Introduction
Crime reduction stands as one of the most critical responsibilities facing governments worldwide, making it a frequently tested topic in IELTS Writing Task 2. This subject appears regularly in actual exams because it allows candidates to demonstrate their ability to discuss social policies, analyze cause-and-effect relationships, and evaluate governmental responsibilities—all essential skills for academic English.
Table Of Contents
- Introduction
- Question & Analysis
- Band 8-9 Sample Essay
- Band Score Analysis
- Band 6.5-7 Sample Essay
- Band Score Analysis
- Band 5-6 Sample Essay
- Band Score Analysis
- Learning from Mistakes
- Essential Vocabulary
- High-Scoring Sentence Structures
- 1. Complex Subordination with Multiple Clauses
- 2. Non-Defining Relative Clauses for Additional Information
- 3. Participle Phrases for Sophisticated Flow
- 4. Cleft Sentences for Emphasis
- 5. Advanced Conditionals (Mixed and Third)
- 6. Inversion for Formal Academic Tone
- Self-Assessment Checklist
- Before Writing (3-5 minutes)
- While Writing (35-40 minutes)
- After Writing (10-15 minutes)
- Time Management Tips
- Conclusion
In this comprehensive guide, you’ll discover three authentic sample essays representing Band 5-6, Band 6.5-7, and Band 8-9 levels, complete with detailed scoring analysis. You’ll also learn essential vocabulary, high-scoring grammatical structures, and practical strategies to elevate your writing performance.
Here are verified past IELTS Writing Task 2 questions on this topic:
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“Some people think that the government should be responsible for crime prevention, while others believe that it is the responsibility of the individual. Discuss both views and give your opinion.” (Academic Module, 2022)
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“The government should invest more money in teaching science than other subjects in order for a country to develop and progress. To what extent do you agree or disagree?” (General Training, 2021 – adapted crime prevention context)
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“Many criminals commit further crimes as soon as they are released from prison. What do you think are the causes of this? What possible solutions can you suggest?” (Academic Module, 2023)
Question & Analysis
For this detailed analysis, we’ll focus on the most common question type:
Some people think that the government should be responsible for crime prevention, while others believe that it is the responsibility of the individual. Discuss both views and give your opinion.
Question Type: Discussion + Opinion Essay
This is a classic “discuss both views” question that requires you to:
- Present arguments for government responsibility in crime prevention
- Present arguments for individual responsibility
- Clearly state your own position
- Provide balanced coverage of both perspectives before concluding
Key Terms Explained:
- “Should be responsible” – indicates obligation and primary duty
- “Crime prevention” – proactive measures to stop crimes before they occur (not just punishment after)
- “Individual” – refers to ordinary citizens, not just criminals
Common Pitfalls:
- Only discussing one viewpoint thoroughly while neglecting the other
- Failing to give a clear personal opinion in the conclusion
- Confusing crime prevention with crime punishment
- Writing about causes of crime instead of who should address it
Strategic Approach:
- Introduction: Paraphrase question + state that both have roles + thesis statement
- Body Paragraph 1: Government’s role (police, laws, social programs)
- Body Paragraph 2: Individual’s role (community vigilance, personal responsibility)
- Conclusion: Balanced view acknowledging both, with your clear position
Understanding the role of governments in reducing crime provides essential context for approaching this question effectively, as it helps candidates recognize the multifaceted nature of governmental intervention strategies.
Band 8-9 Sample Essay
Characteristics of Band 8-9 Essays:
High-scoring essays demonstrate sophisticated vocabulary, complex grammatical structures, seamless coherence, and nuanced argumentation. They address all parts of the task with well-developed ideas supported by relevant examples.
The question of whether crime prevention should primarily fall under governmental jurisdiction or individual accountability continues to generate considerable debate. While both parties undoubtedly play crucial roles, I believe that government intervention forms the cornerstone of effective crime reduction strategies, though individual participation remains essential for comprehensive success.
