Understanding the purpose of the conclusion

The conclusion of IELTS Academic Writing Task 2 serves three intertwined functions. First, it restates the central argument or position of the essay in a paraphrased form, providing a sense of resolution without simply echoing the prompt. Second, it summarizes the two or three main points that have supported that argument in the body of the essay, but without introducing entirely new ideas or evidence. Third, it offers a final perspective, implication, or recommendation that leaves the reader with a clear takeaway. The ability to perform these tasks demonstrates higher-level coherence, a hallmark of a strong writer in the IELTS Band Descriptors. Bear in mind that examiners are looking for logical concluding statements that tie all components together and reflect mastery of formal academic tone.

Core components of a high-scoring conclusion

A robust conclusion typically contains three elements, presented in a compact and precise manner.

1. Restatement of the thesis or position using paraphrase rather than a verbatim restatement. This demonstrates language control and the ability to reframe ideas without redundancy.
2. Concise summary of the main points that were developed in the body paragraphs. Each point should be represented with a single phrase or clause, avoiding repetition of full sentences from the essay body.
3. Final implication, recommendation, or closing thought that provides closure and signals the consequences of the argument. This could be a broader real-world implication, a policy suggestion, or a personal evaluation of what the evidence implies.

When you combine these elements, your conclusion becomes a clear, authoritative finish to your argument. It should reflect the logic established in the body and avoid introducing new information, examples, or counterarguments unless they are used to strengthen the final claim.

Language and phrases for conclusions

Having a repertoire of control-enhancing phrases helps you craft a natural, credible ending. Use phrase menus to tailor your conclusion to the essay type and to protect against repetitive language. The following categories are useful:

Restating the thesis or main claim (paraphrase)

• The argument presented here suggests that...
• From the discussion above, it is evident that...
• This essay has argued that...
• On balance, the central claim remains that...

Summarising the key points (without new information)

• Firstly, ..., secondly, ..., and finally, ...
• In short, the analysis shows that...
• To summarise, the main points indicate that...

Providing a final implication or recommendation

• Therefore, it is advisable that...
• This has implications for policy, practice, and future research.
• Consequently, more attention should be given to...

Avoid phrases like “to conclude” or “in summary”, which can be perceived as formulaic or signaling a lack of variety. Instead, opt for connectors such as overall, thus, therefore, and as a result to convey finality with fluency.

Common mistakes and how to avoid them

• Introducing new information in the conclusion. If a point is not present in the body, it should not appear in the ending. The conclusion should complete the argument, not extend it.
• Re-stating verbatim phrases from the prompt or body. Paraphrase and integrate content seamlessly with your own voice.
• Weak closure—failing to offer a lasting implication or concrete recommendation. A strong closing leaves the reader with a sense of relevance beyond the essay.
• Over-generalisation or extremely broad claims without supporting tie-ins to the body. Anchor your final claim to the points you have already made.
• Inconsistent stance in the conclusion if the essay presents a nuanced or balanced view. Ensure your closing reflects the stance taken in the introduction and body.

Task-specific strategies for different essay types

Opinion essays

In opinion essays, the conclusion should reaffirm your stance and summarise the reasons without introducing new counterarguments. The final sentence can act as a concise verdict, emphasising why your position is convincing. Use language that conveys determination rather than hedging.

Discuss both views (balanced) essays

The conclusion should acknowledge both sides and then articulate your overall stance, supported by the evidence in the body. A balanced conclusion often includes a cautious recommendation or a preference with justification.

Problem-solution essays

Begin the closing by reiterating the problem succinctly, followed by the most important solutions your essay discussed. End with the anticipated impact of implementing these solutions, or a practical recommendation for policymakers or individuals.

Advantages and disadvantages essays

Provide a concise synthesis of the pros and cons, then deliver a closing statement that reflects your judgement on which side carries more weight or under what conditions each side might be preferable.

Step-by-step plan to write a strong conclusion

1. Plan your ending during the writing process: note your thesis and 2–3 supporting points in brief while drafting the body. This helps you align the conclusion with the essay’s trajectory.
2. Paraphrase the thesis in one or two sharp sentences to demonstrate language control and avoid repetition.
3. Summarise the main points in compact phrases, using synonyms and high-lexical-density language rather than full sentences from the body.
4. Add a final thought that emphasises implications, recommendations, or a broader takeaway relevant to the prompt.
5. Review for cohesion check that you did not introduce new ideas and that linking phrases connect the conclusion to the body.

Practice, feedback, and improvement

Regular practice with targeted feedback accelerates improvement. After writing a conclusion, compare it against the body points and see whether you achieved paraphrase, summarisation without repetition, and a concrete final thought. Use the UKLT IELTS Academic course as a structured practice path, which includes model answers, feedback cycles, and timed drills. You can learn more about the course here: IELTS Academic Course – UKLT. If you are ready to take the next step, request enrolment details at Course Enrollment or reach out on UKLT Contact.

Example conclusions for common Task 2 prompts

Note: These examples illustrate how to apply the principles discussed above. They are designed to model formal academic language and are not boilerplate filler.

Example 1: Opinion essay

In light of the evidence discussed, the view that public transport improvements should be prioritised is justified. The argument has shown that better transit reduces traffic, lowers air pollution, and enhances urban mobility. Implementing subsidies for rail and bus services, alongside investment in cycle lanes, offers a credible route to a more sustainable city. Therefore, prioritising transport infrastructure represents a practical policy choice that supports both economic efficiency and environmental health.

Example 2: Discuss both views

While some observers contend that automation will create more jobs than it displaces, the body of evidence indicates a transitional period of disruption for many sectors. However, blending upskilling initiatives with targeted investments can mitigate these effects. On balance, a proactive strategy that combines training with sector-specific policy support is the most resilient approach to future employment challenges.

Example 3: Problem-solution

The core issue is the increasing waste in urban waste streams. To address this, municipalities should implement stricter recycling quotas, expand composting programs, and incentivise consumer behaviour change through public campaigns. If such measures are adopted, the city can reduce landfill dependence and improve environmental stewardship over the medium term.

Example 4: Advantages and disadvantages

Internet-based education offers flexibility and accessibility, yet it also poses challenges for social interaction and practical learning. The advantages include customisable pacing, cost savings, and broad resource access, whereas the drawbacks involve digital literacy gaps and reduced hands-on experience. Considering these factors, blended learning models that combine online content with face-to-face guidance appear to provide the most balanced solution for a broad student cohort.