The 20 Most Common Mistakes in IELTS Writing Task 2

The 20 Most Common Mistakes in IELTS Writing Task 2

IELTS Writing Task 2 is one of the most challenging parts of the test because it requires candidates to think critically, structure ideas logically, and express arguments in clear academic English.

Unlike Task 1, which is descriptive, Task 2 demands an essay that demonstrates reasoning, balance, and linguistic accuracy.

Many candidates, even those with strong English skills, lose marks due to repeated avoidable mistakes.

These mistakes often arise not because candidates cannot write, but because they fail to meet the examiner’s expectations.

The IELTS writing band descriptors are strict: Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy are all assessed.

Overlooking even one area can lower your score significantly.

Unfortunately, most students are unaware of the exact common mistakes  in IELTS writing that reduce their marks.

This article highlights the 20 most common mistakes in IELTS Writing Task 2.

Each mistake is explained in detail to show why it is a problem, how it lowers your band score, and how to correct it.

By studying these points carefully, you can avoid traps that have cost many candidates valuable marks, and move closer to your target band score.

1. Misunderstanding the Question

A frequent mistake is misunderstanding what the essay question is asking.

IELTS prompts are very specific, and if you don’t address the exact task, you will lose points in Task Response.

Many candidates rush into writing after only a quick reading, which results in off-topic essays.

For example, if the question says “Discuss both views and give your opinion,” and you only discuss one view, the examiner will mark your work as incomplete.

Similarly, if the question asks about “advantages and disadvantages” and you write only advantages, your response is considered weak.

To correct this, always take two to three minutes to break down the question.

Identify key instruction words like “to what extent,” “both views,” or “advantages and disadvantages.”

Planning your essay with these keywords ensures that you stay relevant throughout.

2. Weak Introduction

Many candidates write weak introductions that fail to set up the essay.

Some simply copy the question word for word, while others write vague sentences that don’t show their approach.

A poor introduction makes the essay unclear and lowers coherence.

For example, if the topic is about free public transport, writing “This essay is about transport and government policy” is too vague.

The examiner will not see a clear direction.

A stronger introduction would paraphrase the question and outline the structure:

“While some argue that governments should provide free public transport to reduce congestion, others believe the financial burden is too heavy.

This essay will examine both views before presenting my own opinion.”

The solution is simple: every introduction should paraphrase the question, mention the main issue, and present a thesis statement.

This takes just a few lines but gives the examiner a roadmap.

You can also read  7 IELTS Reading Tips & Tricks Academic (PDF)

3. No Clear Thesis Statement

A thesis statement is the core of the essay.

Without it, your essay looks aimless. Many candidates write introductions without giving a clear position, which lowers their Task Response score.

For instance, if the essay is “Do you agree or disagree that advertising has negative effects?” and you write: “Advertising has some effects on society” that is vague.

A better thesis would be: “Although advertising can inform consumers, its negative influence on children and materialism outweighs its benefits.” This shows a clear stance.

To fix this mistake, always write one sentence in your introduction that expresses your view.

Whether you agree, disagree, or partly agree, make it clear. Examiners value clarity and decisiveness.

4. Poor Paragraph Structure

One of the most frequent IELTS writing mistakes candidates make in IELTS Writing Task 2 is poor paragraphing.

Some candidates write one long block of text, while others make very short paragraphs with no development.

This makes the essay hard to follow and reduces coherence.

For example, mixing three unrelated points in the same paragraph, such as healthcare, education, and crime confuses the Examiner.

Instead, each paragraph should focus on one idea: start with a topic sentence, explain, and add examples.

To correct this, plan your essay into introduction → 2 or 3 body paragraphs → conclusion.

Each body paragraph should have one main idea fully developed. This organization makes your essay clear and professional.

5. Lack of Balance in Discussing Both Views

When asked to “discuss both views,” many candidates fail to balance their answer.

Some explain one side in detail but mention the other in just one line. Others forget to give their own opinion.

This weakens Task Response. For example, if the essay is about whether governments should invest in space or education,

Writing three paragraphs about education and one short line about space is unbalanced.

Examiners see this as incomplete.