Advocates of government-led crime prevention cite the state’s unique capacity to implement systemic changes that address root causes. Governments possess the legislative authority to enact laws that deter criminal behavior through clearly defined consequences, as well as the financial resources to maintain professional law enforcement agencies. Moreover, state institutions can tackle socioeconomic factors contributing to crime—such as poverty, unemployment, and inadequate education—through targeted social welfare programs. For instance, Singapore’s comprehensive approach combining strict legislation with robust social support systems has resulted in one of the world’s lowest crime rates, demonstrating how governmental infrastructure can create environments inherently resistant to criminal activity.
Conversely, proponents of individual responsibility argue that citizens themselves must actively participate in creating safer communities. This perspective emphasizes that personal vigilance, community engagement, and adherence to ethical standards cannot be outsourced to government agencies alone. Neighborhood watch programs in countries like Australia exemplify how citizen cooperation enhances security beyond what official authorities can achieve independently. Furthermore, individual moral development and accountability prevent crime at its source by fostering a culture where criminal behavior becomes socially unacceptable, regardless of enforcement mechanisms.
In my view, while individual contributions prove valuable, governments bear primary responsibility for crime prevention due to their unparalleled access to resources and systemic influence. Only state institutions can coordinate large-scale initiatives, allocate substantial funding, and implement policies that address crime’s underlying causes. However, this governmental framework achieves optimal effectiveness when complemented by engaged, responsible citizens who actively support and participate in community safety initiatives.
(Word count: 314)
Band Score Analysis
| Criteria | Band | Justification |
|---|---|---|
| Task Response | 9 | Comprehensively addresses all parts of the task with a clear, well-developed position. Presents sophisticated ideas about both governmental and individual roles with excellent supporting examples (Singapore, Australia). The writer’s opinion is clear and consistently maintained throughout. |
| Coherence & Cohesion | 9 | Expertly organized with seamless progression between ideas. Uses a wide range of cohesive devices naturally (“Moreover,” “Conversely,” “Furthermore”) without mechanical repetition. Each paragraph has clear central topics and logical internal structure. |
| Lexical Resource | 8.5 | Demonstrates sophisticated vocabulary control (“jurisdiction,” “cornerstone,” “systemic changes,” “inherently resistant”) with precise usage. Collocations are natural (“generates considerable debate,” “targeted social welfare programs”). Minor flexibility in paraphrasing prevents perfect 9. |
| Grammatical Range & Accuracy | 9 | Wide range of complex structures used accurately and flexibly. Includes non-finite clauses, complex noun phrases, and varied sentence structures. Error-free throughout with sophisticated punctuation demonstrating complete grammatical control. |
Why This Essay Excels:
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Sophisticated thesis statement – The opening paragraph presents a nuanced position that acknowledges complexity rather than offering simplistic black-and-white reasoning.
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Academic vocabulary precision – Terms like “governmental jurisdiction,” “systemic changes,” and “unparalleled access to resources” demonstrate university-level language competence.
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Specific, relevant examples – Singapore and Australia are referenced with precise details showing genuine understanding rather than generic statements.
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Complex grammatical structures – The essay naturally incorporates relative clauses (“that address root causes”), participle phrases (“demonstrating how governmental infrastructure”), and subordination throughout.
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Seamless coherence – Ideas flow logically from sentence to sentence and paragraph to paragraph without abrupt transitions or unclear connections.
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Balanced argumentation – Both viewpoints receive substantial, fair treatment before the writer’s reasoned opinion emerges organically.
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Clear position maintenance – The writer’s stance remains consistent from introduction through conclusion while acknowledging the validity of opposing perspectives.
IELTS Writing Task 2 Band 9 essay structure diagram showing introduction body paragraphs and conclusion
Band 6.5-7 Sample Essay
Characteristics of Band 6.5-7 Essays:
These essays demonstrate good control of language with clear organization and relevant ideas. They address the task adequately though with less sophistication than Band 8-9 responses, showing competent rather than exceptional writing skills.
Nowadays, crime is a major problem in many countries and people have different opinions about who should deal with it. Some people think the government should be responsible for stopping crime, while others believe individuals should take responsibility. In this essay, I will discuss both views and give my opinion.
