IELTS Writing Questions March 2026
With Sample Answers and Examiner Notes
Last updated: September 2026
These IELTS Academic Writing and IELTS General Training Writing questions are real questions that were reported by candidates across the globe during March 2026. The article includes:
- Part 1: 7 Academic IELTS Writing task 1 questions with expanded examiner’s notes and detailed sample answers
- Part 2: 5 General Training IELTS Writing task 1 questions with expanded examiner’s notes and detailed sample answers
- Part 3: 6 IELTS Writing task 2 with deep examiner commentary and Band 8+ sample responses
Part 1 – Academic IELTS Writing task 1 questions
Question 1
The line graph below shows the number of overseas tourists (in millions) who visited France, Spain, and Japan between 1990 and 2020.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
Sample answer
The line graph illustrates the number of international tourists, measured in millions, who visited France, Spain and Japan between 1990 and 2020.
Overall, France and Spain experienced a consistent increase in the number of overseas visitors over the period, whereas Japan showed a gradual decline, following a completely different trend from the other two countries.
In 1990, France attracted about 45 million foreign tourists, the highest among the three nations. This figure rose steadily to around 75 million by 2015 and peaked at approximately 82 million in 2020. Spain, on the other hand, started with 30 million visitors and followed a similar upward trajectory, surpassing 60 million by 2010 and reaching 75 million in 2020, almost closing the gap with France.
By contrast, Japan’s pattern diverged notably. The country welcomed around 40 million tourists in 1990 and experienced a slight rise to 43 million by 2000. However, the number began to decline thereafter, falling to around 34 million by 2020. Unlike France and Spain, which benefited from strong tourism growth, Japan’s appeal to foreign travellers weakened progressively over the three decades.
In summary, while France and Spain saw dramatic increases in visitor numbers, Japan underwent the opposite movement, highlighting distinct trajectories in international tourism among the three nations.
Examiner notes
This question tests your ability to compare and contrast trends over time, particularly when one line behaves differently. Here’s how a top scorer would approach it:
Overview is key — The overview paragraph should highlight the general patterns, not the details: upward vs downward trends, fastest growth, or notable contrasts. Many candidates miss the Band 7+ mark because they fail to include this.
Logical structure — Group similar trends together. Here, France and Spain both rise, while Japan declines, so describing them in separate paragraphs creates clear cohesion and logical sequencing.
Data range — Band 9 answers use approximate but accurate figures to support trends. Overloading with every number lowers coherence; underusing data weakens accuracy. Striking a balance is crucial.
Comparative language — Use a wide range of comparative structures (“whereas,” “by contrast,” “almost closing the gap,” “in contrast to”). This demonstrates flexibility in grammar and lexical resource.
Tense control — Since all data are in the past, keep verbs in the past simple, except when making general statements (e.g., “Overall, Japan shows a different trend”).
Precision and flow — Avoid repetition (“increased steadily” can be alternated with “rose gradually,” “grew consistently,” etc.). A Band 9 essay reads smoothly, with natural variety and clear logical flow.
A final tip: when one line differs from the others, highlight the divergence early — it shows awareness of what examiners call the “main feature contrast,” a high-band skill that separates excellent candidates from competent ones.
Question 2
The bar chart below compares the main modes of transport used by people to travel to work in London in 2000 and 2020.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
Sample answer
The bar chart illustrates how people in London commuted to work in 2000 and 2020, comparing four modes of transport: car, public transport, bicycle, and walking.
Overall, the most significant change was a decline in the use of cars and a gradual shift towards public transport and cycling. Walking, however, remained stable across the two decades.
In 2000, six out of ten Londoners commuted by car, making it the dominant mode of transport. However, by 2020 this figure had dropped to half, reflecting a growing preference for more sustainable travel. Public transport use rose moderately from 25% to 30%, indicating an improved reliance on underground, train, or bus systems.
