IELTS Preparation Course: Technology Opinion Essays, Line Graphs and Environment Topics

Writing Task 2: Essay

This course is designed for a learner at approximately Band 6.0. It develops Writing Task 2 opinion essays, Academic Writing Task 1 line-graph reports, and useful reading and writing skills for environment-related topics through planning, language practice, model answers and exam checking.

Exam format

Lesson 1: Lesson 1: Understand the tasks and plan efficiently

In Task 2, first identify the topic, the instruction and the exact position you must discuss. For an opinion essay, decide whether you agree, disagree or partly agree before writing.

A reliable four-part structure is an introduction, two or three body paragraphs and a conclusion. This is not a fixed official rule, but it helps you answer every part clearly.

In Task 1, spend about three minutes identifying the time period, units, categories and the most important trends. The overview should describe the main features without detailed figures.

Rules

• Write at least 250 words for Task 2 and at least 150 words for Academic Task 1.
• Answer the exact question rather than writing a memorised general essay.
• Task 1 requires a factual report, not an opinion.
• Task 2 requires a clear position throughout the response.
• Use the remaining time to check grammar, spelling, figures and paragraphing.

Example

Question:

Some people believe that technology makes people's lives more complicated rather than easier. To what extent do you agree or disagree?

Answer:

Technology has become part of almost every area of modern life. Although it can create new problems, I largely disagree that it makes life more complicated because it saves time, improves access to services and helps people manage daily responsibilities more effectively.

The strongest advantage of technology is that it makes routine tasks quicker and more convenient. People can now pay bills, buy essential goods and arrange appointments online instead of travelling to several offices or shops. In addition, digital banking and navigation applications allow users to manage money and travel with less effort. These benefits are particularly valuable for elderly people, workers with limited free time and those who live far from major services.

Technology also improves communication and access to information. A student in a rural area, for example, can attend a virtual lesson taught by a qualified teacher in another city. Families separated by work or migration can maintain regular contact through inexpensive video calls. Furthermore, online information can help people compare products, learn practical skills and make better decisions. These developments usually simplify life rather than complicate it.

Admittedly, excessive use of digital devices can cause stress. People may receive too many messages, become dependent on social media or face difficulties protecting their personal data. However, these problems are largely the result of poor habits and weak regulation, not of technology itself. Users can limit notifications, and governments and companies can improve privacy protection.

In conclusion, technology may introduce certain risks, but its ability to simplify communication, services and learning is considerably more important. I therefore largely disagree with the view that it makes people's lives more complicated.

Why:

Task Response: The answer gives a clear position in the introduction and conclusion, addresses both the benefit and the opposing view, and develops each main idea with explanations and examples. Coherence and Cohesion: The five paragraphs have clear purposes, ideas progress logically, and cohesive devices such as "in addition", "furthermore" and "however" are used naturally. Lexical Resource: The response uses a wide range of precise words and collocations, including "routine tasks", "digital banking", "virtual lesson", "privacy protection" and "poor habits". Grammatical Range and Accuracy: It uses accurate complex sentences, relative clauses, concessive structures and conditionals with no noticeable grammatical errors. At over 250 words, it meets the Task 2 minimum.

Common mistakes

• Writing a memorised introduction without stating a position. → Paraphrase the topic and state your exact degree of agreement in the introduction.
• Spending most of the answer explaining the topic instead of answering it. → Make every body paragraph support your position.
• Writing a Task 1 overview as a list of every number. → Give two or three major trends first, then use selected figures in the detail paragraphs.

Practice

• Write a five-minute plan for this question: Some people think that artificial intelligence will improve employment opportunities, while others think it will cause unemployment. Discuss both views and give your own opinion.

Lesson 2: Lesson 2: Build a strong opinion essay

A strong opinion essay normally has a direct thesis, focused topic sentences and developed supporting ideas. Development means explaining why an idea is true and showing a specific consequence or example.

For a partly agree answer, make the limits of your position clear. Do not give one paragraph supporting an idea and then contradict it in the conclusion.

Useful body-paragraph logic is: main idea, explanation, example or result. One well-developed idea is usually better than several undeveloped ideas.

Rules

• Answer every part of the instruction.
• Make the position clear in both the introduction and conclusion.
• Use relevant examples; they may be general or based on reasonable experience.
• Do not use headings, bullet points or notes in the actual essay.
• Do not copy long phrases from the question.

