IELTS General Training Writing Task 2

Task Description

Is Task 2 compulsory?
Yes, it is. If candidates fail to attempt to answer this task, they will be penalised.

What do candidates need to do to answer Task 2?

They need to write a discursive piece of at least 250 words.

How long does it take?

Candidates are asked to spend no more than 40 minutes on this task.

How do candidates know what to write about?

The task instructions give information about a point of view, argument or problem. The instructions then
tell candidates how to discuss this.

What does the discussion involve?

To discuss, candidates may need to do one of the following:

provide general factual information

outline and/or present a solution

justify an opinion

evaluate evidence and ideas.

What kind of topics do candidates need to write about?

General interest topics, such as:

whether childrens leisure activities should be educational

why families are not so close as they used to be and how they could be brought closer

who should pay for the care of old people

whether smoking should be banned in public places

What style must candidates write in?

Semi-formal/neutral. Discursive writing is usually written in this style, even when a specific reader is not
identified (as in General Training Writing Task 2).

What other skills must candidates have to complete this task?

Analysing exam questions accurately.

Following exam instructions.

Following English discursive writing conventions, i.e. what order to put information in, what style
to use, how to start and finish discursive writing, how to paragraph.

Organising and linking information coherently and cohesively.

Using language accurately and appropriately.

How are answers assessed?

Examiners assess the answers according to these criteria:

Task Response (i.e. how fully and appropriately the candidate has answered all parts of the
task; the extent to which the candidate's ideas are relevant, developed and supported; the extent to
which the candidate's position is clear and effective)

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 Coherence and Cohesion (i.e. how well the information and ideas are organised and presented
i.e. paragraphing; how well the information is linked)

Lexical Resource (i.e. the range of vocabulary used, how accurately it is used and how
appropriate it is for the task)

Grammatical Range and Accuracy (i.e. the range of structures used, how accurately they are
used and how appropriate they are for the task)

Are there any other regulations the candidate needs to know?

They must write their answers on the answer sheet provided.

If candidates write less than the minimum word limit they will be penalised.

They will be penalised for irrelevance if the response is off-topic.

Any writing which is plagiarised (i.e. copied from another source) will be severely penalised.

They will be penalised if their answer is not written as full connected text (e.g. using bullet
points in any part of the response, or note form etc.)

Understanding the Task

Writing Task 2 takes the form of a statement or statements on a specific theme or topic followed by 1 or
more related questions. Candidates must be sure to read the question carefully and respond
appropriately to the task. You should organise your ideas well and make sure to support your argument
with relevant examples or evidence. For this task, you need to be able to communicate more abstract
and complex ideas and use a range of vocabulary and grammatical structures. You must be sure to
draw upon your own personal experience and should NOT attempt to produce a learnt response.

Look at a sample Task 2 about who should pay for caring for the elderly.

Things to consider

Now look at these questions about how you approached the task and consider your answers.

1. Why is it so important to follow the instructions for Task 2?

2. Why is it useful to write a plan before starting to write your answer to Task 2?

3. Why is it necessary to provide examples or evidence in your answer?

4. How can you structure your answer clearly?

5. What is the purpose of editing?

Different Kinds of Conjunctions in Writing - Worksheet

Here are some conjunctions that are common in English neutral and formal writing. They
are grouped according to their function. What is their function? Match one of the functions
A- F against the number for each group.

1. To add information 2. To compare information 3. To introduce examples

4. To introduce a conclusion 5. To contrast information 6. To sequence points

A Firstly, next, finally,

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 B Whats more, in addition
C Whereas, in comparison with ..., while
D But, however
E To sum up, to conclude
F For instance
Paragraphing and Topic Sentences - Worksheet
1. Here is a text without paragraphs. Decide where it would be best to divide it into
paragraphs, and then underline the topic sentences. What do you think is the purpose of
paragraphs and topic sentences?
The care of old people is an issue all over the world, as it is no longer clear who has the
responsibility for looking after old people. There are two main choices: the government or
the family. If the government pays for the care of old people this usually means that the old
people go into old peoples homes. In these all people are given equal and high quality
care. Countries such as Sweden operate this system very efficiently. The problem is that
this solution is very expensive. The money comes from tax and many countries simply
cant afford it. It also often means that old people go into homes where they know no one
and have nothing to do. The alternative is for families to support their elderly relatives. In
theory this provides loving care and means the old person can be an active member of the
family. In practice, it often does not work out, as families dont have enough money, and
so, much bitterness is created, and the old people are neglected. I can see this happening
all around me in my country where there is no government support for old people. It is
clear that neither of these solutions is good. Therefore, it seems to me that a mixture of the
two is the best solution. The government should provide money to families to look after
their elderly relatives. But I also think that old people should save up money during their
working lives to look after themselves in old age.
(255 words)

Structuring Discursive Writing - Worksheet

Information Box

Topic: The care of old people is a growing problem. Some say government should care for old
people. Others say that its the familys responsibility. Discuss these views and give your own
opinion.

