 3. Lexical Resource
How good is your vocabulary? This covers the range of words you use, their accuracy and how appropriate they are for the topic, plus spelling, word formation and collocation. Higher bands use less common, precise vocabulary with few errors and can paraphrase well.
🔧 4. Grammatical Range and Accuracy
How varied and correct is your grammar? This assesses your mix of simple and complex sentences, the frequency of errors, and your punctuation. Higher bands use a wide range of structures and keep most sentences error-free.
Task 1: Data Report — Full Guide 📊
In the IELTS Academic Writing test, you will have one hour to complete both of the two set writing tasks. Keep an eye on the time it takes you to complete practice Tasks 1 and 2 to make sure you don't go too far over, and to use as a benchmark for how long you can expect each task to take you. You will move from the first to the second task without a break.
The Writing Task 1 of the IELTS Academic test requires you to write a summary of at least 150 words in response to a particular graph (bar, line or pie graph), table, chart, or process (how something works, how something is done). This task tests your ability to select and report the main features, to describe and compare data, identify significance and trends in factual information, or describe a process.
Your report is marked by a qualified IELTS examiner. They will score your writing equally using four criteria: Task Achievement (answering the question), Coherence and Cohesion (clear and well organised), Lexical Resource (vocabulary and spelling) and Grammatical Range and Accuracy (grammar and punctuation).
You may be given:
- Graphs / Charts / Tables — describe trends, changes, comparisons
- Maps — describe changes over time or compare locations
- Processes — describe stages in order
Each type needs slightly different language, but the structure stays similar.
Recommended Structure (4 Paragraphs)
Introduction
Paraphrase the task question. Say what the visual shows, not details. Purpose: show you understand the task.
Overview (Most Important Paragraph)
Summarise the main trends or key features. No numbers. 2–3 general statements only. This is essential. A weak or missing overview = low score.
Body Paragraph 1
Describe specific details. Use data (numbers, percentages, years). Group similar information logically.
Body Paragraph 2
Continue with remaining key details. Make comparisons where relevant.
✅ Do
- Use past tense if the data is in the past
- Use comparative structures
- Use a range of linking words (connectors)
- Be selective (not everything needs to be mentioned)
❌ Don't
- Give opinions ("I think", "This is good/bad")
- Explain reasons unless shown
- Copy the question word for word
- List data without organisation
Introduction Phrases
Target Vocabulary by visual type
📈 Line & Bar Graphs — Trends & Data▼
For graphs showing changes over time or comparing volumes.
A. Describing Upward & Downward Trends
| Meaning | Verbs (Action) | Nouns (Event) |
|---|---|---|
| Go up (A lot) ⤴️ | soar, surge, rocket | a surge, a dramatic rise |
| Go up (Normal) 📈 | increase, rise, grow, climb | an increase, a rise, a growth |
| Go down (A lot) ⤵️ | plummet, plunge, dive | a plunge, a sharp fall |
| Go down (Normal) 📉 | decrease, fall, drop, decline | a decrease, a fall, a decline |
B. Adjectives & Adverbs (How things change)
- Big changes: dramatic(ally), significant(ly), considerable(ly), sharp(ly)
- Small changes: slight(ly), marginal(ly), minimal(ly)
- Speed of change: rapid(ly), sudden(ly) / gradual(ly), steady(ily)
Example: The number of visitors surged dramatically / There was a gradual decline in sales.
C. Stability, Fluctuations & Peaks
- To fluctuate: fluctuate wildly, show mild fluctuations
- To be stable: remain stable, remain constant, level off, plateau
- Highs and Lows: peak at, reach a peak of, hit a high of / hit a trough, reach a low of
D. Comparing Data (Crucial for Bar Graphs & Pie Charts)
- Overtaking: overtake, surpass, exceed ("Car sales surpassed train travel in 2010")
- Fractions/Proportions: exactly a half, roughly a quarter, just under a third, a vast majority
- Comparisons: is twice as high as, three times higher than, almost as many as
🗺️ Maps — Changes & Locations▼
For maps showing "Before" and "After" of a city, island, or building.
A. Verbs of Change (Usually in Passive Voice)
- Built/Added: constructed, erected, introduced, planted (for trees), developed
- Removed: demolished, knocked down, pulled down, torn down, cleared, cut down (for trees)
- Changed into: converted into, transformed into, replaced by, made into
- Moved: relocated to, moved to
Example: The old factory was knocked down and replaced by a modern shopping mall.
B. Locations & Prepositions
- Compass points: to the north of, in the south-west corner, southwards, east of
- Positioning: situated, located, positioned
- Proximity: adjacent to, next to, opposite, across from, running alongside (for roads/rivers)
Example: A new car park was constructed adjacent to the train station, to the east of the main road.
⚙️ Process Diagrams — Manufacturing & Natural▼
For diagrams showing how something is made or natural cycles. (Remember: passive voice is key for manufacturing!)
A. Sequencing Words (Connectors)
- Beginning: Firstly, initially, the process begins when…
- Middle: Subsequently, following this, at the next stage, after that, once this is done…
- End: Finally, eventually, the process concludes with…
B. Useful Verbs (Active vs. Passive)
- Man-made processes (Passive voice): is heated, is cooled, are sorted, is packaged, is distributed, is transported, is assembled, is crushed
- Natural processes (Active voice): evaporates, condenses, grows, falls, emerges, flows
Examples: Once the raw materials are collected, they are transported to the factory where they are sorted. / The water evaporates from the ocean and condenses to form clouds.