Example

Question:

Some people think that governments should spend money on public transport, while others believe that building more roads is the best way to reduce traffic congestion. Discuss both views and give your own opinion.

Answer:

Traffic congestion is a serious problem in many growing cities. Some people argue that governments should prioritise public transport, whereas others support constructing additional roads. Although new roads can provide short-term relief, I believe that investment in reliable public transport is the more effective long-term solution.

Building roads can be useful when a city has clearly inadequate infrastructure. A new bypass, for instance, may divert heavy lorries away from residential streets and reduce delays on an overcrowded route. Road expansion can also connect newly developed areas with employment centres. Nevertheless, this approach often encourages more people to buy and use private cars. As a result, the extra space may soon become congested again, while valuable urban land is consumed by roads and parking areas.

Public transport addresses the problem more efficiently because it moves large numbers of people using less road space. If buses and trains are frequent, safe and reasonably priced, commuters have a practical reason to leave their cars at home. Dedicated bus lanes and well-planned rail networks can therefore reduce the number of vehicles on the streets. Public transport also produces wider benefits, including lower air pollution and easier access to jobs for people who cannot afford a car.

In my view, road construction should take place where it is genuinely necessary, but it should not be the main policy. Governments should first improve the quality, coverage and affordability of public transport and then use carefully targeted road projects to support it.

In conclusion, additional roads may solve particular local problems, but an efficient public transport system is more likely to reduce congestion permanently and provide environmental and social benefits.

Why:

Task Response: The response discusses both views and gives a consistent, clearly supported opinion. Each position is explained through causes and consequences, and the conclusion directly answers the question. Coherence and Cohesion: Information is organised into logical paragraphs with effective progression from the road argument to the public-transport argument and then to the writer's judgement. Cohesive devices are varied and not overused. Lexical Resource: Vocabulary is precise and flexible, with topic-specific expressions such as "short-term relief", "urban land", "dedicated bus lanes" and "targeted road projects". Grammatical Range and Accuracy: The answer accurately uses a wide range of structures, including conditionals, relative clauses, passive forms and complex sentences. At over 250 words, it meets the required length.

Common mistakes

• Giving equal space to both views but no personal opinion. → State your own position clearly and support it in a separate sentence or paragraph.
• Using a memorised phrase such as "This essay will discuss both views" without a thesis. → Use the introduction to answer the question, not merely announce the topic.
• Adding many unrelated examples. → Choose one relevant example and explain how it proves the main idea.

Practice

• Write one topic sentence and three supporting sentences for this question: Online education is replacing classroom education. To what extent do you agree or disagree?

Lesson 3: Lesson 3: Technology vocabulary, grammar and a full Task 2 model

Technology questions often involve convenience, education, employment, privacy, health, communication and inequality. Learn flexible word combinations rather than isolated words.

Useful combinations include digital literacy, remote working, personal data, technological innovation, online services, unequal access and excessive screen time. Use these only when they fit the question.

For Band 7 or higher, accuracy is more important than using difficult words. Practise complex sentences with although, whereas, which, if and because, but keep the meaning clear.

Rules

• Avoid informal forms such as "kids", "a lot of stuff" and "you can see" in an academic essay.
• Do not claim that technology always has one result; qualify claims when necessary.
• Check subject-verb agreement, articles, plural nouns and verb tense.
• Use examples that explain the idea rather than merely naming a product.
• A clear simple sentence is better than an ambitious sentence with errors.

Example

Question:

Some people believe that children should be given their own mobile phones as soon as they start school. To what extent do you agree or disagree?

Answer:

The widespread use of smartphones has led some people to argue that children should receive their own devices when they begin school. I disagree with this view because young children usually have limited need for independent mobile communication, while early ownership can create health, safety and concentration problems.

The main argument against giving smartphones to very young children is that these devices can distract them from learning and social interaction. A child who regularly plays games or watches short videos may find it difficult to concentrate on lessons or creative activities. Excessive screen use can also reduce time spent exercising and sleeping. Although a phone can contain educational applications, these resources can normally be accessed through supervised classroom equipment or a family device without giving a child unrestricted access.

Another concern is online safety. Young pupils may not understand the value of personal information or recognise dishonest communication. They could therefore share photographs, locations or passwords with strangers, or encounter unsuitable material. Parents can reduce some of these risks by using parental controls, but supervision is more effective when the child uses a shared device at an appropriate time. In addition, a basic phone without internet access may be sufficient if a family genuinely needs to contact a child after school.

