IELTS Writing Task 2 Advanced: Band 9 Essay Structures

Quick Answer: Band 9 essay structures go beyond simple templates. They demonstrate sophisticated logical progression, nuanced argumentation, and complete task response. Key advanced structures include thesis-led (opinion with concession), concession-refutation (address counterarguments then reinforce stance), and problem-solution with evaluation. Mastering these allows you to adapt naturally to any question while meeting all assessment criteria.

Table of Contents

What Makes an Essay Structure Band 9?

Three Advanced Essay Structures for Band 9

How to Choose the Right Structure

What Makes an Essay Structure Band 9?

Many candidates think a Band 9 essay means using long words and complex grammar. Wrong. The examiner cares most about coherence and cohesion —how your ideas connect and flow. A Band 9 structure:

Addresses every part of the question fully (no missed aspects)

Presents a clear position throughout, not just in the introduction

Uses logical paragraphs that each develop one main idea

Links ideas smoothly without mechanical connectors like “First... Second... Finally”

Shows flexibility—the structure fits the question naturally, not a forced template

The difference between Band 7 and Band 9 is often subtle. A Band 7 essay has a clear structure but may feel formulaic. A Band 9 structure feels organic, as if the writer thought about the best way to argue, not just the quickest way to fill 250 words.

Three Advanced Essay Structures for Band 9

1. Thesis-Led Structure (with Concession)

Best for: Opinion essays (To what extent do you agree/disagree?) and discuss both views essays where you have a strong personal stance.

Pattern:

Introduction: state your thesis clearly, but acknowledge the opposing view briefly

Body 1: argue your main position with reasons and examples

Body 2: concede a valid counterargument, then immediately refute or limit it

Body 3 (optional): provide additional support for your main thesis

Conclusion: reaffirm your thesis, incorporating the concession

Example structure for the question: "Some people believe that unpaid community service should be compulsory for high school students. To what extent do you agree or disagree?"

Intro: I largely agree, although the idea raises practical concerns.

Body 1: Benefits of compulsion – develops responsibility, exposes students to real-world issues.

Body 2: Concede that forced volunteering may breed resentment, but argue that proper implementation (choice of programs, limited hours) solves this.

Body 3: Further argue that many students would never volunteer otherwise, making compulsion necessary for equity.

Conclusion: Reiterate strong agreement, but note that success depends on program design.

Why it works: Shows you can see both sides but maintain a clear argument. The concession-refutation demonstrates critical thinking.

2. Concession-Refutation Structure

Best for: Problem-solution, cause-effect, or discuss both views when you need to evaluate multiple perspectives deeply.

Pattern:

Introduction: Paraphrase the issue, state that it has multiple facets.

Body 1: Present one prominent view or solution with full explanation.

Body 2: Present an alternative view or solution, then concede its merits but refute its limitations.

Body 3: Argue that your preferred view/solution is more effective or balanced.

Conclusion: Summarise the evaluation and state your final reasoned conclusion.

Example for: "Some people think that governments should spend more money on railways, while others believe that roads are more important. Discuss both views and give your opinion."

Intro: Both infrastructure types matter, but I favour railways for long-term sustainability.

Body 1: Roads – convenience, flexibility, existing network. Give examples.

Body 2: Concede roads are useful, but refute: congestion, environmental cost, maintenance. Introduce railways as solution.

Body 3: Railways – capacity, eco-friendly, efficiency for mass transport. Address potential counter (high initial cost) by showing long-term savings.

Conclusion: Railways deserve priority, though roads remain important.

Why it works: It mimics academic argumentation—weighing evidence before concluding. The concession is not a weakness; it strengthens credibility.

3. Problem-Solution with Evaluation

Best for: Problem/solution essays or advantage/disadvantage essays.

Pattern:

Introduction: Identify the problem or trend briefly.

Body 1: Describe the problem in depth – causes, effects, why it matters.

Body 2: Propose a solution – how it works, who implements, examples.

Body 3: Evaluate the solution – limitations, feasibility, potential side effects. Offer modifications.

Conclusion: Restate the problem and the need for the chosen solution, acknowledging no perfect answer exists.

Example for: "The number of people who are overweight or obese is increasing in many countries. What are the causes of this problem? What solutions can you suggest?"

Intro: Obesity is a global health crisis driven by lifestyle changes and food systems.

Body 1: Causes – processed food affordability, sedentary work, urban design.

Body 2: Solutions – public health campaigns, sugar taxes, urban planning for active transport.

Body 3: Evaluate – sugar taxes face political resistance, campaigns change awareness but not behaviour; suggest combining regulation with education.

Conclusion: No single solution works, but a multi-pronged approach can slow the trend.

Why it works: Shows you don’t oversimplify. Band 9 candidates acknowledge complexity and propose nuanced solutions.