A more noticeable increase can be seen in the percentage of cyclists, which doubled from 5% to 10%. This likely reflects the expansion of cycling lanes and campaigns promoting eco-friendly commuting. Meanwhile, walking accounted for 10% in both years, suggesting little change in short-distance commuting habits.
In summary, car dependency among London workers decreased over the two decades, while public transport and bicycles became increasingly popular, marking a clear trend towards greener and more efficient travel options.
Examiner notes
For bar charts comparing two years or categories, begin with an overview — this is where candidates often lose marks if they skip it. The overview should highlight general trends (e.g., “car use decreased, cycling increased”).
Next, group data logically — for example, by showing declines first and then increases, rather than describing each bar one by one. Use accurate comparisons, not vague statements (“car use fell slightly” means little without numbers).
Cohesion comes from sequencing words like while, whereas, in contrast, and on the other hand. Range your vocabulary beyond “increased/decreased”: try rose, dropped, doubled, remained stable, declined steadily, and experienced growth.
Finally, avoid interpretation or opinion (no “this is good for the environment” in the main report); IELTS Writing Task 1 rewards clear data commentary, not personal views.
Question 3
The two pie charts below show how an average household in Australia used energy for different purposes in 1995 and 2015.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
Sample answer
The two pie charts illustrate the proportions of household energy consumption in Australia in 1995 and 2015, divided into five categories: heating, water heating, refrigeration, lighting, and other appliances.
Overall, it is clear that heating and water heating were the two dominant uses of household energy in both years, although their shares declined over time. In contrast, the proportion of energy used by appliances increased substantially.
In 1995, heating accounted for the largest share, representing 40% of total energy use, followed by water heating at 30%. Refrigeration and lighting each made up 10%, while other appliances also consumed 10%. By 2015, however, the pattern had shifted noticeably. The percentage for heating fell by a quarter to 30%, and water heating dropped slightly to 25%. Meanwhile, energy use for other appliances doubled to 20%, overtaking refrigeration and lighting, which remained stable at around 10% and 10% respectively.
This shift suggests that modern households have become more energy efficient in heating systems but rely increasingly on a wider range of electronic devices.
Examiner notes
Candidates should start with a clear overview that identifies the main trends — for example, noting which categories increased or decreased.
Avoid listing every figure in sequence; instead, group data logically (e.g., “major categories vs. minor categories”).
High-band responses use precise comparative language (“fell by a quarter,” “roughly doubled,” “accounted for the largest share”) and smooth transitions.
Vocabulary range, accuracy, and grammatical control matter more than sheer word count. Clarity and coherence trump creativity here.
Question 4
The table below shows the average monthly household expenditure (in US dollars) on food, housing, transport and leisure in five countries in 2010.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
Sample answer
The table compares the average amount of money spent per month by households in the USA, Japan, Brazil, Germany, and India on four major categories in 2010.
Overall, it is clear that housing was the largest expense in every country, while leisure spending was the smallest or second smallest category. The United States had the highest overall household expenditure, whereas India spent by far the least across all categories.
In detail, American families spent the most on housing at $900 per month, followed by food at $450 and transport at $400. Leisure accounted for a smaller but still significant portion, at $350. Japanese households also spent heavily on housing ($850) and food ($500), though their total spending of $1,900 was slightly below that of the US.
Germany and Brazil had moderate expenditure levels. German households allocated $800 to housing and $400 to other categories combined, reaching a total of $1,750. Brazil’s figures were considerably lower, with only $500 spent on housing and $350 combined on food, transport and leisure.
By contrast, India’s spending was minimal in all areas, totaling only $680 per month. Housing remained the main cost at $300, but other categories such as food ($200) and leisure ($80) were relatively insignificant.
In summary, the data suggest a strong link between national wealth and household spending levels, with richer countries devoting much larger sums to all aspects of daily life, particularly housing.
Examiner notes
For top-band answers, coherence and overview are key.
Overview: Clearly highlight the biggest and smallest categories and any overall pattern (e.g., “housing dominates,” “India lowest overall”).