There are circumstances in which an early phone is reasonable. For example, a child who travels alone over a long distance may need a simple device for emergencies. However, this exception does not justify giving every primary-school pupil a smartphone. Families and schools should set clear rules about screen time and provide access only when there is a practical educational or safety reason.

In conclusion, children should not normally receive their own smartphones when they start school. Delaying ownership would help protect their concentration, physical well-being and online safety while still allowing necessary communication through supervised alternatives.

Why:

Task Response: The response takes a clear position, gives several relevant reasons, acknowledges a limited exception and returns to the position in the conclusion. Ideas are fully extended rather than listed. Coherence and Cohesion: Each paragraph has a central purpose, and progression is controlled through phrases such as "another concern", "in addition" and "however". Lexical Resource: The answer demonstrates flexible, accurate vocabulary related to technology and child development, including "unrestricted access", "online safety", "parental controls" and "supervised alternatives". Grammatical Range and Accuracy: It uses a wide range of accurate complex structures, including concessive clauses, conditionals, modal verbs and relative clauses. It is longer than 250 words and is a complete Task 2 response.

Common mistakes

• Using technology words that do not answer the particular question. → Select vocabulary only after identifying the issue, such as children's safety or education.
• Writing "technology is good" or "technology is bad" repeatedly. → Name the exact effect and explain its cause and consequence.
• Using too many abbreviations or chat-style expressions. → Use formal alternatives such as "children", "applications" and "cannot".

Practice

• Write a 260-word essay: Many people use social media every day. Do the advantages of this trend outweigh the disadvantages?

Lesson 4: Lesson 4: Report line graphs accurately

Academic Task 1 is a report, not an argument. Start with an introduction that paraphrases the question, followed by an overview of the most important overall trends. Then give selected details and comparisons.

For a line graph, identify rises, falls, stability, peaks, lows, crossings and similar or contrasting movements. Use the correct unit and avoid reporting every point.

Use past simple for completed past periods, present simple for general descriptions and future forms when the graph contains predictions. Do not explain why a trend happened unless the graph gives that information.

Rules

• Write at least 150 words.
• Include an overview; it is an important part of Task Achievement.
• Use figures to support comparisons and major trends.
• Do not give a personal opinion or a conclusion that adds an unsupported prediction.
• Do not write a separate heading in the answer.

Example

Question:

The line graph shows the percentage of households in a city with access to the internet from 2005 to 2020. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Answer:

The line graph illustrates the proportion of households in one city that had internet access between 2005 and 2020.

Overall, internet access increased substantially throughout the period. The most rapid growth occurred between 2005 and 2015, after which the figure continued to rise but at a slower rate, reaching almost complete coverage by 2020.

In 2005, only 18% of households were connected to the internet. This proportion more than doubled to 42% in 2010 and then climbed to 68% in 2015. The increase over the first decade was therefore 50 percentage points. Growth was less dramatic during the final five years, although access still rose from 68% to 82% in 2018 and then to 94% in 2020.

The figures show that the percentage of connected households increased in every recorded period, with no temporary decline or stable phase. The gap between the initial and final figures was 76 percentage points, meaning that the level of access in 2020 was more than five times that in 2005. By the end of the period, only a small minority of households remained without an internet connection.

Why:

Task Achievement: The report has an accurate introduction, a clear overview of the main trend and relevant supporting figures and comparisons. It does not include an opinion or unsupported causes. Coherence and Cohesion: The information is grouped logically into an overview and two detail paragraphs, with clear referencing and progression. Lexical Resource: It uses varied and accurate trend language such as "climbed", "continued to rise", "less dramatic" and "temporary decline", as well as correct data collocations. Grammatical Range and Accuracy: The report uses accurate past tense, comparison structures, passive-style descriptions and complex sentences. At over 150 words, it meets the Task 1 minimum.

Common mistakes

• Listing every year and number in graph order. → Select the highest, lowest, biggest change, similar trends and important comparisons.
• Writing reasons that are not shown in the graph. → Describe only the information provided.
• Confusing percentage with percentage points. → Use "rose from 20% to 40%" or "increased by 20 percentage points" when appropriate.

Practice

• Write a 150-word report for a line graph showing the percentage of commuters who used cars, buses and bicycles in 2000, 2010 and 2020. Invent three realistic data points for each category before writing.

Lesson 5: Lesson 5: Environment topics and passage skills

Environment topics may appear in both Writing and Reading. Common ideas include habitat loss, climate change, recycling, renewable energy, pollution and conservation.

