IELTS Writing Task 2 Samples (Band 7+): Sample Answers with Scoring

Students often treat Band 7 samples as sentences to paste. That is the fastest way to waste them. What examiners reward is development: every part of the question answered, two ideas that actually grow, and English that stays controlled without sounding like a phrase bank.

The three answers below sit at Band 7 or 7.5 on our checker — overall plus TR / CC / LR / GRA. Read them for how ideas are extended, then write your own timed draft and score it. Copying whole paragraphs into the exam is a bad idea; examiners catch rehearsed chunks.

Match each prompt to its type in the Task 2 essay types guide. After a model, paste your own answer into the free IELTS essay checker, then practise the weak criterion on Personalized Practice (Practices 1–2 free).

Also useful: Agree/disagree Band 7+ vs 8.5 · Task 2 complete guide · Structure templates

Last updated: July 24, 2026

What Band 7 usually looks like

Band 7 writing answers the whole prompt, develops two main ideas with real support, keeps paragraphs easy to follow, and uses a mix of accurate vocabulary and grammar — not a flashy word in every line.

Length is one difference: Band 6 scripts often sit at 250–270 words with thin development, while Band 7 usually needs fuller elaboration — often closer to 280–320 when both ideas are built out. Task Response moves from a partial or vague position to every part of the question answered clearly. Cohesion stops leaning on the same Furthermore and uses varied linking plus clear reference. Vocabulary shifts from vague good / bad / people toward precise, topic-appropriate wording. Grammar mixes complex forms with fewer errors, instead of staying in simple sentences all the way down.

From the scripts I mark, the jump is rarely “more advanced adjectives.” It is usually fuller Task Response and bodies that do not fall apart after the topic sentence. Once students can see which of those five is dragging them, the next draft tends to move faster than another unmarked mock.

Sample 1: Discuss both views (education)

Question: Some people think that universities should provide graduates with skills for the workplace, while others believe the main function of university is to provide knowledge for its own sake. Discuss both views and give your opinion.

This is a discussion prompt: both camps need real space, and your opinion still has to be easy to find. When we mark discussion essays, the common leak is one thin “courtesy” paragraph for the side the student dislikes — three polite sentences, then a long paragraph for the view they prefer. TR drops before the language even gets judged.

Band 7+ sample (~250 words)

There is ongoing debate about whether higher education should prioritise employability or academic knowledge. While both aims have merit, I believe universities should balance theoretical learning with practical workplace skills.

Supporters of pure academic study argue that universities exist to advance human understanding and critical thinking, not merely to train workers. Subjects such as philosophy and theoretical physics may have no immediate commercial application, yet they drive long-term innovation and informed citizenship. Graduates who can analyse complex ideas are adaptable when industries change, which matters in an uncertain economy. Without this intellectual depth, higher education risks becoming a short training course rather than a place for serious inquiry and independent thought. Societies also benefit when citizens can evaluate evidence carefully instead of accepting simple slogans.

However, given rising tuition costs and graduate unemployment in many economies, institutions also have a duty to prepare students for employment. Courses that include internships, data literacy, and communication training help graduates enter competitive job markets and reduce the shock of moving from campus to work. Employers often report that new staff lack teamwork and presentation skills even when their subject knowledge is strong. In my view, the most effective model combines rigorous academic content with embedded professional skills, rather than choosing one goal alone. Students can still study challenging ideas while learning how to explain them clearly and cooperate in teams.

In conclusion, universities should neither abandon scholarly depth nor ignore employability; a balanced curriculum best serves both students and society as a whole.

Score breakdown (EssayGradeWise checker)

When I put this next to student drafts on the same prompt, the win is balance: View A and View B both get real extension, and the opinion does not erase either side. Notice CC sitting a touch ahead of the rest — that happens when the argument path is clean even if the lexis is not rare. If your discussion drafts score lower on TR, compare body length on each view before you chase fancier nouns.

Sample 2: Discuss both views (technology)

Same essay type, different topic — and a more “ordinary” Band 7 shape. I include it on purpose. A lot of scripts we mark are not 7.5 across the board; they hold TR and CC at 7.0 while LR and GRA sit at 6.5. That profile still averages to overall 7.0. If you only study perfect-looking 7.5 models, you may think your own 7.0 draft has “failed language,” when the real job is sharper examples, not a rare-word list.

Question: Some believe technology has made life more complicated; others think it simplifies daily tasks. Discuss both views and give your opinion.

Band 7 sample (~260 words)

Technology is often praised for saving time, yet critics claim it adds stress and distraction. This essay discusses both perspectives before arguing that, on balance, technology simplifies life when used deliberately.

Those who see technology as complicating daily life point to information overload and constant connectivity. Smartphones blur boundaries between work and personal time, so many people feel they must reply to messages late at night. Cybersecurity risks also require ongoing attention, from password changes to software updates. For some users, managing multiple apps creates cognitive burden rather than convenience. Social media can encourage comparison and frequent interruption, which makes ordinary days feel busier even when little real progress is made. In extreme cases, people spend more time organising digital tools than completing the tasks those tools were meant to support. This sense of busyness can reduce sleep and increase anxiety.