Comparisons: Group countries logically (high-income vs. low-income) and use linking expressions such as in contrast, while, whereas, similarly.
Accuracy: Report data precisely and avoid copying the task statement.
Structure: Use a short introduction, a clear overview, and two well-organized body paragraphs.
Lexical range: Use variety — e.g., expenditure, allocation, spending, outlay.
Grammar: Mix simple and complex sentences naturally.
Question 5
The diagram below shows the process of producing instant coffee from coffee beans.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
Sample answer
The diagram illustrates the main stages involved in the production of instant coffee, from harvesting raw coffee beans to packaging the final product for sale.
Overall, the process consists of eight distinct stages that begin with the preparation of the beans and end with the packaging of instant coffee. The procedure involves both physical and chemical transformations, including drying, roasting, grinding, dissolving, and freeze-drying.
The process starts with ripe coffee beans being picked from coffee plants. Once harvested, the beans are spread out and left to dry under the sun to remove moisture. After drying, they are roasted in large industrial ovens, which enhances their flavour and aroma. The roasted beans are then ground into fine particles using mechanical grinders.
Next, the ground coffee is mixed with hot water to create a concentrated liquid extract. This extract is filtered to remove solid residues, leaving behind a pure coffee solution. The liquid coffee is then freeze-dried, a method that removes the water content by exposing it to very low temperatures and vacuum conditions, turning the mixture into granules. Finally, the dried coffee granules are packaged into airtight jars and sent to retail outlets for sale.
In summary, instant coffee production is a carefully controlled process that transforms raw agricultural beans into a consumer-ready product through a sequence of heating, extraction, and drying steps.
Examiner notes
To achieve a Band 9, candidates should:
Use clear overview statements showing the whole process from start to finish.
Avoid listing steps mechanically — instead, group and link stages logically (e.g., preparation, extraction, and finishing).
Use precise process verbs like roasted, ground, filtered, freeze-dried, and packaged.
Maintain consistent passive voice for formal tone (e.g., “the beans are roasted”).
Show cohesion with linking phrases such as after that, subsequently, finally.
Keep tenses consistent (present simple passive fits process tasks best).
Question 6
The maps below show the seaside town of Seabridge in 1990 and today.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
Sample answer
The two maps illustrate how the coastal town of Seabridge has developed from 1990 to the present day. Overall, the area has been significantly modernised, transforming from a small fishing village into a well-equipped tourist destination.
In 1990, Seabridge was primarily a rural settlement with a small fishing port on the southern coast and several houses scattered nearby. The surrounding land consisted mainly of farmland, while a single main road ran parallel to the shoreline. There were very few facilities, reflecting the town’s quiet and traditional character.
Today, the fishing port has been replaced by a modern marina, and the farmland has been converted into a golf course and hotel complex. In addition, a new residential area has been built inland, providing accommodation for both locals and visitors. The original road network has been expanded into a dual carriageway that links the town to the nearby highway, improving accessibility. Overall, Seabridge has shifted its focus from agriculture and fishing toward tourism and recreation.
In summary, Seabridge has undergone remarkable urban and infrastructural development, evolving into a vibrant seaside resort that attracts visitors rather than relying on traditional rural activities.
Examiner notes
Task Achievement: Band 9 responses describe all major changes without missing details or adding assumptions. Candidates should identify key transformations (e.g., farmland → golf course, port → marina) and use clear overviews highlighting the general trend (urbanisation, tourism).
Coherence & Cohesion: Use logical sequencing — start with the overview, describe the 1990 map first, then move to current developments. Transitional phrases like “In addition,” “Meanwhile,” “Overall,” help the flow.
Lexical Resource: Employ precise vocabulary for spatial change: converted into, replaced by, extended, constructed, developed, transformed.
Grammar: Use a mix of past and present perfect forms correctly: “has been transformed,” “was replaced.” Maintain formal, objective tone; avoid speculation (e.g., “perhaps for tourists”).
