You’ve mastered IELTS vocabulary. Your ideas are strong and well-organized. You can write coherent paragraphs that flow logically from introduction to conclusion. So why is your Writing score stuck at Band 7?
The answer often lies in one critical area: grammatical range and accuracy.
Achieving IELTS Band 9 grammar requires more than basic sentence structures. To reach Band 8 or 9 in IELTS Writing Task 2, you need to demonstrate C2 grammar structures that showcase advanced grammatical range and accuracy. This comprehensive guide reveals 20 C2 level grammar structures specifically designed for IELTS opinion essays, complete with real examples and strategic application tips that will elevate your writing from competent to exceptional.
Before we dive in, ask yourself these questions:
If you answered “yes” to any of these, you’re in the right place.
Achieving IELTS Band 9 grammar requires understanding what examiners actually look for. IELTS grammatical range and accuracy accounts for 25% of your Writing score—the same weight as Task Response. According to the official IELTS band descriptors, here’s what examiners look for:
Band 7:
Band 8:
Band 9:
The difference between Band 7 and Band 8-9 isn’t just accuracy—it’s range and flexibility.
The Grammar Gap: Band 7 vs. Band 9
Think of grammar like a toolbox: Band 6-7 students have a hammer and screwdriver. Band 9 students have a fully equipped workshop.
| Band 6–7 Grammar | Band 8–9 Grammar |
| Simple conditionals (If governments act, problems will decrease) | Inversion conditionals (Were governments to act earlier…) |
| Basic passives (Policies are implemented) | Complex passives (It is to be expected that…) |
| Standard comparatives (more effective than) | Sophisticated comparatives (no more effective than, as…as to) |
| Common conjunctions (because, but) | Advanced conjunctions (in that, and yet) |
The good news? You don’t need to use complex structures in every sentence. Strategic placement of 3-5 advanced grammar structures in a 280-word essay can make the difference between Band 7 and Band 8.
Let’s explore these structures by their function in your essay. This approach helps you think strategically: What do I need to accomplish in this section? rather than How do I force this grammar in somewhere?
These structures help you state your position with authority and sophistication.
Structure: Only when + clause + auxiliary verb + subject + main verb
Example:
“Only when education is adequately prioritised will poverty begin to decline in developing nations.”
When to use: Strong declarative thesis. Works best when you have a clear, confident opinion. Shows examiners you can handle complex word order.
Opinion type: For or against (emphasizing a specific condition)
Structure: It is + past participle + that clause
Example:
“It is often argued that economic growth should take precedence over environmental concerns; however, this view fails to consider long-term sustainability.”
When to use: Perfect for presenting others’ opinions before agreeing/disagreeing. Creates academic tone.
Opinion type: Balanced (presenting multiple viewpoints)
Structure: There is not the slightest/faintest + noun + that clause
Example:
“There is not the slightest doubt that education forms the foundation of social progress.”
When to use: When you want to express absolute certainty. Very strong stance—use sparingly.
Opinion type: Strongly in favour
Structure: Were + subject + to + infinitive, + main clause
Example:
“Were governments to invest more heavily in preventive healthcare, obesity-related costs could decrease substantially.”
When to use: Hypothetical situations in formal academic writing. Replaces “If governments were to invest…”
Opinion type: Balanced or conditional agreement
💡 Usage tip: Use 1 of these structures in your introduction or conclusion, not all at once.
These structures add precision, depth, and sophistication to your main arguments.
Structure: Subject + be + no/not any + comparative + than
Example:
“Today’s educational systems are no better equipped to address digital literacy than they were a decade ago.”
When to use: To challenge assumptions or show lack of progress. More sophisticated than “not better.”
Structure: So + adjective/adverb + as to + infinitive
Example:
“Policymakers should not be so short-sighted as to ignore the long-term environmental impact of industrial expansion.”
When to use: To express criticism or unreasonable behaviour. Shows cause-effect relationship.
