10+ Essential Grammar Structures for Band 7+ IELTS Writing

For many test-takers, achieving Band 7.0+ in IELTS Writing can feel like a significant challenge, as this component is often considered one of the most demanding parts of the IELTS exam.

There are several criteria used to assess IELTS Writing, but in this article, I will walk you through 10+ essential grammar structures that can help you reach Band 7.0+ in both Task 1 and Task 2.

10+ Key Grammar Structures for band 7.0+ in IELTS Writing

Below are the basic grammar structures that form the “backbone” of Band 7+ writing. Not only do they make your sentences clearer, more formal, and more logically developed, but they also demonstrate your ability to control language – a key requirement in the Grammatical Range & Accuracy criterion.

Structure #1: Complex Sentences (Subordinate Clauses)

Complex sentences allow you to connect ideas through logical relationships such as cause–effect, contrast, and condition.

They are fundamental to demonstrating coherent reasoning and your ability to present information clearly – which is exactly what examiners expect at Band 7+.

Common structures:

When to used	Common mistakes
– Explain trends (Task 1) – Analyse advantages/disadvantages and give reasons (Task 2) – Extend arguments and compare two viewpoints	– Placing subordinate clauses in the wrong position – Repeating the same structure too frequently throughout the essay – Forgetting the comma when the subordinate clause appears at the beginning of a sentence

Band 7.0+ examples:

• Although the policy aims to reduce congestion, its long-term effectiveness is still uncertain.
• Since the demand for housing has risen sharply, property prices have become increasingly unaffordable.

Structure #2: Passive Voice

The passive voice makes your writing more formal by shifting the focus from the performer of the action to the action itself.

This structure is considered essential in Academic Task 1, especially when describing processes, data, or situations where the agent is unknown or irrelevant.

Common structures:

When to used	Common mistakes
– Task 1: describing processes, charts, and data – Task 2: reducing the overuse of “I/people” and increasing objectivity	– Confusing be + V3 with V-ing – Forgetting to use by + agent when necessary – Overusing the passive voice, which can make sentences heavy and unnatural

Band 7.0+ examples:

• The mixture is heated in a large tank
• Stricter regulations must be implemented to protect endangered species.

Structure #3: Relative Clauses

Relative clauses help expand information without breaking the sentence, creating smoother and more formal academic writing.

This structure is highly effective for developing longer, well-organized sentences that meet academic standards.

Common structures:

When to used	Common mistakes
– Providing additional information about data or objects (Task 1) – Extending arguments, adding examples, or clarifying explanations (Task 2)	– Overusing “which” in every situation – Failing to distinguish between that, who, and which – Writing overly long relative clauses that make the sentence difficult to follow

Band 7.0+ examples:

• Many young adults who often struggle with financial management tend to rely heavily on credit cards.
• The city launched a recycling initiative that significantly reduced household waste.

Structure #4: Conditional Sentences (Type 1/2/3, Mixed)

Conditional sentences allow you to make predictions, present hypothetical situations, or analyse unreal scenarios – all of which appear frequently in Writing Task 2.

Common structures:

Type	When to used	Common mistakes	Examples
Type 1 (Real present/future)	– Used to describe real situations that may occur in the future. – Type 1 is especially useful when proposing solutions and predicting possible outcomes, making it highly relevant for Task 2 questions about government policies or individual actions.	1. Using WILL inside the if-clause. 2. Using Type 1 to describe unreal or hypothetical situations. 3. Confusing Type 1 with Type 2 when expressing a hypothetical idea.	If urban areas continue to grow, the demand for public transport will increase.
Type 2 (Unreal present)	– Used to describe present hypotheticals or situations that are not true at the moment. – Type 2 is often used to emphasise the need for change and to structure arguments such as: “If the current situation were better, the outcome would be different.”	1. Using was instead of were (less formal). 2. Using WILL instead of WOULD. 3. Using Type 2 to talk about past events.	If the government were more responsible, pollution would decrease.
Type 3 (Unreal past)	– Used to express hypothetical situations in the past, often highlighting that a negative outcome could have been avoided. – This form is particularly strong in Task 2 when analysing long-term consequences of past decisions.	1. Incorrect structure: had + V3. 2. Using would have in the if-clause. 3. Confusing Type 3 with Type 2 when referring to past events.	If the government had invested earlier, the crisis would have been avoided.
Mixed Conditional (Past → Present)	– Used when a past action influences the present. – This structure is highly effective when discussing long-standing issues in areas such as education, economics, or the environment, and demonstrates advanced multi-layered reasoning.	1. Incorrect timeline logic (had + V3 → would + V). 2. Confusing it with Type 3 (would have + V3). 3. Combining inconsistent verb tenses between the two clauses.	If the government had invested more, people would be healthier now.

Structure #5: Subjunctive (“It is vital that…”)

Subjunctive structures convey a high level of formality and are commonly used in academic writing and policy-related documents.