In an environment Reading passage, read the title and first sentence of each paragraph to understand the structure. Then scan for names, dates, numbers and technical terms. IELTS often changes the wording, so look for meaning and paraphrase rather than identical words.

For True, False, Not Given, decide whether the passage agrees with the statement, contradicts it or gives no information. Do not use outside knowledge. For matching headings, choose the paragraph's central idea, not an interesting detail.

Rules

• Use only information in the passage for Reading answers.
• In Not Given questions, do not infer information that the writer has not stated.
• For environment essays, explain causes, effects and practical solutions rather than listing environmental vocabulary.
• Keep examples specific and realistic.
• Use cautious language when evidence is uncertain, such as "may", "can" and "is likely to".

Example

Question:

Many people believe that protecting the environment is the responsibility of individuals, while others think that governments and large companies should be responsible. Discuss both views and give your own opinion.

Answer:

Environmental protection requires action from individuals, governments and companies, but the greatest responsibility should rest with governments and large businesses. Their decisions affect entire populations and can create the conditions in which individual choices become effective.

Individuals nevertheless have an important role. Households can reduce waste by reusing products, separating recyclable materials and avoiding unnecessary packaging. People can also lower emissions by using public transport, saving electricity and consuming less meat. When millions of citizens adopt such habits, the combined effect can be significant. In addition, consumer choices may encourage companies to produce goods that are more durable and environmentally friendly.

However, individual behaviour has clear limits. A family cannot regulate industrial pollution, protect a threatened forest or replace an electricity system based on fossil fuels. Governments can introduce environmental standards, invest in renewable energy and improve public transport. They can also use taxes, fines and other regulations to make pollution more expensive. Such measures are particularly important because people and companies may not change their behaviour voluntarily when cleaner alternatives cost more.

Large companies have a comparable responsibility because they control production methods, supply chains and packaging on a scale that is far greater than that of one household. Businesses should measure their emissions, reduce waste and invest in cleaner technology instead of presenting small promotional campaigns as evidence of genuine environmental progress. Governments, however, must monitor these claims and enforce the law.

In conclusion, individuals should make responsible choices, but governments and major companies have the power to produce the largest and most lasting improvements. Effective environmental protection therefore depends on cooperation, with strong public regulation providing the foundation.

Why:

Task Response: The answer discusses both responsibilities and gives a clear opinion that is maintained throughout. It develops the role of individuals, governments and companies with relevant mechanisms and examples. Coherence and Cohesion: The paragraphs are logically ordered, and progression is made clear through contrasts and reference words such as "nevertheless", "however" and "such measures". Lexical Resource: It uses a broad, precise range including "industrial pollution", "renewable energy", "environmental standards", "supply chains" and "genuine environmental progress". Grammatical Range and Accuracy: The response contains accurate complex sentences, modal verbs, conditionals and subordinate clauses with strong control of grammar. It is over 250 words and fulfils Task Response requirements.

Common mistakes

• Using general knowledge to answer a Reading question. → Return to the exact passage and classify the statement from the writer's information only.
• Writing that everyone must recycle without explaining how this helps. → Explain the link between the action, reduced waste and environmental impact.
• Treating one small personal action as a complete solution. → Discuss both individual behaviour and wider institutional action.

Practice

• Read an environment article and write one sentence for the main idea of each paragraph. Then create five paraphrase pairs, such as "cut emissions" and "reduce greenhouse-gas output".

Lesson 6: Lesson 6: Coherence, cohesion and grammar for Band 7 and above

Coherence means that the reader can follow your ideas easily. Cohesion means that sentences and paragraphs are connected. Strong writing does not use a linking word in every sentence; it uses clear logic, pronouns, repetition of key terms and appropriate connectors.

A paragraph should normally begin with a topic sentence. The following sentences should explain, illustrate or qualify that idea. If a sentence introduces a new main idea, it usually belongs in another paragraph.

For grammar, practise complex but controlled sentences. Pay special attention to articles, countable and uncountable nouns, subject-verb agreement, verb forms, punctuation and sentence boundaries.

Rules

• Use cohesive devices accurately and naturally rather than mechanically.
• Avoid beginning every sentence with "Moreover" or "On the other hand".
• Use pronouns only when the reference is clear.
• Do not join independent sentences with only a comma.
• Leave time to check the errors that you personally make most often.

Example

Question:

Some people think that modern technology is making people less sociable. Do you agree or disagree?

