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Writing Task 2 mistakes that keep you at 6.5

By the PrepEve team · Published 28 September 2026

Many test-takers get 7 or more in Listening and Reading, but Writing stays at 6.5. Usually it isn't your English. It's a few specific habits that the marking criteria punish. Here they are, with fixes.

First, a quick reminder. Task 2 is marked on four equal criteria: Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. It also counts twice as much as Task 1. (More on this in how IELTS band scores work.)

The mistakes below are grouped by criterion. Each one comes with a short before/after example.

Task Response mistakes

1. Not answering every part of the question

Many questions have two parts. For example: "Why is this happening? What can be done?" If you only answer one part, your Task Response score is limited, even if your English is excellent.

Question: Many young people are leaving villages for cities. Why is this happening, and what can governments do about it?

Fix: Before writing, underline every question word. Give each part its own body paragraph.

2. An unclear or changing position

In "agree or disagree" and "discuss both views and give your opinion" essays, the examiner must see your view clearly. If your opinion appears only in the conclusion, or changes halfway, it looks confused.

Fix: State your position in the introduction. Repeat the same position in the conclusion.

3. Writing under 250 words

Task 2 asks for at least 250 words. A short essay usually means ideas are not developed enough, and it can lose marks on Task Response.

Fix: Aim for about 270–300 words. Count your words in a few practice essays so you know how your handwriting or typing looks at 250.

4. Ideas without support

A main idea needs an explanation and an example. A list of points with no development does not show a "fully extended" response.

Coherence and Cohesion mistakes

5. Paragraphs without one clear central idea

Each body paragraph should have one main idea, stated early. When a paragraph mixes three different ideas, the reader loses track.

Fix: Write the topic sentence first. Then check that every other sentence supports it.

6. Overusing linking words

Starting every sentence with "Moreover", "Furthermore" or "In addition" looks mechanical. Examiners notice it.

Fix: Use linkers only where they add meaning. Words like "this", "these" and "such" can also connect ideas smoothly.

7. Memorised templates

Long memorised phrases do not help your score. Examiners are trained to spot them, and memorised language may not be counted when judging your real ability. Templates also push you to write general sentences that don't answer the question.

Lexical Resource mistakes

8. Over-reaching vocabulary

Using rare words you are not sure about causes errors. A wrong "advanced" word costs more than a correct simple one.

Fix: Use words you know how to use in a sentence. Range comes from precise, natural words, not from long ones.

9. Copying the question's wording

Words copied from the question do not show your own range. Repeating the same phrase many times also looks limited.

Question: Some people believe that unpaid community service should be compulsory for high school students.

10. Wrong collocations

Collocations are words that naturally go together. Wrong pairs sound unnatural.

Grammatical Range and Accuracy mistakes

11. Only simple sentences

If every sentence is short and simple, your range is limited. You need some complex sentences too.

12. Long sentences full of errors

The opposite problem: very long sentences where control is lost. Accuracy matters as much as range.

13. Articles and subject–verb agreement

Small errors repeated many times pull your score down. The most common ones are missing articles ("a", "an", "the") and verbs that don't agree with their subject.

Your Task 2 self-check list

Use this after every practice essay:

• I answered every part of the question.
• My position is clear in the introduction and the same in the conclusion.
• I wrote at least 250 words.
• Each body paragraph has one central idea, stated in the first sentence.
• Each main idea has an explanation and an example.
• I used linking words only where they add meaning.
• I did not use memorised template sentences.
• I paraphrased the question instead of copying it.
• I only used words I am confident about.
• I used a mix of simple and complex sentences.
• I checked articles, plurals and subject–verb agreement.
• I kept 3–5 minutes to read my essay again.

A self-check list helps. But many people can't see their own errors. That's where a trained second pair of eyes makes the difference.