This is one of the most powerful ways to achieve Band 7+ in the Grammatical Range and Accuracycriterion.

Common structures:

When to used	Common mistakes
– To emphasise the importance of an action or solution – To present an academic, objective opinion	– Using the incorrect verb form (that something be done) – Adding “should” unnecessarily – Overusing the structure, making the writing sound heavy and unnatural

Band 7.0+ examples:

• It is essential that stricter regulations be introduced to control industrial waste.
• It is recommended that schools implement nutrition education programs.

Structure #6: Inversion

Inversion strengthens emphasis and gives your sentence a more sophisticated and academic tone.

While it should not be used excessively, just one or two well-placed inverted structures can significantly enhance the impression of grammatical range.

Common structures:

When to used	Common mistakes
– To highlight contrast – To emphasise time or frequency – To create a formal and technically refined style	– Using incorrect verb tense in inverted forms – Misplacing the auxiliary verb – Overusing inversion, resulting in unnatural writing

Band 7.0+ examples:

• Not only does this approach save costs, but it also improves long-term productivity.
• Rarely had the government faced such intense public criticism.

Structure #7: Cleft Sentences

Cleft sentences strengthen the clarity of your message by highlighting the most important information in a sentence.

They demonstrate advanced grammatical control and can significantly elevate the academic tone of your writing.

Although they should not be overused, one or two well-placed cleft structures can create a strong impact.

Common structures:

When to used	Common mistakes
– To emphasise the main cause – To highlight a key issue or subject – To introduce an important argument	– Using an incorrect noun or pronoun form within the structure – Overusing cleft sentences, which results in unnecessary emphasis and disrupts the flow of the writing

Band 7.0+ examples:

• It is education reform that will have the most long-lasting impact on society.
• What many critics overlook is the importance of cultural awareness in education.

Structure #8: Gerund/ To-infinitive Structures

These are flexible structures that are particularly useful for introductions or topic sentences. They help produce concise, formal, and generalised statements – ideal for setting the direction of a paragraph.

Common structures:

When to used	Common mistakes
– Introducing the topic of the essay – Presenting an issue objectively – Stating the purpose of an action or argument	– Confusing when to use V-ing versus to-V – Writing overly general sentences with little meaning – Using V-ing as a subject but pairing it with an incorrect verb form

Band 7.0+ examples:

• Improving public transport is essential for reducing urban congestion.
• To ensure long-term sustainability, governments must adopt greener energy policies.

Structure #9: Academic Collocations + Noun Phrases

Although not purely grammatical, academic collocations play a crucial role in determining the level of formality and academic tone in your writing.

They make sentences sound natural, reduce repetition, and showcase a strong command of academic vocabulary.

Common structures:

When to used	Common mistakes
– Writing introductions and conclusions – Developing deeper, more formal arguments – Describing data, patterns, or trends	– Overusing “academic-sounding” collocations that do not fit the context – Combining words unnaturally – Using too many abstract nouns, making the sentence unclear or heavy

Band 7.0+ examples:

• There has been a significant shift in consumer behaviour over the past decade.
• This trend poses considerable challenges to policymakers.

Structure #10: Advanced Linking Structures

Advanced linking structures enhance coherence and help you avoid repeating basic connectors such as “however” or “therefore.” They allow for smoother transitions and more nuanced academic writing.

Common structures:

When to used	Common mistakes
– Transitioning between paragraphs – Expanding an argument – Making comparisons or presenting contrasts	– Misjudging the level of formality required – Using “notwithstanding” incorrectly – Forcing a connector into a sentence where it does not fit naturally, creating awkward phrasing

Band 7.0+ examples:

• Despite the fact that this solution is costly, its long-term benefits are undeniable.
• In addition to reducing pollution, the new policy may also stimulate economic growth.

The IELTS Notes’ Tips

In addition to the common IELTS vocabulary themes, I have also created a comprehensive collection of ideas and vocabulary – including phrasal verbs, lexical bundles, and collocations — for IELTS Writing Task 2 across 10 major topics.

You can access the full set here. 👇

Conclusion

Reaching Band 7+ in IELTS Writing requires more than just good ideas – it demands the ability to express them using clear, precise, and varied grammar.

The ten structures in this guide provide a solid framework to help you do exactly that. When used purposefully, they not only improve your accuracy but also enhance the flow, tone, and persuasiveness of your essay.

Keep practising them in your own sentences, revise frequently, and aim to apply these structures naturally within your Writing Task 1 and Task 2 responses. With consistent effort, your control of grammar will steadily increase, along with your confidence and your band score.

If you found this helpful, feel free to follow IELTS Notes on Facebook, Tiktok, Youtube, and Pinterest. We will keep sharing practical guidance and essential vocabulary to support you on your path to achieving your target band score.