Conversely, digital tools automate routine tasks such as banking, navigation, and appointment booking, freeing time for higher-value activities. Maps and translation apps reduce friction for travellers, while remote collaboration platforms allow families and professionals to stay connected across distances without expensive travel. Online learning resources also help people study new skills at a pace that suits them, which can be difficult with traditional schedules. Shopping and bill payments can often be finished in minutes from home. Personally, although misuse can create complexity, intentional use of technology generally reduces friction in daily life, provided users set clear boundaries such as notification limits and focused work periods.

Overall, technology complicates life mainly when consumption is passive; when managed actively, its simplifying effects dominate.

Score breakdown (EssayGradeWise checker)

I notice students with this profile panic about vocabulary first. Keep the opinion early, then rewrite one body paragraph with sharper examples — that often moves the checker more than another week of word lists. The structure is already doing enough work; the language just needs denser support, not fireworks.

Sample 3: Problem–solution (environment)

Different type, similar band shape — which is why it sits next to Sample 2. Problem–solution is not an I agree paper. You need causes and measures that match. What we see in weak scripts is a long complaint paragraph and then two vague “government should raise awareness” lines. The model below keeps causes concrete and solutions tied to those causes, which is what holds TR at 7.0 even when LR/GRA stay at 6.5.

Question: In many cities, air pollution is increasing. What are the causes of this problem, and what measures can be taken to address it?

Band 7 sample (~250 words)

Urban air quality has deteriorated in numerous metropolitan areas, affecting public health and quality of life. This essay outlines key causes and proposes practical solutions.

A primary cause is reliance on private vehicles powered by fossil fuels, which emit nitrogen oxides and particulate matter. Industrial activity near residential zones and construction dust further concentrate pollutants in dense neighbourhoods. In rapidly growing cities, weak enforcement of emissions standards allows older, high-polluting engines to remain on roads, while congested traffic keeps vehicles idling for long periods. Seasonal weather can trap dirty air close to the ground, making the problem worse for children and older residents who spend time outdoors. Household burning of coal or poor-quality fuel in some districts can add to the same local pollution load.

Governments can expand affordable public transport and introduce low-emission zones that restrict the dirtiest vehicles in city centres. Incentives for electric buses, cleaner taxis, and stricter factory inspections would reduce industrial contributions over time. Clearer building rules can also limit construction dust through covers, filters, and scheduled watering on dry days. Monitoring stations with public data help citizens see progress and pressure officials to act. Individuals can contribute by choosing public transport or cycling where infrastructure is safe, and by supporting clean-air policies at local elections. When policy and daily behaviour move in the same direction, improvements are more likely to last.

In conclusion, air pollution stems mainly from transport and industry, but coordinated policy and behavioural change can measurably improve urban air for everyone.

Score breakdown (EssayGradeWise checker)

Same 7.0 / 6.5 split as the technology discussion. Useful to study as a pair: different question type, similar ceiling. Students who only chase “Band 8 vocabulary” often leave TR thinner than either of these models. Fix the map (causes → matching measures) first; then upgrade one sentence cluster for range.

Band 6 vs Band 7 on the same question

Question: Do the advantages of international tourism outweigh the disadvantages?

Band 6 excerpt (thin development):

Tourism is good for the economy. It creates jobs. Also there are disadvantages like pollution. I think advantages are more important.

Band 7 rewrite:

International tourism generates significant revenue and employment in host regions, particularly in hospitality and transport. However, unchecked visitor numbers can strain local infrastructure and damage fragile ecosystems. On balance, advantages outweigh disadvantages when governments implement sustainable caps and invest taxes from tourism into conservation.

The Band 6 version names sides. The Band 7 version explains them and then answers outweigh with a condition. That condition is what stops the conclusion from sounding bolted on. I notice students improve fastest when they take one thin paragraph from their own draft and force a reason → example → link rewrite — not when they re-read five model essays in a row.

How to use samples without memorising

Colour-code topic sentences and examples on one sample, then rewrite the same structure on a new topic in your own words. Score that rewrite and look at Task Response first: did you answer every part? After that, compare your lowest criterion to the model’s table.

Never paste model phrases into the exam. Examiners penalise memorised chunks, and your cohesion usually falls apart the moment the memorised line does not fit the new prompt.

Related: Agree/disagree Band 7+ vs 8.5 sample | Improve from Band 6 to 7 | Essay types | Agree/disagree structure

Questions students ask

Is it OK to memorise Band 7 essays?

No. From the scripts I mark, rehearsed openings and stock body lines are easy to spot — and they often sit next to a prompt the memorised text does not quite answer. Learn the shape (paraphrase, clear position or map, developed bodies), not the paragraphs.

Where can I find more official samples?

IELTS publishes occasional materials. Use those for tone, then use a checker that returns TR / CC / LR / GRA so you know what to drill next — not only a single overall guess.

Can AI tell me if my essay is Band 7?

Treat AI bands as practice feedback. Paste your draft into a free essay checker for the four criteria, then use Personalized Practice to train the weak spot (Practices 1–2 free). Official scores come only from certified examiners.

After you check your score

Most free tools stop at another band estimate. EssayGradeWise adds criterion drills inside a 20-practice personalized plan (TR, CC, LR, GRA) so you practise the weak spot — not another full essay at random.

• Free IELTS essay checker — no login for score-only
• Try Practices 1–2 free

EssayGradeWise is not affiliated with or endorsed by IELTS, IDP, or the British Council.