Pro Tip: When describing maps, always mention location (north/south/east/west), man-made vs natural features, and functional changes (residential, commercial, recreational).
Question 7
The bar chart shows the average number of cinema admissions per person in Japan, the UK, and Germany between 2005 and 2020.
The line graph illustrates the average cinema ticket price in US dollars during the same period.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
Sample answer
The bar chart compares cinema attendance in three countries over a 15-year period, while the line graph illustrates changes in the average ticket price in US dollars.
Overall, both Japan and the UK experienced steady growth in cinema admissions, whereas Germany showed a gradual decline after 2011. At the same time, ticket prices rose consistently throughout the entire period.
In 2005, the UK had the highest attendance at around three visits per person, followed by Germany at approximately 2.5 and Japan at just over 1.5. While cinema-going became increasingly popular in Japan and the UK, reaching about 2.6 and 4.2 admissions respectively by 2020, Germany’s figure fell slightly to just 2 per person. This contrast suggests that while cinema culture strengthened in some markets, it weakened in others.
Ticket prices increased steadily from about $7 in 2005 to nearly $9.50 in 2020, showing a uniform upward trend across the years. Despite this rise, cinema attendance continued to climb in most countries, implying that higher costs did not deter audiences.
In summary, cinema attendance grew in Japan and the UK but declined in Germany, while ticket prices rose steadily in all markets.
Examiner notes
- Task Achievement:
A top-scoring response gives a clear overview (the general trend), selects key figures, and avoids excessive detail. Band 9 writers summarise before analysing — they identify what’s increasing, decreasing, and how trends differ. - Coherence & Cohesion:
Logical grouping of information is crucial. For mixed charts, describe one dataset (bar) fully, then the other (line), and finally link them (e.g. “Despite the rise in ticket prices…”). Smooth transitions show coherence. - Lexical Resource:
Varied yet precise language wins marks:
steadily increased, fluctuated slightly, remained stable, experienced a decline, a consistent upward trend. - Grammatical Range:
Use complex sentences correctly — “Although ticket prices rose, admissions increased in both Japan and the UK.”
Avoid repetitive structures and always report data comparatively rather than narratively.
Part 2 – General Training IELTS Writing task 1 questions
Question 1
You have recently moved to a new apartment, but the noise from your neighbours is disturbing you. Write a letter to your landlord.
describe the problem
explain how it is affecting you
suggest what you want the landlord to do
Sample answer
Dear Mr Harris,
I hope you are well. I am writing to let you know about a recurring noise problem coming from the apartment directly above mine.
Almost every night the tenants there play loud music and move heavy furniture until after midnight. I spoke with them politely last week, but the situation has not improved.
The constant disturbance makes it difficult for me to sleep and concentrate on my work the next day. I have begun to dread evenings because I know the noise will start again.
Could you please remind them of the building’s quiet-hour policy or, if necessary, issue a written warning? I am sure a formal reminder from you would resolve the issue quickly.
Thank you for your help.
Kind regards,
Sarah Mitchell
Examiner notes
Tone and register:
A Band 9 writer instantly identifies the social relationship: tenant → landlord = semi-formal. Use polite forms (“could you please…”) without sounding robotic. Avoid slang (super noisy) or aggressive phrasing (they are driving me crazy).
Structure and progression:
Paragraph 1 – reason for writing.
Paragraph 2 – factual description (what, when, who).
Paragraph 3 – effect on writer.
Paragraph 4 – clear, reasonable request.
This logical sequence mirrors how native professionals complain in writing — no jumping back and forth between ideas.
Coherence and cohesion:
Cohesive devices are subtle: “almost every night… but the situation has not improved… the constant disturbance…” Each link feels natural, not forced. Band 9 candidates avoid mechanical connectors like moreover or furthermore unless genuinely needed.
Lexical resource:
Notice idiomatic yet neutral collocations: recurring noise problem, constant disturbance, formal reminder. There is range but no exaggeration. Precision and appropriacy matter more than fancy words.