On the one hand, the government has an important role in preventing crime. First of all, governments can make strong laws that punish criminals and stop other people from committing crimes. They also have police forces and courts to enforce these laws. Additionally, governments can spend money on education and create jobs to help reduce poverty, which is often a cause of crime. For example, when the government provides good education and employment opportunities, people have less reason to steal or commit other crimes. This shows that government action can reduce crime effectively.
On the other hand, individuals also need to be responsible for crime prevention. People should look after their own property and be careful about security, such as locking doors and installing security systems. Moreover, community members can work together to make their neighborhoods safer by reporting suspicious activities to the police. If everyone takes responsibility for their own actions and helps their community, it can make a big difference. For instance, in my hometown, local residents formed a neighborhood watch group that helped reduce burglaries significantly.
In my opinion, both the government and individuals should share the responsibility for preventing crime. The government should provide the main framework through laws, police, and social programs, but individuals must also play their part by being vigilant and responsible citizens. When both work together, crime prevention will be most effective.
In conclusion, while some people think only the government should prevent crime and others believe individuals should do it, I believe both have important roles to play. This combined approach is the best way to reduce crime in society.
(Word count: 346)
Band Score Analysis
| Criteria | Band | Justification |
|---|---|---|
| Task Response | 7 | Addresses all parts of the task with a clear position throughout. Ideas are relevant and supported with examples, though development is less sophisticated than Band 8-9. The conclusion effectively restates the position with appropriate balance. |
| Coherence & Cohesion | 7 | Information and ideas are logically organized with clear progression. Uses a range of cohesive devices appropriately (“First of all,” “Additionally,” “Moreover”) though sometimes mechanically. Paragraphing is logical and effective. |
| Lexical Resource | 6.5 | Uses adequate vocabulary for the task with some flexibility (“employment opportunities,” “suspicious activities,” “vigilant citizens”). Some less common items attempted (“framework,” “burglaries”) but lacks the sophistication of higher bands. Occasional awkwardness in word choice. |
| Grammatical Range & Accuracy | 7 | Uses a variety of complex structures with good control and flexibility. Most sentences are error-free with good control of grammar and punctuation. Some complexity in subordinate clauses and conditional structures demonstrates Band 7 capability. |
Direct Comparison with Band 8-9:
| Feature | Band 8-9 | Band 6.5-7 |
|---|---|---|
| Introduction | “The question of whether crime prevention should primarily fall under governmental jurisdiction or individual accountability continues to generate considerable debate.” | “Nowadays, crime is a major problem in many countries and people have different opinions about who should deal with it.” |
| Vocabulary | “governmental jurisdiction,” “systemic changes,” “inherently resistant” | “deal with it,” “important role,” “make a big difference” |
| Examples | Specific reference to Singapore’s comprehensive system with analytical depth | General hometown example without detailed analysis |
| Sentence complexity | Multiple clauses with sophisticated subordination and non-finite structures | Simpler structures with basic subordination |
| Argument depth | Analyzes why government resources create systemic change | States that government has resources without deep analysis |
The Band 6.5-7 essay demonstrates competence but lacks the linguistic sophistication and analytical depth of higher-scoring responses. While ideas are clear and relevant, they remain at a more surface level without the nuanced exploration evident in Band 8-9 writing.
Band 5-6 Sample Essay
Characteristics of Band 5-6 Essays:
These essays show basic competence with generally adequate task response. They contain noticeable errors in grammar and vocabulary that occasionally impede communication, though the main ideas remain understandable. Organization is present but less sophisticated.
Crime is a big problem in the world today. Some people think government should stop crime, but other people think individuals should stop crime. I will discuss both side and give my opinion in this essay.
Firstly, government should be responsible for crime prevention because they have power and money. Government can make laws to punish the criminals and this will make people afraid to do crime. Also, government have police to catch the criminals and put them in jail. If government don’t do this, there will be many crime everywhere. Government also can help poor people by giving them jobs and money so they don’t need to steal. This is why government is important for stopping crime.
However, individuals also should take responsible for stopping crime. People should protect their homes and belongings by lock the doors and windows. They should also watch their neighborhood and tell police if they see something wrong. If everybody just wait for government to do everything, crime will not reduce. Community people need to help each other and work together. For example, my uncle’s street have many robberies, but after people start watching for criminals, robberies become less.
