Writing a full Task 2 essay with a model

You now have all the tools: you can identify the question type, build a four-paragraph structure, write a thesis and topic sentences, develop ideas with Point–Explain–Example, and use cohesion naturally. The final step is producing a complete essay under timed conditions and then checking your own work. The four criteria that examiners use to mark Task 2 are: (1) Task Response — did you fully answer the question, take a clear position, and develop relevant ideas? (2) Coherence and Cohesion — is the essay logically organised, with well-linked paragraphs and natural use of cohesive devices? (3) Lexical Resource — do you use a wide enough range of vocabulary accurately, including less common words? (4) Grammatical Range and Accuracy — do you use a variety of sentence structures with only minor errors? Each criterion is worth an equal share of the Writing band score. A band-7 essay typically has a clear, fully-developed position; well-organised paragraphs with appropriate (not excessive) linking; a mix of precise and less common vocabulary with rare errors; and a range of complex structures used mostly correctly. IMPORTANT: the grader in this exercise only checks that you have met the minimum word count. The rubric below is a self-assessment checklist — it is not an official band score and cannot replace feedback from a qualified IELTS examiner.

Prompt: 'Some people believe that university education should be free for all students, funded entirely by the government. To what extent do you agree with this view?' Model answer: Whether governments should bear the full cost of higher education is a question that divides opinion. While free university education offers clear social benefits, I believe a mixed funding model — combining public subsidy with graduate contributions — is more sustainable and equitable. The strongest argument for fully state-funded universities is that financial barriers prevent talented students from low-income families from accessing higher education. When tuition fees are high, prospective students from disadvantaged backgrounds may choose not to study at all, which perpetuates social inequality. Countries such as Germany and Norway, which offer free or near-free university education, consistently rank among the most socially mobile societies in the world, suggesting that removing cost barriers allows ability, rather than wealth, to determine who studies. Nevertheless, fully free university education places an enormous burden on public finances, which must be balanced against other priorities such as healthcare and primary schooling. Furthermore, graduates typically earn significantly more over their lifetimes than non-graduates, so it is arguably fair for them to contribute to the cost of the education that raised their earnings. A graduate repayment scheme — where students pay nothing upfront but repay a modest percentage of their salary above a threshold — shares the cost without excluding those who cannot pay at the point of entry. In conclusion, while universal free higher education is an admirable goal, a hybrid model that subsidises tuition and asks graduates to contribute when they can afford to do so better balances access, fairness, and fiscal responsibility. (Word count: 258)