EPISODE 1 — THE IELTS TASK 2 ESSAY PLANNER
Core Principle
> DON’T WRITE FIRST. PLAN FIRST.
IELTS Task 2 gives you approximately 40 minutes and requires a minimum of 250 words. Task 2 carries twice the weight of Task 1 in the Writing score, so controlling your time and planning your response properly matters.
A Band 9 essay is not simply a collection of sophisticated sentences. The examiner needs to see a response that addresses the question fully, develops ideas clearly, organises information effectively, uses vocabulary precisely, and demonstrates strong grammatical control.
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1. YOUR 40-MINUTE PLAN
Use the same basic routine until it becomes automatic.
5 MINUTES — ANALYSE + BRAINSTORM
Before writing:
Identify the topic.
Identify the question type.
Understand exactly what you must answer.
Underline the key words.
Identify any limits in the question.
Decide your position.
Generate your main ideas.
Do not start writing yet.
5 MINUTES — PLAN
Decide:
Introduction → What will I say?
Body 1 → What is my first main idea?
Body 2 → What is my second main idea?
Conclusion → What will I conclude?
You should know the direction of your essay before you write the first sentence.
25 MINUTES — WRITE
Write:
Introduction
Body Paragraph 1
Body Paragraph 2
Conclusion
Do not stop every few seconds to search for an “advanced” word.
Keep your argument moving.
3 MINUTES — CHECK
Look specifically for:
grammar
spelling
punctuation
missing words
unclear sentences
repeated vocabulary
weak connectors
2 MINUTES — WORD + FINAL CHECK
Check that:
you have reached at least 250 words
every part of the question has been answered
your position is clear
your paragraphs are complete
IELTS specifically advises allowing time to check and correct your writing rather than spending the entire 40 minutes producing new sentences.
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2. STEP ONE — ANALYSE THE QUESTION
This is where a Band 9 response begins.
Do not immediately think:
> “What essay template should I use?”
Instead ask:
A. WHAT IS THE TOPIC?
What is the essay actually about?
Example:
> Some people believe that university education should be free for everyone.
Topic:
free university education
Not:
education in general
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B. WHAT TYPE OF QUESTION IS IT?
Common Task 2 requirements include:
Agree/Disagree
To what extent do you agree or disagree?
Discuss both views
Advantages/Disadvantages
Advantages outweigh disadvantages
Problems/Solutions
Causes/Effects
Two-part questions
The question type tells you what you must accomplish.
However, do not force every question into a memorised template. IELTS itself advises candidates to focus on understanding the actual prompt rather than simply matching it to a memorised essay type.
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C. WHAT EXACTLY AM I BEING ASKED?
This is the most important question.
Look for instruction words such as:
Discuss
Explain
Evaluate
Why
What extent
Do the advantages outweigh the disadvantages?
What are the causes?
What solutions can be suggested?
The instruction determines your response.
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D. IDENTIFY THE KEY WORDS
Example:
> Some people believe that governments should spend more money on public transport rather than building new roads. To what extent do you agree or disagree?
Key ideas:
governments
spend more money
public transport
rather than
building new roads
your position
Do not write a general essay about transportation.
Answer this specific question.
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E. CHOOSE YOUR POSITION
For opinion questions, decide your position before you begin writing.
For example:
> I completely agree.
or
> I largely agree, although I recognise one limitation.
or
> I disagree because the proposed approach could create greater problems than it solves.
Your position should remain consistent throughout the essay.
IELTS Band 9 Task Response requires a clear, fully developed position that directly answers the question.
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3. STEP TWO — PLAN THE INTRODUCTION
Your introduction has one primary job:
> Tell the examiner what the essay is about and what your position is.
A practical Band 9 introduction can contain:
1. PARAPHRASE
Restate the central idea using your own words.
2. THESIS
Give your clear position or answer.
3. OPTIONAL ROADMAP
Briefly indicate the main ideas if this genuinely improves clarity.
Target:
Approximately 40–50 words
Do not turn the introduction into a miniature essay.
Avoid:
long background stories
dictionary definitions
irrelevant history
examples
detailed arguments
memorised filler
Your introduction should be focused and purposeful.
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4. STEP THREE — PLAN BODY PARAGRAPH 1
Your first body paragraph needs one clear controlling idea.
Think:
> POINT → EXPLAIN → EXAMPLE → LINK
POINT
State your main idea.
EXPLAIN
Explain why it is true.
EXAMPLE
Give a relevant example or illustration.
LINK
Connect the idea back to the question.
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Example planning note
Main idea:
Public transport reduces urban congestion.
Why?
One bus can carry dozens of passengers who might otherwise use individual cars.
Example:
A reliable metro system can move thousands of commuters during peak hours.
Link:
Therefore, investment in public transport can address congestion more effectively than simply expanding road capacity.
Notice that the paragraph has one central idea.
Do not put three unrelated arguments into one paragraph.
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5. STEP FOUR — PLAN BODY PARAGRAPH 2
Body 2 should introduce a different major idea.
Do not simply rewrite Body 1 using different vocabulary.
Again:
> POINT → EXPLAIN → EXAMPLE → LINK
Main idea 2:
Public transport can also reduce household transportation costs.