Grammar:
Flawless control of tense and modality: present continuous for ongoing issues (is coming), present perfect for actions with results (has not improved), and polite modal forms (could you please). Complex but readable sentences show flexibility.
Question 2
You missed your friend’s birthday party last weekend. Write a letter to apologise.
explain why you couldn’t attend
describe what you were doing instead
suggest another time to meet
Sample answer
Dear Emma,
I’m so sorry for missing your birthday celebration on Saturday. I’d been looking forward to it for weeks.
Unfortunately, my manager called me in unexpectedly to finish a client proposal that had to be delivered the next morning. I ended up working late into the night and simply couldn’t make it.
I feel awful about letting you down and missing the chance to catch up with everyone. How about we meet for dinner this Friday at that new Thai place near the river? My treat, of course.
Hope you can forgive me.
Warm wishes,
James
Examiner notes
Tone:
This is an informal task. Band 9 writers use contractions naturally (I’m, couldn’t, I’d been) and emotional but genuine language (I feel awful, my treat). Over-formality (“I wish to express my sincere apologies”) would lose marks for inappropriate tone.
Organization:
Each paragraph corresponds neatly to one bullet point. Examiners reward clear mapping — it proves you understood the task.
Cohesion:
Logical sequencing with mild connectors (unfortunately, how about). Band 9 candidates avoid over-linking words and rely instead on smooth narrative flow.
Lexical range:
Informal yet precise: called me in unexpectedly, letting you down, catch up. These are natural collocations used by fluent speakers.
Grammar:
Mixture of past simple and past perfect (had to be delivered, I’d been looking forward to it). Range of tenses used accurately.
Question 3
You want to change your work schedule because you are taking a part-time course. Write a letter to your manager.
Sample answer
Dear Ms Patel,
I hope you are doing well. I am writing to request a minor change to my work schedule to accommodate a new evening course I have enrolled in.
Starting next month, I will attend classes every Tuesday and Thursday from 6 to 8 p.m. To manage this, I propose beginning work an hour earlier on those days and finishing at 4 p.m. The total weekly hours would remain the same.
This course in Business Analytics directly complements my current role and will help me handle data-driven projects more efficiently. I am confident the adjustment will not affect my productivity.
Thank you for considering my request.
Kind regards,
Alex Turner
Examiner notes
Register:
Professional, respectful, and concise. Band 9 writers avoid apologies or emotional language (“I’m desperate”). Instead, they present the request logically and show initiative.
Task coverage:
Each bullet answered explicitly: reason → course details → practical solution → assurance. Examiners look for completion of all three prompts.
Coherence:
Smooth transitions without signposting clichés. The idea chain “Starting next month → To manage this → This course … → I am confident …” demonstrates progression.
Lexical range:
High-level business lexis but not obscure: accommodate, propose, complements, productivity. These words show domain awareness.
Grammar:
Subordinate clauses and conditional structures increase grammatical range: To manage this, I propose… / will not affect… No tense confusion.
Strategy:
Think like a professional email: short opening greeting, clear paragraphs, one request. A Band 9 candidate sounds efficient, not wordy.
Question 4
You stayed at a hotel last week and left something valuable behind.
Write a letter to the hotel manager.
Sample answer
Dear Sir or Madam,
I stayed at the Ocean View Resort from 2 to 5 September in room 312, and I realised after returning home that I left my wristwatch on the bedside table.
It is a silver Seiko watch with a black leather strap. It has great sentimental value as it was a gift from my late father. I checked all my luggage carefully, so I’m certain it was left in the room.
Could you please ask your housekeeping staff to check and let me know if it has been found? I would be happy to cover any postage costs to have it returned.
Thank you very much for your assistance.
Yours sincerely,
Michael Roberts
Examiner notes
Register:
Formal but polite. No contractions, neutral vocabulary. Band 9 candidates instantly recognise “Dear Sir or Madam” requires “Yours faithfully/sincerely.”