Discursive writing can involve discussing the advantages and disadvantages of different solutions.
In this case, it usually follows this structure:

1. Introduction

General statement about the topic

2. Body

A Arguments for solution 1 (+ supporting evidence)

B Arguments against solution 1 (+ supporting evidence)

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C Arguments for solution 2 (+ supporting evidence)

D Arguments against solution 2 (+ supporting evidence)

E Etc. with any other solution

3. Conclusion giving writers final opinion based on above arguments

NB This topic shows just one kind of discursive writing. Others include proposing solutions
and justifying opinions. These require different structures.

Read the writing below and mark on it the following different parts in its structure. Write the appropriate
letter beside each part e.g. 1, 2B.

Topic: The care of old people is a growing problem. Some say government should care for old people.
Others say that its the familys responsibility. Discuss these views and give your own opinion.

The care of old people is an issue all over the world as it is no longer clear who has the responsibility
for looking after old people. There are two main choices: the government or the family.

If the government pays for the care of old people this usually means that the old people go into old
peoples homes. In these all people are given equal and high quality care. Countries such as Sweden
operate this system very efficiently.

The problem is that this solution is very expensive. The money comes from tax and many countries
simply cant afford it. It also often means that old people go into homes where they know no one and
have nothing to do.

The alternative is for families to support their elderly relatives. In theory this provides loving care and
means the old person can be an active member of the family. In practice, it often does not work out, as
families dont have enough money, and so, much bitterness is created, and the old people are
neglected. I can see this happening all around me in my country where there is no government support
for old people.

It is clear that neither of these solutions is good. Therefore, it seems to me that a mixture of the two is
the best solution. The government should provide money to families to look after their elderly relatives.
But I also think that old people should save up money during their working lives to look after themselves
in old age.

Ways of Linking Sentences - Worksheet

Read this piece of discursive writing. Three kinds of linkers are highlighted: conjunctions,
pronouns and signalling phrases. Decide which category they belong to: conjunctions,
pronouns or signalling phrases.
Examples:
(a.) Conjunctions: But, in spite of, though, as, while, because
(b.) Pronouns: she, we, one, they, these
(c.) Signalling phrases: Id now like to discuss the advantages ...; my second argument
against this statement is ...; finally I would like to...
Topic:
It is generally accepted that families are not as close as they used to be.
Why has this change happened and what could be done to bring families closer
together?
Give reasons for your answer and include any relevant examples from your
experience.

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 they1
We can see examples all over the world of how families are not as close as used to be.
There are lots of reasons for this2.
Firstly, lets look at these reasons. In my view the main reason is probably the fact that
members of the family all have different jobs in different firms rather than all working in the
same place as they used to. This3 means that members of the family have less regular daily
contact with one another4, or even none. In addition, society encourages all of us5 to follow
individual rather than family goals, and so6 we7 drift even further apart. I can see examples of
this8
in my own family in which9 one10 of my sisters is studying in Australia and a brother is
working in Malaysia.
Although11
it is true that society is pushing families apart there are things that the members of
the family can do to maintain their unity. For example12, all members of the family can make
sure they13 meet up with one another for big feasts such as Eid, Chinese New Year or
Christmas. They14 can also make sure they15 have a strong family life themselves16 bringing up their
children with lots of love and time spent together for doing things as a family. Its important,
for instance17
, that families should eat their meals together as I see many families doing in my
country.
My conclusion is that18 while19
it is difficult and even undesirable for families to keep together in small
units as they20 used to, there are lots of things each member of the family can still do to
maintain and even strengthen family links.

Ways of Linking Sentences - Answers

Conjunctions: 6, 11, 19
Pronouns: 1, 2, 3, 4, 5, 7, 8, 9, 10, 13, 14, 15, 16, 20
Signalling phrases: 12, 17, 18

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