Explanation:
Regular users may spend less on fuel, parking and vehicle maintenance.
Example:
A commuter who uses a monthly rail pass instead of driving every day could substantially reduce travel expenses.
Link:
This makes public transportation particularly valuable for lower- and middle-income households.
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6. THE GOLDEN RULE FOR BODY PARAGRAPHS
One paragraph = one main idea.
You can have several supporting sentences.
But the paragraph should have one clear centre.
Weak:
> Public transport reduces traffic. It is cheaper. It reduces pollution. It creates jobs. Roads are expensive. Governments should help poor people.
Too many directions.
Better:
> Main idea → explanation → development → example → connection to question
This creates controlled progression.
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7. STEP FIVE — PLAN THE CONCLUSION
Your conclusion should be short.
Approximately 25–30 words is enough.
Include:
your overall conclusion
your position, where necessary
a final implication if useful
Do not introduce:
a completely new argument
a new example
a new major point
The conclusion should close the argument, not restart it.
Think:
> What have I demonstrated?
Not:
> “What else can I add?”
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8. QUESTION ANALYSIS EXAMPLE
Consider:
> Some people believe that children should begin learning a foreign language at primary school, while others think it should be introduced at secondary school. Discuss both views and give your own opinion.
Before writing, your plan should look something like this:
Topic
Foreign-language education for children.
Question type
Discuss both views + opinion.
View 1
Primary school.
Reason: younger learners may develop pronunciation and communication skills naturally.
View 2
Secondary school.
Reason: older students may have stronger cognitive and academic foundations.
My position
Start early, provided the programme is age-appropriate.
Now the essay has a direction.
You are no longer writing blindly.
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9. DO NOT CONFUSE “MORE WORDS” WITH “MORE DEVELOPMENT”
A common mistake is adding sentences simply to reach 250 words.
For example:
> Public transport is useful. It is important. It is beneficial. It helps society. It is good for cities.
This is repetition, not development.
Instead:
> An efficient public transport network can reduce congestion by moving large numbers of commuters simultaneously. When buses and trains provide reliable alternatives to private cars, fewer vehicles are likely to enter heavily congested areas during peak hours.
The second version develops a clear cause-and-effect relationship.
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10. YOUR WORD COUNT STRATEGY
The official minimum is 250 words.
A practical target is around:
Introduction: 40–50
Body 1: 80–100
Body 2: 80–100
Conclusion: 25–30
This gives you enough space to develop your argument without deliberately making the essay excessively long.
Remember:
> Quality of development matters more than chasing a high word count.
IELTS states that very long answers can also create problems because they may reduce time for checking and may contain irrelevant material.
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11. FINAL CHECK — YOUR BAND 9 AUDIT
Before submitting, ask:
TASK RESPONSE
☐ Did I answer exactly what the question asked?
☐ Did I address every part?
☐ Is my position clear?
☐ Did I fully develop my main ideas?
☐ Are my examples relevant?
Band 9 requires the prompt to be addressed and explored in depth, with relevant ideas that are fully extended and supported.
COHERENCE & COHESION
☐ Is the essay easy to follow?
☐ Does each paragraph have a clear purpose?
☐ Are ideas logically sequenced?
☐ Are my linking devices natural rather than excessive?
☐ Is paragraphing controlled?
LEXICAL RESOURCE
☐ Have I avoided unnecessary repetition?
☐ Are my words precise?
☐ Are my collocations natural?
☐ Have I avoided forced “Band 9 vocabulary”?
GRAMMATICAL RANGE & ACCURACY
☐ Have I used a range of structures?
☐ Are complex sentences controlled?
☐ Have I checked subject–verb agreement?
☐ Have I checked articles and prepositions?
☐ Have I checked punctuation?
The official Band 9 descriptor expects wide-ranging vocabulary and grammatical structures to be used with flexibility, precision and control, with only extremely rare minor errors.
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12. THE BAND 9 PLANNING FORMULA
Memorise the process, not a memorised essay.
BEFORE WRITING
QUESTION → TYPE → REQUIREMENTS → POSITION → IDEAS
INTRODUCTION
PARAPHRASE → THESIS
BODY 1
POINT → EXPLAIN → EXAMPLE → LINK
BODY 2
POINT → EXPLAIN → EXAMPLE → LINK
CONCLUSION
SUMMARY → POSITION
FINAL CHECK
TASK → COHERENCE → VOCABULARY → GRAMMAR
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THE BIGGEST LESSON OF EPISODE 1
A Band 9 essay is not produced by starting with the first sentence and hoping good English will carry you through.
It is built deliberately.
> Analyse first.
Plan second.
Write third.
Review last.
IELTS Band 9 Task Response specifically rewards a fully developed response, logical organisation, precise vocabulary and strong grammatical control.
STUDENT OUTCOME
By the end of this episode, you should be able to look at a Task 2 question and know:
What is the topic?
What type of question is it?
What exactly must I answer?
What is my position?
What will Body 1 demonstrate?
What will Body 2 demonstrate?
How will I develop each idea?
> If you know what you want to demonstrate before you start writing, your writing becomes clearer, faster and more controlled.
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