Structure: Subject + verb + as if + present participle/past participle
Example:
“Some corporations behave as if environmental regulations were mere suggestions rather than legal requirements.”
When to use: To criticize behaviour or attitudes. Creates vivid comparison.
Structure: Although/Though + adjective/past participle, + main clause
Example:
“Although committed to reducing emissions, many governments have failed to implement effective policies.”
When to use: Concise concession. More sophisticated than full clauses (“Although they are committed…”).
Structure: Main clause + in that + explanatory clause
Example:
“The proposal is fundamentally flawed, in that it ignores the needs of rural populations who lack basic infrastructure.”
When to use: To provide sophisticated reasoning. Replaces “because” with more academic tone.
Structure: Many a + singular noun + singular verb
Example:
“Many a government has promised educational reform, yet few have delivered meaningful change.”
When to use: For emphasis. More literary and formal than “many governments.”
💡 Tip: Use sparingly—once per essay maximum, as it’s quite formal.
💡 Usage tip: Aim for 1-2 of these structures spread across both body paragraphs, not clustered in one place.
Band 8-9 essays acknowledge opposing views. These structures help you do that elegantly.
Structure: Main clause; nor + auxiliary verb + subject + main verb
Example:
“The policy failed to reduce unemployment; nor did it improve access to vocational training programs.”
When to use: To add a second negative point for emphasis. Creates powerful rhythm.
Structure: Try as + subject + might/may, + main clause
Example:
“Try as policymakers might to eliminate inequality entirely, some disparity will inevitably persist in market economies.”
When to use: To acknowledge limitations realistically. Shows nuanced thinking.
Structure: Had + subject + past participle, + main clause
Example:
“Had stricter environmental regulations been enforced earlier, the current climate crisis could have been partially averted.”
When to use: Past counterfactual (discussing what didn’t happen). Very sophisticated.
Structure: Statement + and yet + contrasting statement
Example:
“Technology has vastly improved global communication; and yet, it has simultaneously increased social isolation among young people.”
When to use: Simple but effective concession. Less formal than “however” but more sophisticated than “but.”
Example:
“Apparently, remote learning offers flexibility; however, research suggests it may reduce student engagement significantly.”
When to use: To present claims you’re skeptical about. Shows critical thinking.
Structure: Not only must + subject + verb, but + subject + must also + verb
Example:
“Not only must governments regulate social media platforms, but they must also educate citizens about digital literacy.”
When to use: To emphasize two connected responsibilities. Very emphatic.
💡 Usage tip: Use 1-2 concessive structures per essay, particularly when presenting the opposing viewpoint before refuting it.
Your conclusion should sound decisive and authoritative—these structures deliver that.
Example:
“There must certainly be greater international cooperation if nations are to address climate change effectively.”
When to use: Strong conclusion requiring action. More emphatic than “must.”
Example:
“Need I emphasize that failure to invest in renewable energy will have catastrophic consequences for future generations?”
When to use: Very formal. Use only once, in conclusion, for dramatic effect.
⚠️ Caution: Can sound overly dramatic if overused.
Structure: It is to be expected that + clause
Example:
“It is to be expected that urbanisation will accelerate unless governments prioritise rural development initiatives.”
When to use: Logical prediction in conclusion. More sophisticated than “We can expect…”
Example:
“On balance, it may be concluded that stricter environmental legislation is both necessary and economically viable.”
When to use: Balanced, academic conclusion. Shows measured judgment rather than absolute certainty.
💡 Usage tip: Use 1 of these structures in your conclusion to close with authority.
Feeling overwhelmed by 28 structures? Focus on mastering these five first—they’re high-impact, versatile, and relatively low-risk for errors:
Master these five, and you’ll already be demonstrating the range examiners expect at Band 8.
Problem: Using too many complex structures makes writing sound artificial.