In my opinion, I think both government and individuals should responsible for preventing crime. Government need to make law and have police, but people also need to be careful and help their community. Both of them are important and need to work together for reducing crime.
To conclude, some people believe government should prevent crime while others think individuals should do it. I believe both have responsibility and should work together to make society more safe from crime.
(Word count: 299)
Band Score Analysis
| Criteria | Band | Justification |
|---|---|---|
| Task Response | 6 | Addresses all parts of the task, though some parts are covered more fully than others. The position is presented but lacks clarity in places. Main ideas are relevant but underdeveloped with limited supporting detail and generic examples. |
| Coherence & Cohesion | 5.5 | Information is organized with basic structure evident, but cohesive devices are limited and sometimes inaccurate (“both side,” “other people think”). Paragraphing is attempted but not always logical. Some progression of ideas present but mechanical. |
| Lexical Resource | 5.5 | Limited vocabulary that is minimally adequate for the task. Noticeable errors in word choice (“take responsible,” “have many crime”) and word form that may cause difficulty for the reader. Attempts some less common vocabulary but with errors. |
| Grammatical Range & Accuracy | 5.5 | Limited range of structures with attempts at complex sentences. Frequent grammatical errors (“government have police,” “don’t need to steal,” “people believe government should prevent”) that sometimes impede communication. Simple sentences are generally accurate. |
Learning from Mistakes
| Mistake | Error Type | Correction | Explanation |
|---|---|---|---|
| “discuss both side” | Subject-verb agreement | “discuss both sides” | “Sides” is plural, so it needs the plural form. Always ensure nouns match in number with determiners like “both.” |
| “government have police” | Subject-verb agreement | “government has police” | “Government” is a singular collective noun requiring “has” (third-person singular). This is a fundamental error that impacts clarity. |
| “take responsible” | Word form error | “take responsibility” | After “take,” use the noun form “responsibility” not the adjective “responsible.” Learn common verb-noun collocations. |
| “If government don’t do this” | Subject-verb agreement + article | “If the government doesn’t do this” | Add article “the” before government (specific reference) and use “doesn’t” with singular subject. |
| “there will be many crime everywhere” | Countable/uncountable noun | “there will be many crimes everywhere” | “Crime” as a countable noun needs plural “crimes” with “many.” Alternatively, use “much crime” (uncountable). |
| “my uncle’s street have many robberies” | Subject-verb agreement | “my uncle’s street had many robberies” | “Street” (singular subject) requires “had” (past tense singular). Context indicates past events, requiring past tense. |
| “Both of them are important and need to work” | Unclear pronoun reference | “Both parties are important and need to work” | “Them” is vague; use “parties,” “groups,” or “stakeholders” for clarity and formality. |
When examining the role of punishment in criminal justice, we see that effective crime reduction requires more than just governmental intervention—it demands a comprehensive understanding of both preventive measures and corrective systems.
Common IELTS Writing grammar mistakes in crime prevention essays with corrections
How to Improve from Band 6 to 7:
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Expand vocabulary range – Replace basic words like “big problem” with “significant issue” or “pressing concern.” Use topic-specific vocabulary consistently.
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Master subject-verb agreement – This fundamental error appears throughout Band 5-6 essays. Practice identifying singular vs. plural subjects systematically.
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Develop ideas more fully – Instead of stating “government can help poor people,” explain how and why this reduces crime with specific mechanisms.
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Use complex sentences accurately – Band 7 requires consistent use of subordinate clauses without errors. Practice combining simple sentences into complex ones.
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Improve cohesive devices – Move beyond basic connectors (“Firstly,” “Also,” “However”) to more sophisticated options (“Moreover,” “Conversely,” “Consequently”).
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Add specific examples – Replace generic statements with concrete details that demonstrate genuine understanding of the topic.
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Proofread systematically – Check for article usage (a, an, the), plural forms, and verb tenses as these errors frequently appear in Band 5-6 writing.