Band Score Comparison Table

Band	What Examiner Looks for (Coherence & Cohesion)
6	Basic paragraphing; some linking words; main ideas clear but progression sometimes unclear
7	Clear overall structure; logical paragraphing; effective use of linking devices; position is clear
8	Flexible use of structure; ideas logically sequenced; cohesive devices used naturally; no over-reliance on templates
9	Skillful management of paragraphing; seamless progression; full range of cohesive devices; structure enhances argument

Sample Answers

Band 7: "Many people believe that high school students should do unpaid community service. In my opinion, I disagree because students already have busy schedules with homework and exams. Moreover, forcing them to volunteer might make them resent helping others. However, schools could offer optional programs for those interested." (Clear opinion, simple structure, some linking words – but limited development and no concession to counterarguments.) Band 8: "While compulsory community service could instil a sense of social responsibility, I largely disagree with making it mandatory. The primary reason is that students in their final years face immense academic pressure, and additional obligations could compromise their performance. Nevertheless, schools could integrate service into existing subjects or offer incentives, thereby fostering altruism without coercion." (Evaluates both sides, uses concession, more sophisticated vocabulary and sentence structure – but could extend the second body paragraph further.) Band 9: "The proposal to make unpaid community service compulsory for high school students raises legitimate concerns about academic overload and the infantilisation of volunteerism. However, I contend that, when implemented flexibly, such a requirement can yield significant social and personal benefits that outweigh the drawbacks. One major advantage is that it exposes young people to diverse communities and develops empathy in a way classroom learning cannot replicate. For instance, working at a food bank or an elderly care home provides real-world context for civic duty. Admittedly, forced participation may breed resentment – a valid critique. Yet research shows that once students begin volunteering, many find it intrinsically rewarding, especially when they can choose from a range of options. Moreover, making service compulsory addresses inequality: students from privileged backgrounds often volunteer anyway, while others lack opportunities. A carefully designed program with limited hours, student choice, and reflection components can transform a potential drawback into a powerful educational tool. Therefore, a mandatory-optional model offers the best path forward." (Clear position, acknowledges and refutes counterarguments, uses specific examples, natural cohesion, complex but clear ideas. Full task response.)

Common Mistakes

❌Using the same rigid structure for every question – Band 9 adapts. Forcing a “discuss both views” template on a problem-solution question wastes time and loses marks.

❌Including a concession but not refuting it – Simply saying “some people think…” without explaining why they are wrong (or why your view is stronger) makes the structure incomplete.

❌Overloading the introduction with background – Keep intro 2-3 sentences. Many candidates write half an essay before reaching the thesis. Band 9 writers state their position quickly.

Top Tips

💡 Tip 1: Plan your structure before writing. Spend 2-3 minutes mapping out each paragraph’s main idea. This prevents rambling and ensures logical flow.

💡 Tip 2: Use discourse markers for progression, not just addition. Words like “conversely,” “consequently,” “admittedly,” and “nevertheless” signal logical relationships, not just sequence.

💡 Tip 3: Practice writing the same essay using two different structures. This builds flexibility and helps you see which pattern fits certain question types best.

Resources

Check out IELTS Active for practice tests and study materials.

FAQ

Q: Do I need a different structure for every question type? A: Not exactly. The three structures above cover most question types. The key is adapting them – for example, the thesis-led structure works for both “agree/disagree” and “discuss both views” (if you have a strong opinion). Practice recognising the underlying logic of the question. Q: How long should each body paragraph be? A: There is no fixed length, but aim for 5-8 sentences (80-120 words). Longer paragraphs should contain multiple sub-points or examples; shorter ones can be punchy but must fully develop one idea. Band 9 essays often have 3 body paragraphs, but 2 well-developed ones can also work. Q: Should I use examples from personal experience? A: Yes, but generalise them. Instead of “my brother once volunteered…”, say “A sibling’s experience with mandatory volunteerism showed that…” This keeps the tone academic and relevant to the prompt. Q: Can I skip the conclusion if I run out of time? A: No. The conclusion is part of coherence – a missing conclusion hurts your score. Keep it one sentence if necessary: restate your position and summarise the main reason.

Key Takeaways

✅Band 9 structure is flexible, not formulaic; adapt to the question’s demands.

✅Use concession-refutation to show critical thinking and strengthen your argument.

✅Practice planning different structures for the same topic to build versatility.

✅Always ensure your introduction clearly states your position and your body paragraphs each focus on one core idea.

Related Posts:

IELTS Writing Task 2: How to Get a Band 8 in Coherence and Cohesion

Advanced IELTS Essay Vocabulary: Beyond the Basics

The Ultimate Guide to IELTS Writing Task 2 Question Types