8. Master IELTS Writing Task 2: Problem/Solution Essays with Step-by-Step Guide, Model Answer, Vocabulary & Interactive Exercises

Correct answer: B) alleviate

“Alleviate congestion” is a high‑value collocation meaning “to reduce overcrowding,” which fits the transport context precisely. “Aggravate” means to make worse, so it would suggest more traffic, not less. “Accumulate” means “gather or build up,” which applies to objects or data rather than traffic as a direct verb with “congestion.” “Allocate” collocates with “funds/resources,” not with “congestion.” In IELTS Task 2, precise verb–noun pairing signals control of collocations (Lexical Resource). Notice how “dedicated bus lanes” provide a mechanism that logically reduces bottlenecks, reinforcing Task Response. The sentence also models cause–effect logic (“can help → alleviate”). Using the wrong verb would break coherence by clashing with the mechanism. Transport lexis like “peak hours,” “throughput,” and “flow” can support similar arguments. Keep tone objective and avoid emotive alternatives like “terrible traffic.” Finally, always verify prepositions: we alleviate congestion “around/near” places, not “at” congestion itself.

Correct answer: C) to

We say “proximity to something,” not “proximity with/at/into.” This fixed preposition is essential to accurate academic style. “With” can suggest accompaniment, which is not the meaning here. “At” typically marks a point location, while “into” indicates movement, both of which are incompatible with the abstract noun “proximity.” In IELTS writing, correct preposition choice is a frequent differentiator between Band 6 and Band 7+ performance for Grammar Range & Accuracy. Pairing “proximity” with human outcomes (“retention,” “attendance,” “well‑being”) also shows good collocational range. The sentence aligns with the essay’s mechanism: living nearer reduces commute burden, which supports retention. Notice the concise noun phrase “better staff retention” instead of a verbose clause, which improves cohesion. Avoid overusing “near of” or “close with,” both incorrect in this structure. Keep the register formal and consistent through the paragraph.

Correct answer: A

“Inclusionary zoning” means new projects must include a realistic share of affordable units, often for specified cohorts like key workers. It does not ban luxury housing (B), but it balances markets by reserving part of the supply. It certainly is not deregulation (C); rather, it adds targeted requirements to planning approvals. Nor does it imply uniform pricing (D), which would be unworkable and is not the policy’s aim. In Task 2, choosing accurate policy terminology demonstrates topic‑appropriate lexis. Explaining the mechanism—quota, enforcement, and on‑site provision—boosts Coherence & Cohesion. Linking IZ to “density bonuses” or “air‑rights” trades shows causal reasoning. Such precision avoids vague statements like “build more houses,” which examiners see as generic. When evaluating solutions, mention feasibility and transparency to raise credibility. This policy also aligns with equity language like “mixed‑income communities.”

Correct answer: D

Mitigate takes a direct object (“mitigate the impact/problem/effects”), not “mitigate against” in this meaning. Options A and B show prepositional errors common among learners and would be penalised for accuracy. Option C inverts the logic: commutes cause retention problems, they do not reduce them. Option D presents the correct structure and a plausible mechanism: allowances reduce the harm of high rents. In IELTS, verb pattern accuracy is essential for Band 7+ in GRA. Collocates include “mitigate risk,” “mitigate congestion,” and “mitigate inequality.” Pair the verb with measurable outcomes to strengthen Task Response. Keep verbs active and precise rather than general (“help,” “do”). Note how D also embeds actor clarity (who acts) and target clarity (what is mitigated). This clarity increases coherence through explicit cause–effect chains.

Correct answer: A

To “ring‑fence funds” means earmarking money that cannot be diverted; it is the opposite of flexible reallocation (D). It is not a cut (B) but a protection, and it does not rely on crowdfunding (C). In problem/solution essays, budgeting vocabulary adds realism and improves Task Response. You can pair it with phrases like “dedicated line item,” “statutory requirement,” or “time‑limited grant.” Explaining who authorises the ring‑fence (e.g., council finance committee) makes the mechanism credible. It also connects to feasibility, showing the solution is not merely aspirational. Avoid misuse as a noun for a fence; keep it metaphorical in finance. Combine with evaluation: ring‑fencing can safeguard programmes but may reduce flexibility elsewhere. Such nuance boosts Coherence & Cohesion by acknowledging trade‑offs.

