IELTS Writing Task 2: The benefits of community service – Sample Essays Band 6-9 with Analysis

Introduction

Community service is a high-frequency topic in IELTS Writing Task 2 because it sits at the intersection of education, social responsibility, and civic engagement. Examiners love it: it elicits clear arguments, real-world examples, and precise vocabulary. In this guide, you will learn how to handle this topic from Band 6 to Band 9. You’ll see three complete sample essays with scoring analysis, a vocabulary bank, sentence structures that score well, and a practical checklist to speed up your writing on test day.

You’ll also see 2–3 verified past-exam questions and a deeper analysis of the most common one. By the end, you’ll know how to plan fast, avoid common pitfalls, and use flexible language to argue both for and against making volunteering mandatory in schools—all while showcasing the benefits of community service.

For a broader context on how community work improves public wellbeing, you can also explore The benefits of community health initiatives.

Verified past exam questions (from IELTS Liz and IELTS-Blog repositories of real exam questions and Cambridge practice materials):

• Some people believe that unpaid community service should be a compulsory part of high school programmes (for example working for a charity, improving the neighbourhood or teaching sports to younger children). To what extent do you agree or disagree?
• In some countries, secondary students are encouraged to do unpaid work to help the community. Do the advantages outweigh the disadvantages?
• Many people do voluntary work in their free time. Why do they do it? Is it more beneficial to the volunteer or to the community?

1. Question & Analysis

Some people believe that unpaid community service should be a compulsory part of high school programmes (for example working for a charity, improving the neighbourhood or teaching sports to younger children). To what extent do you agree or disagree?

• Question type: Opinion (agree/disagree). You must take a clear position and support it throughout.
• Core requirements:
  • State your view (agree, disagree, or balanced) in the introduction and conclusion.
  • Present 2 main reasons (or more) with relevant examples.
  • Address “compulsory” and “unpaid” aspects and the educational context.
• Key terms:
  • Unpaid: not remunerated; implies altruism and access issues.
  • Compulsory: mandatory element of the curriculum; raises ethical and logistical concerns.
  • High school programmes: consider age, workload, and learning outcomes.
• Common pitfalls:
  • Ignoring the word “compulsory” (writing only about volunteering benefits).
  • Listing benefits without argument development.
  • Overgeneralising or using invented statistics.
  • Weak paragraphing and unclear stance.
• Strategic approach:
  1. Decide stance fast (full/partial agreement or disagreement).
  2. Plan two strong body paragraphs with cause-effect logic.
  3. Use specific, plausible examples (e.g., school initiatives in Singapore or Vietnam).
  4. Acknowledge a counter-argument briefly to show sophistication.

Before you write, it helps to understand how volunteering programs operate in practice; for practical perspectives, see The benefits of community volunteer programs.

Student planning essay about the benefits of community service for IELTS Writing Task 2

2. Band 8-9 Sample Essay

High-band essays show a clear, well-developed position, precise control of complex grammar, and topic-specific vocabulary used naturally.

Essay (approx. 305 words):
Community service, when thoughtfully integrated into school life, can be a powerful educational tool. I strongly agree that unpaid volunteering should be a compulsory part of high school programmes, provided safeguards ensure fairness and genuine learning.

First, mandatory service can cultivate civic responsibility at scale. Adolescents who coach younger children or help local charities encounter real human needs that textbooks cannot convey. This fosters empathy and a habit of contribution—qualities linked to higher social trust and community cohesion. In Singapore, for instance, structured service-learning requires reflection journals, ensuring students connect experience with ethical reasoning. By embedding reflection, schools turn “hours completed” into character formation.

Second, curriculum-based volunteering develops transferable skills. Students coordinating a neighbourhood clean-up practise project management, communication, and teamwork—competencies valued by universities and employers. Crucially, when programmes are supervised and linked to learning outcomes, they enhance—not erode—academic achievement. A typical model schedules service during existing pastoral or citizenship periods, avoiding overload while retaining rigour.

Admittedly, critics argue that compulsory volunteering is an oxymoron: obligation might erode intrinsic motivation. This concern is legitimate, especially if schools reduce service to a checkbox. Yet it is not compulsion per se that undermines motivation, but poor design. Offering choice among diverse projects, recognising effort, and ensuring equitable access—such as subsidising transport—can preserve autonomy and fairness.

In conclusion, the benefits of community service—from civic growth to career-relevant skills—are maximised when schools make it universal and purposeful. Compulsory participation, if flexible and reflective, does not coerce; it democratises opportunity, ensuring that every student, not only the already altruistic, learns how to contribute meaningfully to the communities that sustain them.

