Improving Sentences for IELTS Writing Task 2 (Band 7 Guide)
When we mark Task 2 scripts stuck around Band 6, the argument is often fine — and the sentences still feel thin. Eight-word lines pile up: People use cars. This causes pollution. It is a big problem. The reader understands, but Grammatical Range never shows, and the verbs stay vague (do, get, make). The opposite trap is just as common: one long sentence with three broken clauses that collapses before the full stop.
Band 7 sentences are clearer and more precise — not longer for their own sake. Merge choppy lines when the ideas belong together, add a controlled subordinate clause when the logic needs it, and pick exact verbs. Do not stack complex structures if accuracy drops.
Related: common Band 6 mistakes · band descriptors (GRA / LR) · linking words
Last updated: August 5, 2026
On this page (why it matters, rewrites, techniques, before/after, traps, FAQ)
Why sentence quality matters
Better sentences support more than grammar. Grammatical Range & Accuracy needs a mix of simple and complex forms with frequent error-free lines. Lexical Resource improves when precise verbs replace do / get / make. Coherence gets easier when ideas join inside the sentence — not only with another Furthermore at the start of the next one.
Band 6 pattern: many 8–12 word sentences; ideas listed, not combined.
Band 7 pattern: mix of simple and complex; meaning packed without losing control.
I notice students improve fastest when they rewrite one weak body paragraph’s sentences before they rewrite the whole essay cold. Full essay structure still matters — see Task 2 essay structure — but sentence control is where GRA often unlocks.
Band 6 → Band 7 rewrites
These pairs show the usual upgrade moves. Read the Band 7 line out loud: if it feels stiff, simplify until it sounds like something you could write under time.
| Band 6 (weak) | Band 7 (stronger) | Technique |
|---|---|---|
| People use cars a lot. This causes pollution. | Heavy car use contributes to urban air pollution. | Merge + precise verb |
| Governments should do something about this problem. | Governments should enforce stricter emissions standards. | Specific action verb |
| Education is important. It helps students find jobs. | Quality education improves graduate employability. | Merge + collocation |
| There are many advantages. There are also disadvantages. | Although remote work offers flexibility, it can weaken team cohesion. | Subordinate clause |
| Technology makes life better for people in many ways. | Digital tools streamline communication and access to services. | Precise nouns/verbs |
One marking pattern: a student stuck at overall 6 kept writing three short sentences for every idea. After we forced a merge on Body 1 only — same points, one controlled sentence plus one simple follow-up — GRA moved before the vocabulary list changed much.
Three upgrade techniques
1. Merge short sentences
Weak: Obesity is rising. Fast food is cheap. People eat it often.
Stronger: Rising obesity is linked to frequent consumption of cheap fast food.
You are not deleting information. You are removing the stop–start rhythm that makes every idea feel unfinished. Keep one simple sentence nearby so the paragraph still breathes.
2. Add a controlled subordinate clause
Weak: Cities build more roads. Traffic still gets worse.
Stronger: Even when cities expand road networks, congestion often worsens because demand grows faster than capacity.
Start with because, although, when, while, or which — one clause, not a chain. If the sentence needs a second breath mid-way, you have probably stacked too much.
3. Choose a more precise verb
Vague do / make / get / have / give can work once. Stacked across a paragraph, they cap Lexical Resource.
Reach for fits you control: implement, reduce, enforce, expand; obtain, achieve; face, experience; provide, allocate. If the “advanced” verb feels wrong when you say it out loud, keep the plain one you can use accurately.
Paraphrase practice for openings uses the same precision habit: how to paraphrase Task 2.
Before / after examples
Health — Before: People do not exercise. They become unhealthy.
After: Insufficient physical activity increases the risk of chronic disease.
The after line names the mechanism instead of two thin claims.
Education — Before: Students learn online. It is convenient. Sometimes they lose focus.
After: Online learning is convenient, yet many students struggle to sustain focus without classroom structure.
Concession (yet) holds both sides without starting a new paragraph for each.
Environment — Before: Factories pollute rivers. This is bad for fish and people.
After: Industrial discharge contaminates rivers, harming aquatic ecosystems and local communities.
Contaminates and harming do more work than is bad.
Work — Before: Companies want experience. Graduates have no experience. This is a problem.
After: Employers often require prior experience, which creates a barrier for new graduates entering the labour market.
The relative clause carries the “so what” that Band 6 scripts often leave unsaid.
Technology — Before: Phones are useful. They also distract students in class.
After: While smartphones support learning resources, they frequently distract students during lessons.
Same balance as the weak pair — just one controlled sentence.
Practise sentence rewrites with guided drills: Personalized Practice (Practices 1–15 mix sentence work with logic and vocabulary; Practices 16–20 are timed essays; Practices 1–2 free).
What not to do
Stacking three or four clauses in one sentence. Accuracy collapses and the meaning gets fuzzy. One clear complex sentence beats two broken “advanced” attempts.
Forcing rare grammar (Having been being…). It sounds unnatural in Task 2, and errors cost GRA hard. Controlled relative clauses and concessions are enough.
Synonym chains that change meaning. Swapping every noun for a longer one often hurts LR and Task Response. Precision is not the same as rarity — that trap shows up often in the Band 6 mistakes guide.
Only simple sentences for “safety.” Safe short lines keep GRA stuck around Band 6. Mix in a few clean complex forms where the logic needs them.
Rule: clarity first. Then range. Intro models that stay controlled: introduction paragraph examples.
Questions students ask
Do I need complex sentences in every paragraph?
No. Aim for a mix. From the scripts I mark, Band 7 rewards flexibility — accurate simple sentences still count, especially after a denser line.
Will longer sentences raise my band?
Only if they stay accurate and clear. Length alone does not equal Band 7. I notice students who chase word count often lose the verb halfway through the sentence.
How should I practise sentence upgrades?
Rewrite five weak sentences from your last essay, then check a full timed draft with the free IELTS essay checker. If GRA is the lowest criterion, spend the next sitting on short rewrites before another full essay — the habit that matches Personalized Practice.
Is passive voice required for Band 7?
No. Occasional passives can vary style when used correctly, but you do not need them in every paragraph. Forced It is widely argued that… openers often look memorised.
After you check your score
Most free tools stop at another band estimate. EssayGradeWise adds criterion drills inside a 20-practice 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
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