Correct answer: C

A “density bonus” is a planning incentive allowing more floor area or units if a project delivers benefits like on‑site affordable housing. It is not a speed bonus (A), a punishment (B), or simply a tax matter (D). In IELTS essays, pairing incentives with outcomes demonstrates logical balance. You can link it to “inclusionary zoning” to show complementary tools. Always describe the enforcement and transparency to avoid sounding naive about compliance. Using urban‑planning lexis (“FAR,” “mixed‑use,” “setbacks”) can raise lexical sophistication if used correctly. However, do not overload the paragraph; clarity beats jargon. Present short‑term effects (more supply) and medium‑term gains (greater affordability near jobs). Finish with a sentence tying the bonus back to the problem it addresses.

Correct answer: D

We say “knock‑on effect on something,” and the phrase is a noun, not a verb. Options A and C misuse prepositions or treat “knock‑on” as a verb. Option B is semantically odd and tautological. Option D is natural and aligns with the causal chain used in the model essay. Collocate it with “across,” “through,” or “on” when discussing broader systems. In IELTS, signalling indirect consequences strengthens cohesion and analytical depth. Be sparing—one well‑placed “knock‑on effect” can be more effective than repetition. Keep examples concrete (e.g., response times, rota gaps) to maintain credibility. Avoid rhetorical exaggeration; state observable outcomes. This precision helps meet the higher bands for both TR and LR.

Correct answer: B

The passive pattern “are priced out of [place/market]” is idiomatic and formal. Options A and D misuse reflexive or omit the required preposition and auxiliary. Option C is ungrammatical and semantically unclear. The phrase is effective in introductions or problem paragraphs to name the mechanism pushing people outward. Pair it with causes (“rising rents,” “speculative demand”) and consequences (“longer commutes,” “staff turnover”). Avoid overuse; vary with “excluded by rising costs” or “cannot afford to remain.” Keep the subject neutral and avoid blaming language in formal essays. In solutions, present targeted policies to reverse the outward push. Accurate idioms like this lift LR when used sparingly and precisely. Always keep agreement and tense consistent with the paragraph’s time frame.

Correct answer: A

“Social cohesion” refers to the trust, reciprocity, and everyday ties that hold communities together. It does not mean physical sticking (B), legal formalities (C), or taxation (D). In the model essay, local housing for staff strengthens informal problem‑solving and resident–service relationships. This matters because cohesion supports compliance, resilience, and shared norms. In IELTS, linking abstract terms to concrete daily interactions shows maturity. You can evidence cohesion through examples: neighbourhood watch, parent–teacher engagement, or volunteer networks. Be careful with over‑generalisation; keep scope to the city or district in question. Consider the time horizon: social ties develop over months, so solutions must be sustained. This broader benefit complements immediate outcomes like reduced response times. Using precise civic vocabulary improves LR without sounding political.

Correct answer: C

With “mandate,” formal English often uses the pattern “mandate that + clause” plus a bare infinitive: “mandates that developers include…”. Option A omits “that” and reads clumsily; Option B has noun–verb agreement and preposition errors; Option D is ungrammatical. The correct structure demonstrates control of complex verb patterns—key for GRA. In policy contexts, combine “mandate” with enforceable mechanisms (inspections, penalties) to show feasibility. Avoid using “mandate” as a mere synonym for “suggest”; it signals compulsion. You can contrast “mandate” with “incentivise” to show a toolbox of measures. Keep tone neutral and avoid emotive framing. Use precise complements: mandate minimum percentages, on‑site provision, or reporting. Closing the explanation by linking the mandate to the problem preserves cohesion.