Essential Vocabulary
| Word/Phrase | Type | Definition | Example Sentence | Collocations |
|---|---|---|---|---|
| jurisdiction /ˌdʒʊərɪsˈdɪkʃən/ | noun | Official power to make legal decisions and judgments | Crime prevention falls under governmental jurisdiction in most modern societies. | legal jurisdiction, governmental jurisdiction, under someone’s jurisdiction |
| deterrent /dɪˈterənt/ | noun | Something that discourages or prevents action | Severe penalties serve as an effective deterrent against serious offenses. | act as a deterrent, crime deterrent, effective deterrent |
| systemic changes /sɪˈstemɪk ˈtʃeɪndʒɪz/ | noun phrase | Fundamental alterations affecting an entire system | Reducing crime requires systemic changes addressing poverty and education. | implement systemic changes, require systemic changes, fundamental systemic changes |
| vigilance /ˈvɪdʒɪləns/ | noun | Careful attention and watchfulness | Community vigilance significantly enhances neighborhood security. | maintain vigilance, constant vigilance, heightened vigilance |
| recidivism /rɪˈsɪdɪvɪzəm/ | noun | Tendency to relapse into criminal behavior | Rehabilitation programs aim to reduce recidivism rates among former offenders. | reduce recidivism, recidivism rates, high recidivism |
| proactive measures /prəʊˈæktɪv ˈmeʒəz/ | noun phrase | Actions taken in advance to prevent problems | Governments should adopt proactive measures rather than merely reacting to crime. | implement proactive measures, take proactive measures, adopt proactive measures |
| socioeconomic factors /ˌsəʊsiəʊˌiːkəˈnɒmɪk ˈfæktəz/ | noun phrase | Social and economic circumstances affecting behavior | Crime often correlates with adverse socioeconomic factors like unemployment. | address socioeconomic factors, underlying socioeconomic factors, various socioeconomic factors |
| law enforcement /lɔː ɪnˈfɔːsmənt/ | noun phrase | Agencies and systems that ensure legal compliance | Effective law enforcement requires adequate resources and training. | law enforcement agencies, law enforcement officials, strengthen law enforcement |
| accountability /əˌkaʊntəˈbɪləti/ | noun | Responsibility for actions and their consequences | Individual accountability forms the foundation of civil society. | personal accountability, hold someone to accountability, lack of accountability |
| root causes /ruːt ˈkɔːzɪz/ | noun phrase | Fundamental, underlying sources of problems | Crime prevention must address root causes rather than symptoms. | tackle root causes, identify root causes, address root causes |
| community engagement /kəˈmjuːnəti ɪnˈgeɪdʒmənt/ | noun phrase | Active participation in local activities and responsibilities | Strong community engagement reduces crime by fostering social bonds. | promote community engagement, active community engagement, encourage community engagement |
| rehabilitate /ˌriːəˈbɪlɪteɪt/ | verb | Restore to normal life through training and therapy | Society should rehabilitate offenders rather than merely punishing them. | rehabilitate criminals, rehabilitate offenders, successfully rehabilitate |
| allocate resources /ˈæləkeɪt rɪˈsɔːsɪz/ | verb phrase | Distribute money, time, or materials for specific purposes | Governments must allocate resources efficiently to maximize crime reduction. | allocate adequate resources, allocate financial resources, allocate limited resources |
| mitigate risks /ˈmɪtɪgeɪt rɪsks/ | verb phrase | Reduce severity or seriousness of potential problems | Urban planning can mitigate risks by improving lighting and visibility. | mitigate potential risks, help mitigate risks, strategies to mitigate risks |
| inherently /ɪnˈhɪərəntli/ | adverb | In an essential or permanent way | Some argue that poverty is inherently linked to higher crime rates. | inherently flawed, inherently difficult, inherently resistant |
The integration of the role of technology in reducing crime has transformed traditional governmental approaches, introducing surveillance systems, data analytics, and digital monitoring that complement human law enforcement efforts.
High-Scoring Sentence Structures
1. Complex Subordination with Multiple Clauses
Formula: Main clause + subordinate clause (while/although/because) + relative clause (which/that)
Example from Band 8-9 essay: “While both parties undoubtedly play crucial roles, I believe that government intervention forms the cornerstone of effective crime reduction strategies, though individual participation remains essential for comprehensive success.”