❌ Wrong: | ✅ Right: |
“Were governments to act, in that resources are limited, and yet investment is crucial, it may be concluded that…” | Mix 5-7 advanced structures with clear, accurate simple and compound sentences. |
❌ Wrong: | ✅ Right: |
“It is often argued that social media is literally destroying communication skills.” | “It is often argued that social media significantly undermines face-to-face communication skills.” |
Avoid: literally, basically, kind of, sort of, stuff, things, get (use obtain/receive)
Better to use simple grammar correctly than complex grammar incorrectly.
❌ Wrong: | ✅ Right: |
“Had the government invested, unemployment would decrease.” (Wrong verb form) | “Had the government invested earlier, unemployment would have decreased.” (Correct past counterfactual) |
* This type of conditional (3rd conditional) requires ‘would have + past participle’ in the main clause to talk about a hypothetical past result.
⚠️ Band 9 = almost error-free. One major grammar mistake can drop you to Band 7, even with good vocabulary.
❌ Wrong: | ✅ Right: |
“Not only must governments do stuff about pollution, but they must also get people to use public transport.” | “Not only must governments implement stricter emissions standards, but they must also incentivise public transportation usage.” |
Match C2 grammar with precise, academic vocabulary.
Task: Some people believe governments should invest more in public health than in the arts. To what extent do you agree or disagree?
Before (Band 6-7):
“I think governments should spend more money on healthcare than arts because healthcare is more important. Many people get sick every year and need hospitals. If governments spend money on arts, sick people might not get treatment. Arts are nice to have but they are not necessary for survival. Therefore, I believe healthcare should get more funding.”
Word count: 58 words
Grammar: Basic structures, simple conditionals, repetitive linking (because, therefore)
Issues: Limited range, no concession, weak conclusion
After (Band 8-9):
“Only when healthcare systems are adequately funded can societies truly prosper. It is often argued that the arts enrich cultural identity and foster creativity; and yet, without robust public health infrastructure, citizens cannot fully engage in cultural activities. Were governments to neglect preventive healthcare, the economic burden of treating chronic illnesses would inevitably escalate. The proposal to prioritise arts funding is flawed, in that it overlooks the fundamental reality that health constitutes the foundation of productive society. On balance, it may be concluded that healthcare investment should take precedence, though modest arts funding remains valuable for social cohesion.”
Word count: 98 words
Grammar: 6 C2 structures (highlighted), varied sentence types, sophisticated linking
Improvements:
Structure annotations:
Practice these structures daily to achieve IELTS Band 9 grammar proficiency.
Method:
Example practice:
Method:
Focus on: Introduction (1 structure), Body paragraphs (2-3 structures), Conclusion (1 structure)
Week 1-2: Master 5 structures (the “Top 5” list above) until error-free
Week 3-4: Add 5 more structures
Week 5-6: Practice full essays with 6-8 different structures
Week 7+: Refine for naturalness and variety
Remember: Band 9 = “rare errors.” Better to use 5 structures perfectly than 15 with mistakes.
Mastering C2 grammar structures is your pathway to demonstrating true IELTS Band 9 grammar. These C2 grammar structures will help your writing to transform from Band 7 to Band 8-9 in IELTS Writing Task 2. You don’t need to memorize all 20 structures immediately—start with the Top 5, practice them until they feel natural, then gradually expand your range.
The key is strategic application: use these advanced grammar structures for IELTS purposefully, not randomly. Place them where they enhance clarity, show sophistication, and demonstrate the grammatical range and accuracy that Band 8-9 descriptors demand.
Remember: examiners aren’t counting complex sentences. They’re assessing whether you can flexibly and accurately use a wide range of structures to express nuanced ideas. With consistent practice, these C2 structures will become second nature, elevating your writing from competent to exceptional.
🎯 Your Next Steps
Ready to transform your IELTS writing? Here’s what to do now:
Which of these C2 grammar structures will you master first? Start practicing this advanced grammar for your IELTS Task 2 essays today, and watch your Writing scores soar.
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