Task 2: Opinion Essay — Full Guide ✍️
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.
Understanding the question
Before starting to write your essay, you must understand the question completely. These 3 easy steps are simply identifying three easy things:
The topic words
The central theme
"children", "unhealthy lifestyle"
The micro-topic words
Words that give further context
"schools", "parents", "responsible"
The instruction words
What you are asked to do
"give reasons" → each body paragraph is an argument supporting your answer
"Many children these days have an unhealthy lifestyle. Both schools and parents are responsible for solving this problem. To what extent do you agree with this statement? Give reasons for your answer and include any relevant examples from your own knowledge or experience."
How to Structure an IELTS Essay (sandwich: Introduction — Body — Conclusion) 🥪
1. Introduction (1 short paragraph)
Purpose: show the reader what the question is and what you will write about.
- Paraphrase the question. Question: "Some people think children should learn how to manage money at school." → Paraphrase: "It is often believed that financial education should be part of the school curriculum."
- State your opinion or outline your plan. Example: "I completely agree because learning to use money wisely is an important life skill."
2. Body Paragraphs (2–3 main paragraphs)
Purpose: explain and support your ideas with reasons and examples. Each paragraph should have one main idea.
- Topic sentence — introduce the main idea: "Firstly, teaching children about money helps them become more responsible."
- Explanation — say why this is true: "When students understand how to save or plan a budget, they learn to think before spending."
- Example — give a real or imaginary example: "For instance, schools could organize a small project where students manage a class budget."
3. Conclusion (1 short paragraph)
Purpose: summarize your main points and restate your opinion.
Example: "In conclusion, learning about money at school helps children prepare for adult life. I strongly believe that schools should include financial lessons in their programs."
3 Ways to Frame Your Arguments 🥊
To get a high score, you shouldn't just list benefits. You need to show the examiner you can look at an issue from different angles. Here are three powerful ways to build your body paragraphs:
1. The Positive Argument (Supporting Your Own View)
This is the easiest type of body paragraph, as it directly explains why your point of view is correct, beneficial, or true.
How to phrase it: "One major benefit of [Your View] is…" · "It is clear that [Your View] plays a crucial role in…"
"One major benefit of teaching financial literacy in schools is that it prevents future debt. When young people learn to budget early, they are far less likely to make impulsive purchases or misuse credit cards as adults."
2. The Negative Argument (Attacking the Opposing View)
Instead of saying why you are right, you explain why the opposite side is weak, unrealistic, or harmful.
How to phrase it: "Opponents of this view argue that…; however, this ignores the fact that…" · "Relying solely on [Opposite View] is highly problematic because…"
"Relying solely on parents to teach healthy habits is highly problematic because many parents work long hours. Without school intervention, children from busy households are often left without any guidance on nutrition or exercise."
3. The Rebuttal / Concession Argument (Defending Your View) ⭐
You admit that the opposing side has a decent point (concession), but you immediately explain why your side is still stronger or why their concern is invalid (rebuttal). This is gold for Band 7 and 8.
How to phrase it: "While it is true that [Opposing point], this is outweighed by…" · "Although some critics claim that [Opposing point], the reality is that…"
"Although critics claim that school sports programs are too expensive to fund, this minor cost is entirely outweighed by the long-term savings in healthcare. Keeping children active now prevents costly lifestyle-related diseases in the future."
How to Structure a "Discuss Both Views" Paragraph 🔀
In "Discuss Both Views" essays, you often need to present two or three smaller points (subarguments) within a single paragraph to show a complete overview of that side.
Because you have multiple points, you can't write a deep, single-focus paragraph. Instead, you must link your ideas smoothly using addition connectors.
The "Multi-Argument" Paragraph Formula:
- Topic Sentence: state the main perspective of the paragraph
- Subargument 1: state the first reason people hold this view
- Explanation/Example: briefly support Subargument 1
- Transition word (e.g., In addition, / Furthermore,) + Subargument 2: state the second reason
- Explanation/Example: briefly support Subargument 2
- Concluding Link: tie both points back to the essay question
See it in action:
Topic Sentence: On the one hand, there are clear reasons why some believe schools should be entirely responsible for children's health. (Subargument 1) Firstly, schools have a structured environment where healthy habits can be easily integrated into daily routines. (Support 1) For example, mandatory physical education classes ensure that every child gets at least three hours of exercise per week. (Transition + Subargument 2) Furthermore, school cafeterias have the power to control what children eat for a major portion of the day. (Support 2) By banning sugary drinks and fast food on campus, academic institutions can instantly improve a child's nutritional intake. (Concluding Link) Therefore, because of their structured environment and control over diet, schools are uniquely positioned to tackle youth health issues.
Final Tips 💡
Keep sentences clear and direct — long or complex structures will only help you achieve high scores if you are 100% sure you're using them correctly.
Always plan before writing: 3–5 minutes to note your ideas can make a big difference, especially in Task 2.
Make sure you are answering the question directly, ideally right after writing your outline.
Practice using connectors — they make your writing sound more logical and "IELTS-ready."
Always reserve at least 3 minutes to review your text and fix errors.