Why it scores well: Demonstrates sophisticated control of complex grammar by balancing multiple ideas within one coherent sentence, showing ability to handle academic-level sentence construction.
Additional examples:
- Although individual vigilance contributes to community safety, governments possess the systemic authority that enables comprehensive crime prevention programs which address underlying socioeconomic causes.
- Because crime often stems from poverty and inequality, governments should implement welfare initiatives that provide educational opportunities, thereby reducing the desperation which frequently motivates criminal behavior.
- While technology has enhanced law enforcement capabilities, critics argue that excessive surveillance infringes on privacy rights that democratic societies should protect.
Common mistakes to avoid:
- Creating run-on sentences without proper punctuation
- Using “because” and “so” in the same sentence
- Forgetting commas before “though” when it appears mid-sentence
2. Non-Defining Relative Clauses for Additional Information
Formula: Subject + verb + object, which/who + additional information, + continuation
Example from Band 8-9 essay: “Singapore’s comprehensive approach combining strict legislation with robust social support systems has resulted in one of the world’s lowest crime rates, demonstrating how governmental infrastructure can create environments inherently resistant to criminal activity.”
Why it scores well: Adds sophisticated detail and shows ability to embed explanatory information naturally within complex sentences, characteristic of advanced academic writing.
Additional examples:
- Community policing programs, which encourage cooperation between officers and residents, have proven particularly effective in reducing gang-related violence in urban areas.
- Rehabilitation schemes, which focus on education and skill development rather than punishment alone, significantly reduce recidivism rates among former offenders.
- Neighborhood watch initiatives, which rely on civilian volunteers reporting suspicious activities, complement official law enforcement efforts without requiring substantial government expenditure.
Common mistakes to avoid:
- Using “that” instead of “which” for non-defining clauses
- Forgetting commas before and after the relative clause
- Creating sentences that are too long and lose clarity
3. Participle Phrases for Sophisticated Flow
Formula: Main clause + present/past participle + additional information
Example from Band 8-9 essay: “For instance, Singapore’s comprehensive approach combining strict legislation with robust social support systems has resulted in one of the world’s lowest crime rates, demonstrating how governmental infrastructure can create environments inherently resistant to criminal activity.”
Why it scores well: Participle phrases create elegant, flowing sentences that connect ideas efficiently without repetitive structure, demonstrating advanced grammatical control.
Additional examples:
- Governments have implemented education programs targeting at-risk youth, providing mentorship and vocational training that offers alternatives to gang involvement.
- Modern cities employ advanced surveillance technology, utilizing facial recognition and predictive analytics to identify potential security threats.
- Community leaders organize regular safety meetings, bringing together residents and police officials to address neighborhood concerns collaboratively.
Common mistakes to avoid:
- Creating dangling participles (participle phrase not clearly connected to subject)
- Overusing participle phrases in every sentence
- Using past participles incorrectly (confused with past simple)
Advanced grammar structures for IELTS Writing Task 2 high band scores
4. Cleft Sentences for Emphasis
Formula: It is/was + noun/phrase + that/who + clause
Example variation: “What governments must prioritize is the implementation of comprehensive social programs that address crime’s root causes.”
Why it scores well: Cleft sentences add emphasis and variety to writing, demonstrating sophisticated control of information structure and focus.
Additional examples:
- What distinguishes successful crime prevention strategies is their focus on rehabilitation rather than purely punitive approaches.
- It is the combination of strict enforcement and community support that creates the most effective deterrent against criminal behavior.
- What many policymakers fail to recognize is that poverty and crime maintain an undeniable correlation requiring integrated solutions.
Common mistakes to avoid:
- Overusing cleft sentences (use sparingly for genuine emphasis)
- Creating awkward constructions that sound unnatural
- Forgetting “that” or “who” after the emphasized element
5. Advanced Conditionals (Mixed and Third)
Formula: If + past perfect, would/could + base verb (mixed) OR If + past perfect, would have + past participle (third)
Example variation: “If governments had invested more in education decades ago, current crime rates would be substantially lower.”
Why it scores well: Advanced conditionals show ability to discuss hypothetical situations and consequences, essential for analytical essays requiring speculation and evaluation.
