Model answers

25 complete essays, built from the paragraphs you practised

These are not written separately from the course. The prompt you worked on in Body 1 is the one you read whole here, so every paragraph is one you have already seen a workshop for. Each is labelled with the job it does, and each ends with the mistake it was written to avoid.

25 essaysfive per question family

4 paragraphseach labelled with its job

251+ wordsthe shortest one in the library

0 band claimsa model is not a score

Before you read a whole one

The same sentence, written twice

Most of the distance between a weak essay and a strong one is visible one sentence at a time. These three pairs are the moves that repeat.

A thesis for “University education should be free. To what extent do you agree?”

Nowadays education is very important and everybody has different opinions. I think it is good because students need it and the government should do something.

University education should be free, because tuition fees keep capable students out of professional careers for reasons that have nothing to do with ability.

The weak version could open an essay on almost any topic — swap “education” for “transport” and it still works. That is the test: if a sentence survives having its subject replaced, it is not answering this prompt. The strong version names the position and the reason for it in one line.

An evaluation for an outweigh prompt about remote work

There are many advantages and disadvantages and both are important. It depends on the person and society.

Although remote work reduces the informal contact that keeps teams aligned, its benefits outweigh that cost: it returns commuting hours to employees and opens jobs to people outside one city.

“It depends” is the one answer an outweigh prompt rules out. The strong version concedes the drawback and then says which side is heavier and why — the concession is what makes the verdict credible rather than assertive.

Evidence inside a body paragraph

For example, in many countries this problem is very common and affects a lot of people every year.

For example, a commuter who gains a frequent rail connection may leave the car at home, reducing both road traffic and the emissions produced by that journey.

The weak version has the shape of an example but no mechanism. The strong version shows one plausible case and explains why it supports the claim. IELTS accepts relevant examples from your own knowledge or experience; it does not require an invented authority, study or statistic.

The library

Read one whole, paragraph by paragraph

Pick a question family, then a prompt. The label above each paragraph is the job it does.

Opinion · 269 words

Some people believe that schools place too much pressure on students to achieve high grades. To what extent do you agree or disagree?

Instruction signal: To what extent do you agree or disagree? / Do you agree or disagree?

IntroductionReframe the prompt, state the position, and preview what each body paragraph will argue.

A school system can raise its grades and lower its learning at the same time. High academic expectations have become a defining feature of many school systems. I largely agree that the pressure to secure top marks is excessive because it can damage student wellbeing and encourage superficial learning. The two costs that concern me most are the loss of durable understanding and the replacement of curiosity by a fear of failing.

Body 1Support agreement by explaining how constant performance pressure can weaken durable learning.

Excessive emphasis on grades can prevent students from developing a durable understanding of what they study. When every activity is treated as preparation for a high-stakes result, learners often prioritise short-term recall over curiosity and reflection. This approach rewards the reproduction of information, whereas genuine mastery requires time to test ideas, make errors and revise them. For example, a school that replaces some ranking tests with project feedback can allow pupils to improve a skill before it is formally assessed. Reducing constant grade pressure can therefore support deeper learning without removing academic standards.

Body 2Add a second reason for agreement by showing how constant grade pressure can narrow students' motivation.

A second concern is that constant grade pressure can replace curiosity with fear of failure. Students may begin to choose only tasks that protect their marks instead of attempting demanding work. Consequently, the system rewards caution rather than the intellectual risk needed for genuine progress. For instance, a capable pupil may avoid an unfamiliar research topic because a predictable project appears safer. This loss of independent motivation further supports reducing excessive emphasis on grades.

ConclusionRestate the position and compress the two reasons that supported it.

Overall, excessive academic pressure is more likely to weaken learning than to strengthen it. Reducing constant grade anxiety would protect durable understanding and independent motivation while preserving meaningful academic standards.

Written to avoid

Claiming that all assessment is harmful. The paragraph argues against excessive pressure, not against standards or feedback.

Repeating the durable-learning argument from Body 1 instead of adding a distinct reason.

Changing from complete agreement to a balanced position in the final paragraph.

Write this one yourself

Before you hand it in

Five questions, in this order

Questions rather than advice: each one has a yes or no answer you can check on your own page.

Does the introduction answer the exact instruction, not the topic? Most essays that lose marks here are about the right subject and answer a question nobody asked.

Does every body paragraph have one main idea you could state in a sentence? If you cannot say it in one sentence, the paragraph is carrying two ideas and developing neither.

Does each idea come with a mechanism or a consequence, not just a label? “Pollution is a problem” is a label. What it does to whom, and how, is the paragraph.

Does the conclusion answer the prompt without introducing anything new? A new argument in the last paragraph has nowhere left to be developed, so it counts against you rather than for you.

Could this essay be reused for a different prompt without rewriting it? If yes, it is too general. This is the fastest check there is, and the one people skip.

Preguntas frecuentes

Lo que se pregunta sobre los ensayos modelo

¿Estas son respuestas oficiales de IELTS?

No. Son modelos originales de práctica creados por WeLearn para estudiar estructura, desarrollo y lenguaje. IELTS evalúa con criterios oficiales; esta página explica estrategias pedagógicas compatibles con esos criterios.

¿Debo memorizar model answers para IELTS Writing Task 2?

No. Memorizar respuestas completas es riesgoso porque el prompt cambia. Usa los modelos para aprender patrones: tesis clara, párrafos con desarrollo, ejemplos relevantes y cierre que responde la pregunta.

¿Qué debe tener un model answer útil?

Debe mostrar por qué funciona: cómo responde el prompt, cómo organiza ideas, qué lenguaje usa y qué errores evita. Un texto sin anotación enseña menos que una respuesta explicada.

Task 2 hub Opinion Discussion Problem and solution Advantages and disadvantages Direct questions Write one against the clock