Scoring breakdown:
| Criterion | Band | Justification |
|—|—|—|
| Task Response | 9 | Clear position, fully addresses “compulsory” and “unpaid,” includes counter-argument and resolution. |
| Coherence & Cohesion | 9 | Logical progression; clear topic sentences; cohesive devices are natural and varied. |
| Lexical Resource | 8.5 | Topic-specific lexis (civic responsibility, service-learning, transferable skills) used precisely; minimal repetition. |
| Grammar Range & Accuracy | 8.5 | Wide range: complex subordination, non-defining relatives, concessive clauses; no impactful errors. |

Why this excels:

• Clear stance maintained throughout with nuanced concession.
• Specific, relevant examples (Singapore service-learning; supervised scheduling).
• High-level argumentation (autonomy vs compulsion, equity design).
• Varied sentence structures, including clefting and participle phrases.
• Cohesive, logical flow with explicit linking of evidence to claims.
• Accurate control of advanced vocabulary and collocations.

3. Band 6.5-7 Sample Essay

Band 6.5–7 essays are well-organised and generally clear, with some flexibility in vocabulary and grammar, though occasional imprecision or repetition may occur.

Essay (approx. 265 words):
There are many reasons why schools should include the benefits of community service in their programmes, and I mostly agree that unpaid volunteering ought to be mandatory. However, it must be managed sensibly so that students are not overwhelmed.

The first advantage is social development. When teenagers help a charity shop or teach basic sports to younger kids, they meet people outside their usual circles. This interaction builds empathy and confidence. Moreover, they learn basic workplace habits, such as punctuality and teamwork. In countries like Vietnam, weekend clean-up projects organised by schools have already shown that students become more aware of their neighbourhood and even talk to local officials about waste issues.

Another benefit is practical skills that support academic progress. Planning an event requires making a schedule, setting goals, and communicating with different people. These are the same skills students need for group assignments and presentations. If schools schedule community service during homeroom or guidance periods, there is less risk of losing study time. On the other hand, if administrators simply add hours without guidance, students may feel stressed and do activities just to get a signature.

In conclusion, I support making community service compulsory, but with conditions. Schools should offer choice among projects, provide supervision, and reflect on outcomes. If implemented this way, community work will not only help the community but also prepare students for university and work life.

Scoring breakdown:
| Criterion | Band | Justification |
|—|—|—|
| Task Response | 7 | Clear position with relevant ideas; touches on constraints; minor depth limitations. |
| Coherence & Cohesion | 7 | Logical paragraphs and signposting; some repetition of basic linkers. |
| Lexical Resource | 7 | Appropriate vocabulary; a few generic words and mild repetition. |
| Grammar Range & Accuracy | 6.5 | Mix of complex and simple sentences; minor tense and article slips possible but meaning clear. |

Direct comparison with Band 8-9:

• Sophistication of argument: Band 8-9 integrates equity/autonomy design; Band 7 mentions stress but not systemic solutions in depth.
• Evidence: Band 8-9 uses “service-learning” and reflection frameworks; Band 7 uses general examples.
• Cohesion: Band 8-9 uses advanced signalling; Band 7 relies on basic linkers (e.g., another benefit, on the other hand).
• Vocabulary: Band 8-9 uses precise collocations (curriculum-based volunteering, transferable skills); Band 7 stays general (practical skills, social development).

To see how community engagement also empowers local economies, consider The benefits of community-based tourism.

4. Band 5-6 Sample Essay

Band 5–6 essays present a position with limited development, noticeable grammar issues, and repetitive vocabulary, but the message is understandable.

Essay (approx. 260 words) with error highlighting:
Some people say students must do free work for the community, and I completly agree because it is good for both society and students. However, schools should not force too much hours because this will make stress.

Firstly, the benefits of community service are very clear. Students can learn many soft skills like communication and teamwork. For example, when a high school student organize a charity event, they need to speak with adults and make plan for budget. This is very useful skill for future job. Also, they understand more about poor people or old people, which make them kinder.

Secondly, when schools ask everyone to do it, more people will help. If it is voluntary only, some students maybe don’t join because they think study is more important. But if everybody does at least some hours, the city become cleaner and safer faster. In my city, when we clean the park, we feel proud and also make new friends.

On the other hand, if it become obligate with a lot of hours, students will be tired and not focus in exam. School should plan carefully and give options, like teaching children football or do recycling projects, so students can choose one they like.

In conclusion, I support compulsory community service but it must be balanced with study time.

Scoring breakdown:
| Criterion | Band | Justification |
|—|—|—|
| Task Response | 6 | Clear position; ideas somewhat general; limited depth and support. |
| Coherence & Cohesion | 6 | Basic paragraphing; simple linkers; some repetition and loose connections. |
| Lexical Resource | 5.5 | Repetition and word form errors (obligate); limited range. |
| Grammar Range & Accuracy | 5.5 | Frequent errors in agreement, articles, and word forms; meaning generally clear. |

Error analysis and corrections:
| Mistake | Type | Correction | Reason |
|—|—|—|—|
| completly | Spelling | completely | Correct spelling |
| too much hours | Quantifier | too many hours | Countable noun |
| organize | Subject-verb agreement/tense | a high school student organizes | Third-person singular |
| make plan | Article/collocation | make a plan | Required article and collocation |
| useful skill | Number agreement | useful skills | Plural after “many” implications |
| maybe don’t | Word choice | may not | Formal modal usage |
| obligate | Word form | obligatory | Correct adjective form |
| if it become | Verb form | if it becomes | Third-person singular present |

How to improve from Band 6 to 7:

• Develop each idea with a specific, credible example (who, where, measurable outcome).
• Upgrade vocabulary: use precise collocations (e.g., project management, reflective journals).
• Vary sentence structures: add concessive clauses (although, whereas) and relative clauses.
• Proofread for agreement and article errors.