Answer:

Modern technology has changed the way people communicate, and some observers consequently believe that it is making society less sociable. I partly agree with this view: excessive reliance on digital communication can weaken face-to-face relationships, but technology can also connect people who would otherwise remain isolated.

There is evidence that constant device use may reduce the quality of social interaction. At family meals, for example, people sometimes check messages instead of listening to one another. Similarly, individuals who spend many hours consuming online entertainment may have fewer opportunities to develop the conversational skills that are learned through direct contact. Although digital conversations are convenient, they often lack the non-verbal signals and emotional depth of an in-person meeting.

Technology, however, can strengthen relationships in particular circumstances. Video calls enable migrants to communicate regularly with relatives in their home countries, while online communities allow people with unusual interests or medical conditions to find support. A student who feels isolated at school may also find a safe group of peers on a carefully moderated platform. In these cases, digital communication supplements social contact rather than replacing it.

The effect therefore depends largely on the way technology is used. If people treat messaging and social media as substitutes for every real-world meeting, their relationships may become weaker. If they use these tools to arrange meetings, maintain distant friendships or obtain support, the result can be positive. Families and schools should consequently teach young people to control screen time and to recognise the value of direct conversation.

In conclusion, technology can make people less sociable when it is used excessively or passively. Nevertheless, responsible use can expand social networks and preserve relationships across distance, so the technology itself should not be regarded as the sole cause of social isolation.

Why:

Task Response: The writer gives a clearly qualified position and fully discusses both the harmful and beneficial effects. Each point is explained with relevant examples and the conclusion reflects the argument. Coherence and Cohesion: The argument progresses from the problem to the counterargument and then to the condition that determines the effect. Referencing and linking are controlled and natural. Lexical Resource: The vocabulary is varied and exact, including "face-to-face relationships", "non-verbal signals", "moderated platform", "supplements social contact" and "social isolation". Grammatical Range and Accuracy: The model uses a wide range of accurate structures, including concessive clauses, conditionals, relative clauses and cause-and-effect constructions. It exceeds 250 words and maintains a formal academic style.

Common mistakes

• Using a linker whose meaning does not fit the relationship between ideas. → Choose connectors according to logic: contrast, cause, result, addition or example.
• Writing very long sentences joined by several commas. → Separate complete ideas with a full stop or use a suitable conjunction.
• Repeating the same noun in every sentence. → Use clear pronouns and accurate paraphrases, but do not sacrifice clarity.

Practice

• Correct these errors: "Technology have many advantage. It allow people communicate quickly, however it can also cause stress." Then write four complex sentences about online learning.

Lesson 7: Lesson 7: Full exam technique and final checking

Practise under official time conditions: approximately 20 minutes for Academic Task 1 and 40 minutes for Task 2. Task 2 should receive more time because it carries twice the weight of Task 1.

For Task 2, use a short planning stage, write a clear response and reserve several minutes for checking. For Task 1, plan the overview and group the data before writing. Do not spend too long trying to produce an impressive introduction.

During the final check, read for task coverage first, then paragraph logic, word choice and grammar. Count words only approximately; focus on meeting the minimum and maintaining quality.

Rules

• Complete both writing tasks; an unfinished response cannot show your full ability.
• Keep your position consistent in an opinion essay.
• Check every figure, unit and time reference in a line graph report.
• Make sure every paragraph has a clear purpose.
• Do not memorise an answer for a topic that may not match the question.

Example

Question:

Some people think that the increasing use of technology in schools is beneficial, while others believe it has more disadvantages than advantages. To what extent do you agree or disagree?

Answer:

Technology has become increasingly common in schools, from interactive displays to online learning platforms. I largely agree that this development is beneficial because it can improve access to information and personalise learning, although its advantages depend on careful use and effective teacher guidance.

One major benefit is that technology gives students rapid access to a wide range of educational resources. Instead of relying only on a printed textbook, learners can watch demonstrations, consult digital libraries and practise skills through interactive exercises. This is particularly helpful for students who learn at different speeds. An online programme can provide additional practice to a struggling learner while offering more challenging material to an advanced one. Technology can therefore support a more individualised learning experience.

Digital tools can also improve access to education. Students who are absent because of illness or who live far from specialist schools may join lessons remotely and obtain course materials online. In addition, technology enables teachers to present scientific processes, historical events and geographical systems through video and simulation. Such materials can make abstract ideas easier to understand and may increase students' motivation.