Coherence:
Chronological flow: stay → discovery → description → request. Examiners reward logical sequencing.
Lexical resource:
Specificity increases authenticity: silver Seiko watch, black leather strap. Band 9 writers avoid vague terms like valuable item alone.
Grammar:
Mix of perfect and modal forms (have realised, could you please ask, would be happy to cover). Complex yet precise.
Strategy:
Before writing, visualise the real-world scenario. Realistic detail sounds fluent. Over-dramatization (“I am extremely devastated”) lowers formality score.
Question 5
You want to buy a laptop and need more information.
Write to the company.
Sample answer
Dear Sales Team,
I recently visited your website and was impressed by the specifications of your “XLite Pro” laptop. Before placing an order, I would appreciate some additional information.
Could you please confirm the battery life under normal use, the warranty period, and whether the model is compatible with Linux software? I would also like to know if you ship internationally and offer student discounts.
Once I have these details, I plan to finalise my purchase within the week.
Thank you for your assistance.
Kind regards,
Emma Lewis
Examiner notes
Register:
Formal-neutral. Suitable for a business inquiry. Avoid over-friendly greetings (“Hi there!”) or over-formality (“Esteemed Sir”).
Coherence:
Purpose stated in line 1, then a clear list of questions. Bulleted structure isn’t allowed, but parallel clauses create clarity.
Lexical resource:
High precision: confirm, warranty period, compatible, internationally, finalise my purchase. The range shows technical control and formality balance.
Grammar:
Indirect polite questions are key for Band 9: Could you please confirm…, I would also like to know… Direct forms (What is the battery life?) sound abrupt.
Strategy:
For any information-request letter, structure like this:
Identify the product/service.
Explain your interest or situation.
Ask grouped questions.
Close politely with an expectation (“I look forward to…”).
This consistent frame guarantees task fulfilment.
Part 3 – IELTS Writing task 2 questions
Question 1
Some people believe that schools should focus more on teaching practical skills rather than theoretical knowledge.
To what extent do you agree or disagree?
Sample answer
In recent years, there has been a growing belief that schools should prioritize practical skills over academic theory. While I agree that hands-on learning is crucial for preparing students for the job market, theoretical knowledge still forms the foundation of all applied skills.
Practical education allows students to directly engage with real-world problems and develop employable skills. For instance, in vocational schools, students who learn carpentry, mechanics, or digital design acquire tangible abilities that help them find immediate work. Moreover, the modern economy increasingly values individuals who can adapt theory into practice, such as engineers and software developers.
However, without theoretical knowledge, practical application would lack depth and creativity. A surgeon cannot perform operations effectively without understanding anatomy, just as an architect cannot design safely without knowledge of physics. Therefore, theory provides the framework that allows practice to evolve and innovate.
In conclusion, while schools should certainly expand practical training, they must not undervalue theory. The most effective education system balances both, enabling students to think critically while applying their knowledge to real challenges.
Examiner notes
What examiners expect: an unambiguous position from start to finish, consistently extended with relevant ideas and precise support.
Structure that wins:
Intro: paraphrase + clear extent (“I largely/wholly/partly agree…”).
2 body paragraphs: each advances the same stance from a different angle (e.g., outcomes, principles, long-term effects). If partially agree, allocate one paragraph to each side but make your side dominant.
Conclusion: restate degree + key reasons (no new ideas).
Thesis options (pick 1 and stay loyal):
Strong agree/disagree: “I completely agree because A and B.”
Calibrated stance: “Although X matters, I mostly agree because A and B outweigh X.”
Evidence toolkit: precise domain examples (apprenticeships vs foundational theory), mechanism chains (how theory → innovation), and contrasts (short-term employability vs long-term adaptability).
Advanced moves: address a specific counterclaim inside a main paragraph, then neutralize it with scope/scale/time (“…yet without theory, progress plateaus within a generation”).
