IELTS Writing Task 2
Writing a Conclusion
On this page I’ll be looking at how to write a clear and concise conclusion for writing task 2 and discussing its importance to your overall band score using this task as an example.
Watch the video on how to write a clear conclusion for writing task 2.
The conclusion if often neglected mainly because students often run out of time and have to rush through it or they undervalue it and assign more importance to the introduction and body paragraphs. A clear conclusion is as important as all the other elements of your answer.
What to include
A conclusion is a summary of the content of your essay. It should show the examiner that you are bringing everything to a close. Always begin with “To conclude,” or “In conclusion,”.
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Restate your position (for opinion questions) from the introduction. Don’t copy your position word for word. Use synonyms and paraphrase.
Example:
Introduction
“I strongly disagree with this statement...”
Conclusion
“In conclusion, classroom tuition, with tutors and pupils in the same room, will never be completely replaced...”
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Restate the main reasons for your position from the body paragraphs. Don’t include the supporting details. They are not necessary and will take too long.
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Don’t copy your main reasons word for word. Use synonyms and paraphrase.
Example:
“...because remote learning not a suitable approach for youngsters and, what is more, it is impractical for subjects requiring explicit practice.
What NOT to include
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Never include any new information in the conclusion. A conclusion is a summary of what you have already written. Ideas with supporting details should be in the body paragraphs.
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Avoid generalizations and keep it relevant and specific to your answer. Generalizations about the topic are never a good strategy. Conclusions should be specific.
Conclusions should be limited to one or two sentences.
Example:
In conclusion, classroom tuition, with tutors and pupils in the same room, will never be completely replaced because remote learning not a suitable approach for youngsters and, what is more, it is impractical for subjects requiring explicit practice.