There are, however, disadvantages that schools must address. Devices can distract students, encourage dependence on unreliable online sources and widen the gap between pupils from wealthy and poor families. Excessive screen use may also reduce handwriting practice and direct cooperation. These risks do not mean that technology should be rejected. Schools can limit non-academic applications, teach digital literacy, provide shared equipment and ensure that teachers remain responsible for lesson design.

In conclusion, the educational advantages of technology are greater than its disadvantages when it is used for clear learning purposes. It should complement teachers and traditional activities rather than replace them, and schools must provide guidance and equal access.

Why:

Task Response: The essay directly answers the extent question, presents a clear qualified opinion and develops benefits and disadvantages with relevant explanations and solutions. Coherence and Cohesion: The structure is easy to follow, with a focused introduction, logically ordered body paragraphs and a conclusion that synthesises the position. Cohesive devices and paragraph references are used accurately. Lexical Resource: The response shows a wide range of natural academic vocabulary, including "interactive exercises", "individualised learning", "specialist schools", "digital literacy" and "equal access". Grammatical Range and Accuracy: It demonstrates flexible, accurate grammar through complex sentences, conditionals, relative clauses, passive forms and comparison structures. It is over 250 words and is an appropriate full Task 2 model.

Common mistakes

• Using all the time to write and no time to check. → Reserve several minutes to check task response, verb forms, articles, plurals and spelling.
• Changing the opinion in the conclusion. → Compare the conclusion with the thesis before submitting.
• Trying to memorise a Band 8 answer. → Memorise useful language patterns, but create ideas that answer the actual question.

Practice

• Complete a full test: write an Academic Task 1 line-graph report in 20 minutes and a 250-word technology opinion essay in 40 minutes. Check both using the final checklist.

What examiners want at each band

• Band 5: Task Response or Task Achievement: The main idea is present but may be incomplete, unclear or insufficiently developed. Coherence and Cohesion: Organisation is evident but progression may be inadequate and cohesive devices may be inaccurate. Lexical Resource: Vocabulary is limited but may communicate the basic message. Grammatical Range and Accuracy: The answer uses limited structures, and frequent errors may cause difficulty for the reader. Focus on answering every part, writing clear paragraphs and correcting basic sentence errors.
• Band 6: Task Response or Task Achievement: The main parts of the task are addressed, but some ideas may be insufficiently developed or unclear. Coherence and Cohesion: The response is generally coherent, although cohesion may sometimes be faulty or mechanical. Lexical Resource: Vocabulary is adequate for the task, with some ability to use less common words, though inaccuracies occur. Grammatical Range and Accuracy: A mix of simple and complex structures is used, but errors remain. To move higher, develop fewer ideas more fully, improve paragraph progression and reduce repeated grammar errors.
• Band 7: Task Response or Task Achievement: The main parts are addressed and a clear position is presented and developed, although some ideas may lack precision or full support. Coherence and Cohesion: Information is logically organised with clear progression, and cohesive devices are generally used appropriately. Lexical Resource: Vocabulary is sufficient for flexibility and precision, with some less common items and awareness of style, although occasional errors occur. Grammatical Range and Accuracy: A variety of complex structures is used with generally good control, and frequent error-free sentences are produced.
• Band 8: Task Response or Task Achievement: The response sufficiently addresses all parts of the task, presents a clear and well-developed position, and extends and supports ideas appropriately. Coherence and Cohesion: Information and ideas are logically sequenced, cohesion is managed well and paragraphing is appropriate. Lexical Resource: A wide resource is used fluently and flexibly to convey precise meanings, with skilful use of less common items and occasional errors only. Grammatical Range and Accuracy: A wide range of structures is used flexibly and accurately, with the majority of sentences error-free and only occasional non-systematic errors.

Exam-day checklist

• Did I answer every part of the question?
• For Task 2, is my position clear in the introduction and conclusion?
• For Task 1, did I include a clear overview and avoid personal opinions?
• Did I write at least 250 words for Task 2 or 150 words for Task 1?
• Does each body paragraph have one clear central idea?
• Did I explain my ideas and include relevant examples or consequences?
• Are my paragraphs logically ordered and properly connected?
• Did I use precise vocabulary rather than memorised or informal expressions?
• Did I check subject-verb agreement, articles, plurals, verb forms and sentence boundaries?
• For a line graph, did I check all figures, units, dates, comparisons and trends?
• For an environment Reading passage, did I use only information stated in the passage?
• Did I reserve time at the end to check spelling and grammar?