The solution is to give reasonable attention to both sides.

Even if you disagree with one side, you must still explain it fairly.

After that, present your opinion clearly in the conclusion or thesis.

6. Over-Generalization

Another mistake is over-generalizing ideas. Candidates often make sweeping statements like

“All young people use social media too much” or “Everyone thinks education is more important than sports.”

Such generalizations are inaccurate and weaken the argument.

Examiners look for precise, logical writing.

If you exaggerate, your arguments look less academic and more emotional.

IELTS expects balanced and realistic discussion, not absolute claims.

To avoid this, use cautious language: “Many young people,” “Some argue that,”

Or “It is often believed.” Hedging your language shows maturity and earns higher scores.

Read: Common-mistakes-in-ielts-writing-task-1

7. Weak Topic Sentences

A topic sentence introduces the main idea of a paragraph.

Many candidates either skip it or write unclear ones, making paragraphs look random.

Without a topic sentence, the examiner struggles to see the purpose of the paragraph.

For example, writing: “Education is important. Technology is also important.

Many people think both are important.” This is weak.

Instead: “One strong reason why education deserves more investment than space exploration is that it directly improves the skills of the workforce.”

To fix this, start each paragraph with one strong topic sentence that summarizes the idea.

Then expand with explanations and examples.

8. Limited Vocabulary

Many candidates keep repeating basic words like “good, bad, important, very, big, small.”

This limits their Lexical Resource score. Repetition shows lack of range, even if the grammar is fine.

For example, writing “Education is very important and very good for society” is too simple.

Instead, you can write: “Education plays a vital role in shaping a skilled workforce and fostering social development.”

To correct this, build a vocabulary bank for IELTS topics: environment, education, technology, health, etc. Practice paraphrasing and avoid repeating the same simple words.

You can decide to broaden  your knowledge by  going through the Top 12 Cambridge IELTS tips.

9. Using Informal Language

Task 2 is formal, but many candidates write informally. They use contractions (don’t, can’t), slang (kids, stuff, guys), or casual tone (In my opinion, it’s super cool).

This lowers the academic style required.

For example, instead of “Kids should not watch too much TV,” write “Children should limit their television viewing time.” This sounds academic and formal.

To avoid this, practice academic phrases like “It is widely believed,” “One major concern is,” or “A significant factor is.” Keep your style formal throughout.

10. Poor Use of Linking Words

Some candidates either overuse or underuse linking words. Overuse looks mechanical: “Firstly… Secondly… thirdly… finally… in conclusion.”

Underuse makes the essay choppy.

For example: “People like technology. On the other hand, people like tradition. Moreover, people like change.”

This is repetitive. Instead: “Although technology offers convenience, many individuals value traditional practices, suggesting a balance between the two is essential.”

To correct this, use a variety of connectors naturally: “although, whereas, in contrast, consequently, therefore.” Don’t force them, use where they fit.

 Candidates can benefit from IELTS reading hints, which help them recognize patterns of conciseness and summarization used in well-structured academic texts.

11. Too Short Essays

Essays below 250 words lose marks automatically.

Some candidates write only two short body paragraphs or stop early. This shows weak development.

A short essay cannot fully develop arguments or examples.

Even if the grammar is fine, the examiner lowers Task Response because ideas are not extended.

To avoid this, always aim for 270–290 words. This ensures enough development while staying within the time limit.

12. Writing Too Long Essays

On the other hand, writing 400+ words is risky.

Many candidates believe longer is better, but longer essays usually include more mistakes, poor grammar, or irrelevant points.

Examiners do not reward length beyond 300 words.

For example, a 450-word essay may repeat the same idea several times.

This wastes time and increases the chance of errors.

To avoid this, stay within 270–320 words. Quality and clarity matter more than unnecessary length.

Knowing the 20 IELTS Writing Mistakes That Could Cost You Marks can guide you through on how to write without making mistakes.

13. Lack of Examples

Some candidates write arguments without supporting examples.

This makes essays sound like personal opinion rather than evidence-based writing.

For example: “Education is important for society.” Alone, this is weak.