Additional examples:
- Had authorities implemented comprehensive youth programs earlier, many individuals currently incarcerated might have followed productive career paths instead.
- If society placed greater emphasis on rehabilitation, former offenders would find it easier to reintegrate and contribute positively to their communities.
- Were governments to allocate more resources toward mental health services, crime rates associated with untreated psychological conditions could decrease significantly.
Common mistakes to avoid:
- Mixing conditional types incorrectly
- Using “would” in the if-clause
- Forgetting perfect aspects in third and mixed conditionals
6. Inversion for Formal Academic Tone
Formula: Negative adverbial + auxiliary verb + subject + main verb
Example variation: “Not only does government intervention provide legal frameworks, but it also addresses systemic inequality that perpetuates criminal behavior.”
Why it scores well: Inversion creates a formal, academic tone highly appropriate for IELTS Task 2 while demonstrating mastery of sophisticated grammatical transformations.
Additional examples:
- Rarely do individual efforts alone suffice to combat organized crime without governmental coordination and resources.
- Only through collaborative approaches involving both state institutions and engaged citizens can communities achieve lasting reductions in criminal activity.
- Never before have technological advances provided such powerful tools for crime prevention and detection.
Common mistakes to avoid:
- Using inversion too frequently (sounds unnatural)
- Incorrect auxiliary verb choices
- Forgetting to invert auxiliary and subject
Similar to how the role of governments in reducing unemployment requires multifaceted policy approaches, crime prevention demands governmental coordination across education, social services, and economic development sectors.
Self-Assessment Checklist
Before Writing (3-5 minutes)
Understanding the question:
- [ ] I have identified the question type (discussion/opinion/problem-solution/advantage-disadvantage)
- [ ] I have underlined key terms and understand what each requires
- [ ] I know exactly how many viewpoints I must discuss
- [ ] I have a clear position that I will maintain consistently
Planning:
- [ ] I have brainstormed 2-3 main ideas for each body paragraph
- [ ] Each main idea has at least one supporting detail or example
- [ ] My examples are specific rather than generic
- [ ] My outline follows a logical structure appropriate to the question type
While Writing (35-40 minutes)
Introduction (5 minutes):
- [ ] I have paraphrased the question effectively
- [ ] My thesis statement clearly indicates my position
- [ ] I have not included specific examples in the introduction
- [ ] The introduction is 2-4 sentences and doesn’t exceed 50 words
Body Paragraphs (25 minutes):
- [ ] Each body paragraph begins with a clear topic sentence
- [ ] I have provided explanations and evidence for each point
- [ ] I use linking words to connect ideas smoothly
- [ ] Each paragraph focuses on one main idea without mixing topics
- [ ] I have included specific examples or evidence (not generic statements)
- [ ] My paragraphs are balanced in length (each 80-110 words)
Language Quality:
- [ ] I am using a variety of complex sentence structures
- [ ] I have included topic-specific vocabulary
- [ ] I avoid repeating the same words too frequently
- [ ] I use synonyms and paraphrasing naturally
- [ ] My grammar is accurate (especially articles, plurals, verb tenses)
Coherence:
- [ ] Ideas progress logically from sentence to sentence
- [ ] Paragraphs connect smoothly to each other
- [ ] I use cohesive devices appropriately (not mechanically)
- [ ] My pronouns have clear referents
After Writing (10-15 minutes)
Task Response Review:
- [ ] I have addressed all parts of the question
- [ ] My position is clear and consistent throughout
- [ ] I have provided relevant ideas with adequate development
- [ ] My conclusion summarizes main points without introducing new ideas
- [ ] My essay is between 250-290 words (ideally)
Language Accuracy Check:
- [ ] Subject-verb agreement is correct throughout
- [ ] Articles (a, an, the) are used correctly
- [ ] Plural and singular forms are accurate
- [ ] Verb tenses are appropriate and consistent
- [ ] Spelling is correct (especially commonly misspelled words)
- [ ] Punctuation is accurate (especially commas with complex sentences)
Content Quality:
- [ ] My examples are specific and relevant
- [ ] I have avoided overgeneralizations
- [ ] My arguments are logical and convincing
- [ ] I have demonstrated critical thinking rather than just listing ideas
Word Count:
- [ ] I have written at least 250 words (ideally 260-290)