Question 2
Some people think that technological developments have made our lives more complicated. Others believe that technology has made life easier.
Discuss both views and give your opinion.
Sample answer
Technology has transformed every aspect of modern life, from communication to healthcare. While some argue it has complicated daily routines, I believe it has ultimately simplified human life by increasing efficiency and access to information.
On the one hand, critics argue that technology introduces unnecessary complexity. Smartphones, for instance, demand constant attention, blurring the boundary between work and personal life. Similarly, digital dependency has led to mental fatigue, as people feel pressured to stay online around the clock.
On the other hand, technology has made life vastly more convenient. Tasks that once required hours can now be completed in seconds. Online banking, telemedicine, and smart devices have reduced barriers to essential services. Furthermore, access to global knowledge has empowered individuals to learn and work from anywhere.
In conclusion, although technology can create new challenges, its overall effect is to simplify human life through efficiency and connectivity. The key lies in managing its use responsibly rather than rejecting it entirely.
Examiner notes
Examiner target: balanced exposition, then a decisive, reasoned stance.
Structure:
Intro with neutral paraphrase + stance preview (“ultimately simplifies life”).
P1: View A with strongest rationale and concrete example.
P2: View B with equally serious rationale and evidence.
P3 (optional but Band-9 friendly): reconciliation: conditions under which your stance holds (e.g., “when managed with boundaries”).
Conclusion: crisp judgement.
Key skills: show why reasonable people hold each view; avoid strawmen.
Language: “net welfare gains,” “cognitive load,” “boundary erosion,” “task-completion latency.”
Pitfalls: saving your opinion only for the conclusion; unequal treatment of the two sides.
Question 3
In many countries, people spend longer hours at work.
Why does this happen?
What problems can this cause?
Sample answer
The tendency for employees to work longer hours has become widespread in modern economies. This is mainly due to increased competition and job insecurity, and the consequences can be severe for both individuals and society.
One major cause is the pressure to meet corporate targets and maintain job security in uncertain markets. With globalization, companies expect employees to work beyond their official hours to stay competitive. Moreover, the rise of remote work has blurred the boundary between personal and professional life, making it difficult for workers to disconnect.
The results are often detrimental. Overwork leads to stress-related illnesses such as insomnia and depression. Families suffer from lack of communication and time together, weakening social bonds. In the long term, reduced productivity and burnout can harm national economies as well.
In conclusion, long working hours stem from economic competition and workplace culture, but the negative consequences on health and relationships make it a pressing issue governments and companies must address.
Examiner notes
Examiner target: tightly separated causes then effects, both fully extended.
Structure:
Intro: brief trend statement.
P1: Causes (competition, precarity, tech tethering, performance metrics).
P2: Effects on individuals (health, relationships) and systems (productivity decay, healthcare costs).
Conclusion: synthesis, optionally gesture to remedies (but don’t open new arguments).
Cause-effect chains: X → Y → Z with a “because” at each arrow.
Lexis: “boundary blurring,” “presenteeism,” “diminishing marginal returns,” “burnout externalities.”
Pitfalls: mixing solutions into effects; listing.
Question 4
Some people think that the death penalty should never be used.
Others believe that it is necessary for serious crimes.
Discuss both sides and give your opinion.
Sample answer
The death penalty remains one of the most divisive moral debates. While some view it as an inhumane practice, others argue that it is vital for justice and deterrence. Personally, I believe capital punishment should be abolished due to ethical and judicial concerns.
Supporters claim that executing dangerous criminals deters potential offenders and ensures justice for victims. They argue that certain crimes, such as terrorism or serial murder, are so severe that only death can match their gravity.
However, opponents highlight that the death penalty risks executing innocent people due to judicial error. Moreover, it contradicts the moral principle that life is sacred. Studies also show that countries without capital punishment, such as Norway, have lower crime rates, proving that effective rehabilitation and prevention work better than execution.
In conclusion, although capital punishment may seem justifiable for extreme crimes, its moral and practical flaws outweigh any perceived benefits.