5. Essential Vocabulary for The benefits of community service

6. High-Scoring Sentence Structures for The benefits of community service

1. Complex subordination

• Formula: [Subordinate clause], [main clause].
• Example (from Band 8-9): Although compulsion can worry critics, it is poor design—not universality—that undermines motivation.
• Why it scores well: Balances concession and argument; clarifies causation.
• Extra examples:
  • While some students may resist, structured choice preserves autonomy.
  • Because projects are supervised, safety and learning outcomes improve.
• Common mistake: Using multiple subordinators in one clause (e.g., “Although but”).

2. Non-defining relative clauses

• Formula: NP, which/who + clause, main clause.
• Example: Universal access, which many schools struggle to guarantee, requires funding.
• Why: Adds precision without breaking flow.
• Extra examples:
  • Reflection journals, which document growth, strengthen learning.
  • Local NGOs, who understand community needs, can co-supervise.
• Mistake: Using “that” in non-defining clauses with commas.

3. Participle phrases

• Formula: -ing/-ed phrase, main clause.
• Example: Offering diverse projects, schools reduce resistance and increase impact.
• Why: Concise, advanced cohesion.
• Extra examples:
  • Coordinated by mentors, the schemes run smoothly.
  • Learning by doing, students retain skills longer.
• Mistake: Dangling modifiers (unclear subject).

4. Cleft sentences (It-cleft)

• Formula: It + be + focus + that/who + clause.
• Example: It is poor implementation that turns service into a checkbox.
• Why: Emphasises key point persuasively.
• Extra examples:
  • It is equitable access that legitimises compulsion.
  • It is reflection that converts hours into learning.
• Mistake: Overuse; keep for emphasis only.

5. Advanced conditionals

• Formula: If + present, modal + base; If + past, would + base; If + had + past, would have + past participle.
• Example: If schools offer genuine choice, students are more engaged.
• Why: Shows control of hypothetical reasoning.
• Extra examples:
  • If programmes were underfunded, some students would be excluded.
  • If schools had planned transport, participation would have risen.
• Mistake: Mixing conditional types in the same sentence.

6. Inversion for emphasis

• Formula: Not only + auxiliary + subject + verb, but also + clause.
• Example: Not only does volunteering build skills, but it also strengthens social ties.
• Why: Adds emphasis and stylistic variety.
• Extra examples:
  • Rarely do students forget lessons learned in the field.
  • Seldom is learning so practical and meaningful.
• Mistake: Forgetting subject-auxiliary inversion after negative adverbials.

For readers interested in how structured community systems work beyond schools, insights from The benefits of community-based healthcare highlight similar principles of access, reflection, and measurable outcomes.

7. Self-Assessment Checklist

Before writing

• Identify the question type (opinion, discuss, advantages/disadvantages).
• Underline key terms: unpaid, compulsory, high school programmes.
• Decide your stance and 2 main reasons in 60 seconds.
• Brainstorm 1 concrete example per reason.

While writing

• Clear topic sentence per paragraph.
• Extend with cause-effect and specific example.
• Use at least 2 advanced structures naturally.
• Maintain formal tone; avoid anecdotes that sound personal-only.

After writing

• Check task response: Did you address “compulsory” directly?
• Replace generic words with precise collocations.
• Fix common grammar: subject-verb agreement, articles, plural nouns.
• Re-check paragraph logic and linking phrases.

Time management

• Planning: 4–5 minutes
• Writing: 30 minutes
• Checking: 4–5 minutes
• If stuck, write the strongest body paragraph first.

Conclusion

The benefits of community service align perfectly with IELTS Task 2 expectations: real-world relevance, strong arguments, and rich vocabulary. To reach Band 7 or higher, take a clear stance on compulsory volunteering, develop two well-supported reasons, and use advanced grammar sparingly but accurately. With deliberate practice and timed drills, most learners can move up one band in 6–8 weeks. If you want a health-focused angle on community impact, you may find The benefits of community health programs helpful for examples and vocabulary. Likewise, those exploring public wellbeing can compare similar frameworks in The benefits of community volunteer programs.

Your next step: Choose the model you feel closest to, rewrite the essay in your own words under exam timing, and share your version with peers or teachers for feedback. Keep a progress log of errors and upgrade 3–5 sentences per essay using the structures above. With consistency and reflection, your writing will become both more persuasive and more precise.