But: “Education is important because countries with higher literacy rates, such as Japan and Germany, show stronger economic growth.” This is stronger.

To avoid this mistake, include one simple example in each body paragraph.

Examples can be real (statistics, studies) or hypothetical (“For instance, if governments invest in schools…”).

14. Using Personal Stories

Some candidates use personal experiences like “When I was in high school, I liked science more than math.”

IELTS Task 2 is not about your life but about general arguments.

Examiners expect academic writing. Personal stories sound informal and irrelevant.

Instead, use general evidence: “Many students find science subjects more engaging due to practical experiments.”

To fix this, avoid “I,” “my,” or personal details. Write in an impersonal, academic style.

you can read unexpected success stories that will inspire you to get more information on what to write

15. Poor Conclusion

Some candidates either skip the conclusion or write one sentence like “That is my essay.”

This lowers coherence and Task Response.

A strong conclusion should summarize main points and restate your opinion clearly.

It should not introduce new ideas but give closure.

For example: “In conclusion, while advertising informs consumers, its negative effects on children and materialism are more serious.

Therefore, governments should regulate it more strictly.”

16. Repetition of Ideas

Repeating the same idea in different words shows lack of development.

For example: “Education is important. Education is necessary. Education is vital.”

This does not expand the point.

Examiners want extended arguments. Instead of repeating, explain why education is important, give examples, and discuss effects.

To avoid repetition, plan your essay so each paragraph introduces a different supporting idea.

One of the way to avoid repetition is knowing the importance of self discipline for students

This will help you to  take consistent effort in planning your essay so each paragraph introduces a different supporting idea. 

17. Grammar Errors

Frequent grammar mistakes lower your Grammatical Range and Accuracy score.

Common issues include subject-verb agreement (People likes), wrong tenses, and missing articles (a, the).

Even if your ideas are good, grammar errors distract examiners.

A Band 7+ essay requires mostly error-free sentences.

To fix this, practice complex sentences with correct grammar.

Proofread quickly after writing to catch small errors.

18. Overusing Complex Sentences

While complex sentences are required, some candidates force too many, making essays confusing.

For example: “Although governments which are responsible for people’s welfare should invest in healthcare

Which is important, some people think education which is also vital should get more funding.”

This is too heavy. Examiners prefer clarity. A mix of simple, compound, and complex sentences is best.

To correct this, focus on clarity first. Use variety naturally instead of forcing complexity.

You can check out 15 Top Verbal Reasoning Tips And Tricks

19. Copying the Question

Some candidates copy whole sentences from the task prompt into their essay.

Examiners do not count copied words, which lowers your word count and reduces originality.

For example, if the question is: “Some believe education is more important than sports,” and your introduction is:

“Some believe education is more important than sports,” those words are not counted.

Instead, paraphrase: “Many argue that academic subjects deserve more attention than athletic activities in schools.” This shows vocabulary range.

20. Poor Time Management

Finally, poor time management is a critical mistake.

Some candidates spend too much time on Task 1 and rush Task 2, while others plan too long and leave little time to write.

Task 2 carries more marks than Task 1, so it deserves around 40 minutes.

Without good time management, essays end up unfinished or underdeveloped.

To correct this, practice timing: 5 minutes planning, 30 minutes writing, 5 minutes checking.

Regular practice under exam conditions helps you finish confidently.

You can also read: 25 Secrets of successful students

Wrap up

In summary, success in IELTS Writing Task 2 is not only about writing fluent English but also about avoiding common pitfalls.

Many candidates lose marks because they misunderstand questions, use weak structures, or fail to present clear arguments.

These mistakes can be avoided with careful reading, good planning, and consistent practice.

The 20 errors discussed from poor introductions to bad time management, show that small issues can have big effects on your band score.

Avoiding them requires awareness, discipline, and strategic preparation.

Candidates who learn from these patterns are more likely to write essays that meet examiner expectations.

Ultimately, mastering IELTS Writing Task 2 means developing both strong language skills and exam technique.

By avoiding these common mistakes, you not only increase your chances of achieving a high band score

But also build the ability to write structured, persuasive, and academic essays that reflect real communication skills.