How to Write Strong IELTS Task 2 Conclusions

What Examiners Expect from a Task 2 Conclusion

Examiners read Task 2 essays quickly, but the conclusion still plays a clear role in how the response is judged. It shows whether the essay feels complete and controlled, or unfinished and uncertain.

A strong conclusion does not introduce new ideas. Instead, it draws the essay together and confirms the writer’s position or findings. It reassures the examiner that the task has been fully addressed.

From an examiner’s perspective, a good conclusion answers one simple question:
Has this essay reached a clear and logical end?

When the answer is yes, the essay feels more reliable overall.

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Why Conclusions Often Weaken Otherwise Good Essays

Many essays that sit at Band 6 or 6.5 have conclusions that are technically correct but strategically weak.

One common issue is repetition. Candidates often repeat sentences from the introduction or body paragraphs with minimal change. This does not add value and can make the ending feel mechanical.

Another problem is hesitation. Some writers soften their position in the conclusion, even after arguing clearly in the body paragraphs. This creates doubt about Task Response and reduces the sense of control.

Others attempt to introduce a new idea at the last moment. This leaves the essay feeling unfinished, as the new point is not developed.

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The Core Purpose of an IELTS Task 2 Conclusion

The IELTS essay conclusion has a clear and limited purpose.

It should:

• Signal that the essay is ending
  
• Reinforce the main position or findings
  
• Reflect the argument already presented
  

It should not explain ideas again in detail. It should not include examples. It should not surprise the reader.

A useful way to think about the conclusion is that it confirms the direction of the essay, not the content.

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Restating Ideas Without Repeating Them

One of the most important skills in Task 2 conclusions is restating rather than repeating.

Repeating means copying ideas or language directly from earlier paragraphs. Restating means expressing the same overall message in a slightly different way, usually more concisely.

For example, if your essay argued that a particular policy has both benefits and drawbacks, the conclusion might briefly reflect that balance without listing the points again.

This shows control and awareness, which examiners associate with higher bands.

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Handling Your Position Clearly and Confidently

In essays where a clear opinion is required, the conclusion is the final place to confirm your position.

A common mistake is weakening your stance at the end by using overly cautious language. While balance is important, clarity matters more.

If you supported one side throughout the essay, the conclusion should reflect that support calmly and consistently. Changing tone or direction here can confuse the examiner.

Confidence does not mean strong or emotional language. It means consistency.

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Conclusions Across Different Task 2 Question Types

Although Task 2 questions vary, conclusions follow similar logic across all essay types.

In opinion essays, conclusions usually restate the writer’s view clearly.
In discussion essays, they often summarise both perspectives and indicate which is more convincing, if required.
In problem–solution essays, they typically reflect the seriousness of the issue and the need for action.

The structure adjusts slightly, but the core function remains the same: closure without expansion.

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Language and Tone in High-Scoring Conclusions

Band 7+ conclusions share a calm, neutral tone. They do not attempt to impress with advanced vocabulary or complex grammar.

Sentence length is usually moderate. Short sentences can work well at the end of an essay, as they give a sense of finality. Long, multi-clause sentences often feel unstable in conclusions and increase the risk of error.

Simple linking phrases that signal conclusion are acceptable, but overuse can sound mechanical. Often, the position and content make it clear that the essay is ending without heavy signposting.

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Common Conclusion Mistakes That Lower Scores

Several mistakes appear repeatedly in weaker Task 2 conclusions.

One is introducing a brand-new argument. This suggests poor planning and weak coherence. Another is writing a conclusion that is too short, sometimes only one sentence, which feels rushed.

Some conclusions also contradict earlier arguments, often unintentionally. This usually happens when writers try to sound balanced at the end without thinking about consistency.

Finally, some candidates omit the conclusion entirely due to time pressure. This can significantly weaken the overall impression of the essay.

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How Long Should a Task 2 Conclusion Be?

There is no fixed word count for conclusions, but they are usually short.

A strong conclusion is often two or three sentences. This is enough to signal closure, reinforce the main idea, and maintain balance with the rest of the essay.

Writing more than this rarely improves the score and often introduces unnecessary risk.

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Editing Your Conclusion Under Exam Conditions

In the exam, you may only have a minute or two to check your conclusion. This is still enough to improve clarity.

Ask yourself:

• Does this conclusion match what I actually argued?
  
• Have I avoided adding new ideas?
  
• Does the essay feel finished?
  

If the answer is yes, your conclusion is doing its job.

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How Strong Conclusions Support Higher Band Scores

A strong IELTS Task 2 conclusion contributes quietly to multiple marking criteria.

It reinforces Task Response by confirming your answer to the question. It supports Coherence by creating a clear end point. It also reduces grammatical risk by allowing you to finish with controlled language.

This is why improving conclusions often lifts essays from Band 6.5 to Band 7, even when other elements remain similar.

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Conclusion

Writing strong Task 2 conclusions is not about adding more content. It is about finishing well.

By restating your main message clearly, maintaining consistency, and avoiding unnecessary expansion, you can end your essay with confidence and control. This small section plays a larger role than many candidates realise.

To continue improving your Task 2 writing, explore related Learn English Weekly guides on introductions, paragraph logic, and examiner marking, where conclusions are shown in full essay context.

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Related IELTS Task 2 Lessons

• All IELTS Task 2 Essay Types Explained
  
• Coherence and Cohesion in IELTS Task 2
  
• IELTS Task 2 Common Mistakes (And How to Fix Them)

Glossary

Conclusion (noun) — The final paragraph of an essay
Restate (verb) — To express the same idea in a different way
Position (noun) — The writer’s stance on the question
Coherence (noun) — Logical flow and organisation of ideas
Task Response (noun) — How well the essay answers the question

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Practice Questions

1. True or False: A Task 2 conclusion should include new examples.
   
2. Which is more effective in a conclusion?
   A) Repeating sentences from the introduction
   B) Restating the main idea briefly
   
3. Why is changing your position in the conclusion a problem?
   
4. Short answer: Name one purpose of a Task 2 conclusion.
   
5. True or False: Longer conclusions usually score higher.
   
   

Answers

1. False
   
2. B
   
3. It creates inconsistency and weakens Task Response
   
4. To signal closure / reinforce the main position
   
5. False