Examiner notes
Band-9 requirement: moral reasoning + empirical caution.
Two-track development:
Track 1 (pro): retribution theory, deterrence claim, closure for victims.
Track 2 (anti): wrongful convictions, non-deterrence evidence, state ethics, irreversibility.
Your stance: explicit, principled, and operational (e.g., “incompatible with error-prone systems”).
Lexis: “irreducible risk,” “proportionality,” “general vs specific deterrence,” “restorative justice.”
Avoid: emotional overreach; country-bashing; oversimplified stats.
Question 5
Some people think that the media should not report details of crimes to the public.
To what extent do you agree or disagree?
Sample answer
The way crimes are reported by the media has sparked public concern. While transparency is important, I believe that broadcasting graphic details of crimes often does more harm than good.
Public awareness is vital for community safety. Detailed crime reporting can help citizens stay alert and assist investigations. For instance, publishing descriptions of suspects can prevent further harm and bring justice faster.
Nevertheless, excessive coverage can sensationalize crime and spread fear. Moreover, constant exposure to violent content desensitizes viewers and may even inspire copycat offenders. Ethical journalism should therefore balance public interest with social responsibility, focusing on facts rather than dramatization.
In conclusion, while the media should inform the public, it must avoid sensationalism and respect victims’ dignity. Responsible reporting is the key to maintaining trust and social harmony.
Examiner notes
High score approach: balance rights—public interest vs harm.
Argument scaffolding:
Harm principle: sensational details → copycat risk, victim trauma, community fear.
Public interest: information that aids safety/prosecution is legitimate.
Your standard: what to publish (facts, appeals), what to avoid (graphic detail, glorification), how (tone).
Lexis: “legitimate public interest,” “copycat phenomenon,” “editorial codes,” “proportional disclosure.”
Band-9 signal: propose criteria, not just a viewpoint.
Question 6
In many countries, the gap between the rich and the poor is widening.
What problems does this cause, and how can these problems be solved?
Sample answer
The growing divide between wealthy and poor citizens is a pressing global issue. This inequality leads to social instability and reduced economic progress, but can be mitigated through fair taxation and better education.
Income disparity often results in resentment and unrest. When citizens feel excluded from prosperity, trust in government declines, leading to protests and crime. Furthermore, unequal societies limit economic growth, as fewer people can afford education or start businesses.
To address this, governments should impose progressive taxes to redistribute wealth and invest in quality education. For example, Scandinavian countries combine strong social welfare with high taxation, resulting in stable, prosperous societies. Empowering citizens through education ensures upward mobility and a sense of inclusion.
In conclusion, reducing income inequality is not only a moral duty but also a practical necessity for sustainable development.
Examiner notes
Top-band play: pair each problem with a specific remedy and causal logic.
Structure:
P1: Problems (social cohesion, political capture, stunted mobility) with mechanisms.
P2: Solutions mapped 1-to-1 (progressive tax/design details; early-years education; skills ladders; housing access), each with how it cures the mechanism.
Lexis: “intergenerational mobility,” “fiscal progressivity,” “human-capital deepening,” “social trust.”
Pitfalls: utopian fixes with no mechanism; generic “education is important” without specifying stage/target.
What to do next
Mastering IELTS Writing Task 2 isn’t about memorizing model answers — it’s about learning how to think, plan, and write under pressure. The difference between Band 6.5 and Band 9 is not talent, but training: clear strategy, timed writing, and detailed examiner feedback.
That’s exactly what you get with Preptical IELTS Mock Tests.
You’ll experience a complete Writing test under authentic exam conditions, receive accurate band scores from certified examiners, and get personalized feedback on your ideas, structure, and language. Each report is mapped to the official IELTS band descriptors, so you know exactly what to improve before test day.
Whether you’re targeting Band 7 for university admission or Band 9 for professional excellence, Preptical turns your preparation into measurable progress — fast, focused, and examiner-approved.
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