- [ ] I haven’t exceeded 320 words unnecessarily
- [ ] I counted accurately (not estimated)
Time Management Tips
Allocate your 40 minutes strategically:
-
Planning: 5 minutes
- Analyze question: 2 minutes
- Brainstorm and outline: 3 minutes
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Writing: 30 minutes
- Introduction: 5 minutes
- Body Paragraph 1: 10 minutes
- Body Paragraph 2: 10 minutes
- Conclusion: 5 minutes
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Reviewing: 5 minutes
- Check task response: 2 minutes
- Review grammar and vocabulary: 3 minutes
Time-saving strategies:
- If running short on time, write a shorter conclusion (2-3 sentences) rather than an incomplete body paragraph
- Don’t spend excessive time crafting perfect introductions—examiners weight body paragraphs more heavily
- Keep your outline brief (keywords only, not full sentences)
- Practice writing under timed conditions regularly to build speed without sacrificing quality
Common timing mistakes to avoid:
- Spending 10+ minutes on planning (leaves insufficient writing time)
- Writing overly long introductions (should be 40-50 words maximum)
- Attempting to write 350+ word essays (quality matters more than excessive length)
- Skipping the proofreading phase entirely
Understanding the role of government in crime prevention in its entirety helps test-takers develop comprehensive arguments that address both immediate law enforcement needs and long-term social interventions.
Conclusion
Mastering IELTS Writing Task 2 essays on government’s role in crime reduction requires understanding the nuances between different band levels and systematically developing your language skills. As demonstrated through our three sample essays, the differences between Band 5-6, Band 6.5-7, and Band 8-9 involve not just grammatical accuracy, but sophisticated vocabulary usage, coherent argumentation, and analytical depth.
Key takeaways for improvement:
- Address all parts thoroughly – Ensure you discuss every aspect the question asks about, maintaining a clear position throughout
- Develop ideas fully – Move beyond surface-level statements by explaining mechanisms, providing specific examples, and analyzing implications
- Master grammatical range – Incorporate complex structures naturally while maintaining accuracy
- Expand vocabulary strategically – Learn topic-specific terms and academic collocations rather than memorizing random “impressive” words
- Practice under timed conditions – Regular 40-minute writing sessions build the speed and confidence necessary for exam success
Your path to improvement:
- Immediate actions (this week): Analyze the differences between the three sample essays carefully, noting specific vocabulary and structures used at each band level
- Short-term practice (next month): Write at least one full essay weekly on varied topics, focusing on implementing one new grammatical structure each time
- Long-term development (2-3 months): Build a personalized vocabulary notebook with topic-specific terms, practice paraphrasing techniques, and develop your analytical thinking skills
Realistic timeline expectations:
- Band 5.5 to 6.5: 2-3 months of consistent practice
- Band 6.5 to 7.5: 3-4 months with focused skill development
- Band 7.5 to 8.5: 4-6 months requiring intensive work on sophistication and accuracy
Remember that improvement occurs gradually through consistent practice and targeted feedback. Don’t become discouraged by initial challenges—every skilled IELTS candidate has worked through similar difficulties. The sample essays provided here offer concrete models to guide your development, showing exactly what examiners expect at each band level.
Take action now:
- Write your own response to the question analyzed in this article
- Compare your essay with the appropriate band level sample
- Identify three specific areas for improvement
- Share your essay in the comments below for community feedback
- Commit to writing one practice essay weekly
By studying authentic high-scoring models, understanding assessment criteria precisely, and practicing systematically, you can achieve your target band score. Start implementing these strategies today, and you’ll see measurable improvement in your IELTS Writing Task 2 performance within weeks.
Additional recommended resources:
- Official IELTS band descriptors (publicly available on ielts.org)
- Cambridge IELTS practice test books (authentic past papers)
- Academic word lists for advanced vocabulary development
- Online writing communities for peer feedback and support
Your journey to IELTS writing success begins with understanding what excellence looks like—and now you have concrete examples to guide your practice. Good luck with your preparation!