Correct answer: D

Option D presents a clear cause‑effect chain and pairs a concrete solution with the precise harm identified, which is ideal for IELTS Task 2. It uses academic lexis such as “erode,” “fatigue,” “error risks,” and “mitigate,” demonstrating strong Lexical Resource. The connector “consequently” signals logical progression, boosting Coherence & Cohesion. Options A and B are vague and emotive, which weakens Task Response. Option C mentions facts but does not supply a mechanism or a remedy, so it lacks completeness. In higher bands, each body paragraph should isolate one mechanism and one corresponding solution. Naming the actor (employer/council) would further increase feasibility. Moreover, precision with collocations (“housing allowances,” “proximity‑linked”) communicates topic control. Finally, D avoids first‑person opinion markers and maintains a formal register. This disciplined structure earns examiner confidence. Ending with the direct link between solution and problem ties the paragraph neatly. The sentence also suggests measurability (errors), which is persuasive.

Correct answer: B) allocate

“Allocate funds” is the natural financial collocation for assigning money to a purpose. “Alleviate” collocates with problems like “congestion” or “pressure,” not with “funds.” “Commute” refers to travel between home and work, and cannot take “funds” as an object. “Mandate” is a policy verb that requires an action but does not describe budgeting. IELTS examiners reward correct verb–object pairings that show command of institutional vocabulary. Using “allocate” also implies planning and feasibility, which makes solutions credible. You can extend the phrase with specifics: “allocate capital funds,” “allocate a ring‑fenced line,” or “allocate an initial grant.” Avoid redundant phrasing like “allocate out funds,” which is non‑standard. When editing, check that the noun after a verb is the expected collocate in formal writing. Collocational accuracy is often what separates Band 6 from Band 7+. State who authorises the allocation for extra precision.

Correct answer: A

“Enforcement” is an uncountable abstract noun used correctly without an article in A, and the sentence is idiomatic. “Congestion” is typically uncountable in this sense, so “a congestion” in B is wrong. “Infrastructure” is uncountable; C’s “an infrastructure” is non‑standard in general discourse. “Attrition” is also uncountable for staff loss, so D’s plural is incorrect. Countability control directly affects Grammar Range & Accuracy. In IELTS, uncountable abstract nouns often refer to systems or conditions (“transport,” “housing,” “compliance”). Memorise typical collocations to avoid article errors. Note that some nouns can be countable in specific technical uses, but IELTS expects general academic English. When in doubt, consult patterns: “improve enforcement,” “reduce congestion,” “invest in infrastructure,” “high attrition.” Re‑read sentences to check if an article changes the meaning or creates awkwardness. Precise usage signals confident command of formal style.

Correct answer: C) reduce the difference

To “bridge the gap” means to narrow a disparity or connect two sides that are apart. It does not mean to widen the gap (A) or to ignore it (B). It also does not simply mean to measure it (D). In our topic, bridging the wage–rent gap implies subsidies, allowances, or price adjustments. IELTS rewards precise paraphrasing that preserves meaning while varying lexis. This idiom is useful in solutions where a financial shortfall prevents access. Pair it with mechanisms: “targeted grants,” “means‑tested credits,” or “rent‑to‑income caps.” Remember to name actors: employers, councils, or national agencies. Avoid clichés like “solve once and for all,” which sound absolute and unrealistic. Explain time frames: bridging may work short‑term while supply reforms operate longer‑term. Clarity about scope and limits boosts credibility and coherence in the essay.

Correct answer: B

Option B states a time horizon and links it to measurable outcomes, which is the best academic use. A is circular and uninformative. C offers no content and uses vague language. D relies on subjective evaluation (“nicer”) instead of observable metrics. IELTS favours sentences that specify mechanisms and measurable effects. “Medium term” often covers months to a few years, especially for staffing patterns and housing. Tie it to indicators such as retention rates, vacancy durations, or average commute times. Use parallel phrasing to compare short‑ and medium‑term effects concisely. Avoid filler adverbs (“somehow,” “basically”) that weaken tone. Combining time‑framing with clear actors demonstrates advanced coherence. This approach also helps structure paragraphs logically and prevents repetition.

