9 Grammar Errors That Cap Your IELTS Task 2 Band Score

Priya Sharma

Priya Sharma writes English learning guides for ESL students. Pune-based language enthusiast.

Visual representation of the voice · not a photographic portrait

Quick answer: Most grammar errors in IELTS Writing Task 2 come from a short list: articles, subject-verb agreement, run-on sentences, countable nouns, verb tenses and word forms. Fix them by learning the pattern behind each one, then checking your essay for those exact errors in the last 3 to 5 minutes of the test.↗ Share on X

Most grammar mistakes in IELTS Writing Task 2 come from the same nine errors, and you can fix them by learning the rule behind each one and checking for them in the last few minutes of the test. Grammar is marked under "Grammatical Range and Accuracy," one of the four equal criteria for Task 2. That means grammar is about a quarter of your Task 2 score. You don't need perfect English to score well, but frequent errors — especially ones that make a sentence hard to understand — will hold your band down. Below are the nine errors examiners see again and again, with a wrong example, the fix and the rule.

Which grammar errors show up most in Task 2?

READ ALSOIELTS Speaking: Fix Fluency Without Breaking Your Grammar →IELTS Task 2 Examples: The 4-Step Formula That Lifts Scores →IELTS Speaking 'What Would You Do If' Questions: 3-Step Fix →

Here is the full list first. Then we go through each one.

1. How do I stop making article mistakes (a, an, the)?

Articles are the most common problem for many learners, because many languages don't use them the same way.

Three simple rules cover most Task 2 sentences:

1. General ideas with uncountable or plural nouns take no article. "Education is important." "Children need exercise." Not "The education is important."

2. Singular countable nouns always need an article (or another word like "my," "this," "every"). "A car is expensive." Not "Car is expensive."

3. Use "the" when the reader knows which one. "The government" (the one in your country), "the internet," "the environment."

Quick check: find every singular countable noun in your essay. Does it have a word in front of it? If not, add "a," "an" or "the."

2. Why does "the number of" take "is" but "a number of" take "are"?

READ ALSOIELTS Speaking Fillers: Which Ones Help and Which Hurt →Simple Words, Band 8: How IELTS Really Scores Vocabulary →IELTS Cohesion for Band 8: Link Ideas Without Moreover →

Subject-verb agreement means the verb must match the main noun, not the noun nearest to it.

• "The number of students is growing." (The main noun is "number," singular.)
• "A number of students are absent." ("A number of" means "several," so it's plural.)
• "One of the main reasons is cost." Not "One of the main reasons are."
• "Everyone has a phone." Words like everyone, each and nobody are singular.

Quick check: for each verb, find the main noun it belongs to. Ignore the words in between.

3. What is a run-on sentence, and how do I fix it?

A run-on sentence joins two complete sentences with only a comma (or nothing). This is called a "comma splice."

Wrong: "Fast food is cheap, many families buy it every day."

You have four ways to fix it:

1. Full stop: "Fast food is cheap. Many families buy it every day."

2. Linking word: "Fast food is cheap, so many families buy it every day."

3. Semicolon: "Fast food is cheap; many families buy it every day."

4. Subordinate clause: "Because fast food is cheap, many families buy it every day."

Words like "however" and "therefore" do not join two sentences with a comma. Write: "It is cheap. However, it is unhealthy." or "It is cheap; however, it is unhealthy."

4. Which nouns can't be plural?

Some common Task 2 words are uncountable. They have no plural "s" and don't take "a/an."

Use "much / less / a lot of" with uncountable nouns, and "many / fewer / a lot of" with countable ones.

5. Why does the examiner mark my word forms as wrong?

A word form error is using the right word in the wrong form: a noun instead of an adjective, or an adjective instead of an adverb.

• "It has a big affect on children." → "effect" (noun). "Affect" is usually the verb.
• "The economy grew rapid." → "rapidly" (adverb describes a verb).
• "This is a benefit solution." → "beneficial" (adjective describes a noun).

How to practise: when you learn a new word, learn its family. Success, succeed, successful, successfully. Write one sentence with each.

6. How do I keep my tenses consistent?

Most Task 2 essays use the present simple for facts and opinions: "Many people believe…," "This leads to…"

Change tense only when time changes:

• Past: "Twenty years ago, few people owned a computer."
• Present perfect for change up to now: "Online shopping has become popular."
• Future or "will" for predictions: "This will probably reduce traffic."

Common mistake: starting a sentence in the past and finishing in the present. "In the past, families were bigger and children help their parents." → "helped."

7. What is a sentence fragment?

A fragment is a piece of a sentence written as if it were complete. It often starts with "because," "although," "which" or "for example."

Wrong: "Many students study abroad. Because they want better jobs."

Right: "Many students study abroad because they want better jobs."

Wrong: "For example, Japan."

Right: "For example, Japan has invested heavily in public trains." (Don't use real figures unless you know them. A clear example without numbers is fine.)

8. Which prepositions do test-takers get wrong most?

Prepositions often don't follow logic, so you have to learn them in pairs. These come up a lot in Task 2:

• depend on
• focus on
• responsible for
• the reason for
• an increase in (crime) / an increase of (10%)
• have an impact on
• different from
• spend money on
• result in (a problem) / result from (a cause)

Make flashcards with the full phrase, not just the word.

9. How do I write comparisons correctly?

• Short adjectives: add "-er." "cheaper," "safer." Never "more cheaper."
• Long adjectives: use "more." "more expensive," "more effective."
• Use "than," not "then." "Cities are busier than villages."
• For uncountable nouns use "less," for countable nouns use "fewer." "Fewer cars, less pollution."

How do I use grammar range without making more mistakes?

Examiners look at accuracy and range. To show range safely, practise these structures until you can write them without thinking:

1. Conditionals: "If governments taxed sugar, people would buy fewer soft drinks."

2. Relative clauses: "Students who work part-time often learn useful skills."

3. Passive voice: "New laws should be introduced to protect workers."

4. Concession: "Although technology saves time, it can also isolate people."

Use each one once or twice in an essay. Don't force all of them into one paragraph.

A 4-minute grammar check for test day

Task 2 asks for at least 250 words, and the usual advice is to spend about 40 minutes on it. Save the last 3 to 5 minutes for this checklist. Read your essay once for each line:

1. Every singular countable noun has an article or determiner.

2. Every verb matches its main noun.

3. No two full sentences are joined by only a comma.

4. No plural "s" on advice, information, research, equipment.

5. Past events are in past tense.

6. Every sentence has a subject and a main verb.

Reading for one error at a time is faster and catches more mistakes than reading once for "everything."

Your next step

Take your last Task 2 essay (or write one today on any past question). Go through the 6-point checklist above and underline every error you find. Count which error type appears most. That one is your target for the next week: learn its rule, write ten sentences using it correctly, and check for it first in every essay you write until it disappears.

FAQ

How much does grammar count in IELTS Writing Task 2?

Grammar is one of four criteria the examiner uses, called Grammatical Range and Accuracy. The four criteria carry equal weight, so grammar is about a quarter of your Task 2 score. Task 2 itself counts for more of the Writing score than Task 1.

Is it better to use simple sentences to avoid mistakes?

Not only simple ones. Higher bands need a mix of simple and complex sentences. The safest plan is to use complex structures you have practised many times, and keep sentences short enough that you can control them.

How can I check grammar without a teacher?

Write one essay, wait a day, then read it aloud slowly, checking only one error type at a time from the checklist in this article. Keep a notebook of your own repeated mistakes, because most people repeat the same three or four.