Correct answer: A

“Mandate” denotes a compulsory requirement, whereas “incentivise” offers benefits to encourage behaviour. Option A captures this complementary toolkit accurately: a rule sets the floor, and incentives encourage going beyond it. B confuses the direction of causality and misuses terms. C is wrong on both meanings and would damage accuracy. D ignores the crucial policy distinction and sounds simplistic. In IELTS, contrasting tools shows analytical depth and strengthens Task Response. It also broadens vocabulary without redundancy, boosting Lexical Resource. Provide examples: “mandate 20% on‑site units” alongside “grant a 10% density bonus for each extra 5%.” Mention enforcement and transparency to avoid hand‑waving. Recognising trade‑offs (cost vs benefit) shows mature reasoning. Keep formal tone and avoid emotive labels for policies.

Correct answer: C) undermines

“Undermines punctuality” is a precise collocation meaning “weakens reliability.” “Mandates” and “incentivises” describe policy tools, not the practical effect of transport quality. “Allocates” collocates with resources, not “punctuality.” In IELTS writing, verbs that encode mechanism (“undermine,” “exacerbate,” “stabilise”) elevate lexical control. “Last‑mile connectivity” focuses on the final stretch between a transit hub and the workplace; poor links there delay arrivals. Make your causal chain visible: weak links → longer walking or waiting → later arrivals. You can quantify impacts with shift start times or attendance data in a hypothetical way. Avoid vague adjectives like “bad” when a technical term exists. Pair this problem with targeted solutions such as shuttles, protected bike lanes, or timetable alignment. Ending the sentence with a clear consequence helps maintain paragraph unity.

Correct answer: B) high staff turnover

“High staff turnover” is the conventional HR phrasing and sounds appropriately formal. “A big leaving” is non‑idiomatic. “Attrition” is uncountable, so “many attritions” is incorrect in typical usage. “An enormous resignation” misuses the countable noun and over‑dramatizes the tone. In IELTS, replace informal or vague phrases with discipline‑specific terms. Pair “turnover” with causes (“low pay,” “long commutes”) and effects (“loss of continuity,” “recruitment costs”). Be specific about the domain (“staff turnover,” not just “turnover” to avoid revenue ambiguity). If you need variety, “elevated attrition” or “persistent churn” can be used carefully. Keep units and time frames realistic to avoid sounding exaggerated. Clear, standard phrasing supports both LR and TR by communicating exactly what changed.

Correct answer: A

Option A upgrades the sentence with precise policy lexis and a clear object (“on‑site affordable units”). B is informal and imprecise. C generalises the claim and loses the mechanism of on‑site provision. D is vague and lacks a defined instrument. In IELTS, rephrasing to domain‑appropriate vocabulary is a hallmark of Band 7‑9. “Mandate,” “on‑site,” and “new developments” are collocationally strong in planning contexts. Always indicate where affordability occurs (on‑site vs off‑site) to avoid ambiguity. Add enforcement details if needed to sound realistic. Avoid colloquial words like “thing,” “makers,” or “cheap” in formal registers. Replace “cheap” with “affordable,” “below‑market,” or “key‑worker priced” depending on the context.

Correct answer: D

Option D mirrors the essay’s structure by restating both solutions and linking them to the problems addressed, which is ideal for a conclusion. It avoids new information and uses an appropriate summarising device (“In summary”). A is subjective and offers no analytical closure. B mixes contradictory discourse markers and adds no substance. C is hedged and too informal for academic style. In IELTS, conclusions should be concise, aligned with the thesis, and free of fresh claims. Re‑pair the main problems with their remedies to reinforce coherence. Use verbs like “alleviate,” “stabilise,” or “strengthen” to convey measured outcomes. Keep the register neutral and avoid self‑references. If space allows, include a brief enabling condition (“if enforced transparently”). This controlled finish supports higher bands for Coherence & Cohesion.