Writing Task 2 — Grammatical Range and Accuracy

By the end, you can spot a few high-impact grammar errors, combine ideas without losing clarity and edit a short Task 2-style paragraph. Grammatical Range and Accuracy includes variety and control. Filling every sentence with clauses does not help if readers cannot see the main claim. This is editing practice, not a full grammar course or an official band assessment.

A simple sentence can carry an important claim: “Public libraries need stable funding.” A compound sentence links two independent ideas: “Libraries offer quiet space, and staff help readers find information.” A controlled complex sentence shows a relation: “Although online resources are useful, libraries still provide a place to study.” Because gives a reason; if sets a condition; while and whereas can contrast; which and who add information about a clear noun. Choose a structure for its meaning, then check punctuation and agreement.

Weak example — “Although the buses which is late, because workers needs transport, the city should it expand routes and which helps everybody.” The sentence has competing openings, faulty agreement (“buses ... is”, “workers needs”), a misplaced object (“should it expand”) and an unclear relative clause. The problem is not that “although”, “because” and “which” are advanced; it is that the writer has not controlled how the clauses connect.

Improved example — “Because some workers finish after the last bus, the city could trial a later route. If demand is low, it could run on selected evenings.” Each sentence has a complete main clause. “Because” connects the reason to the proposal, and “if” introduces a relevant condition. The meaning is more precise than “helps everybody”. A clear simple sentence can sit beside these complex ones without lowering quality.

Subject–verb agreement: “One of the main problems is congestion” because the subject head is “one”. Articles: “a reliable service” names one countable service. Fragment: “Although the service is useful.” lacks a main clause. Run-on: “Buses are late passengers miss work” needs a full stop or a suitable conjunction. Tense: keep a present policy discussion in the present unless a past event is specified. Number: “many residents” but “one resident”. Preposition: “access to buses”. Relative clause: “A route that serves hospitals...” should refer to the route. Punctuation should show the clause boundary. The aim is to notice and revise, not memorise every rule at once.

Original TutorLand claim: an evening library session helps students who share crowded homes. Weak draft — “Students which studies at home has distractions, the library open late it help them.” First identify the intended meaning. A controlled repair: “Students who study in crowded homes may face distractions. If the library stays open later, they could use a quieter space.” The relative clause identifies students; the conditional links the proposal to a possible benefit. Two clear sentences are preferable to one faulty long sentence.

Edit this original TutorLand paragraph about urban trees: “A row of trees provide shade near the market. Because shoppers waiting for buses. The council planted them last year, they also improve comfort now. If the trees grows, the shade will become wider.” Fix agreement, the fragment, the run-on and any unclear reference. Preserve the facts and the present/past time distinction. Then combine or split sentences only where meaning becomes clearer. Do not turn this into a full essay.

Check: □ Does each sentence have a complete main clause? □ Do subject and verb agree? □ Are time references consistent? □ Do connectors express the intended relation? □ Can I identify what each who, which or that refers to? □ Would a shorter sentence be clearer? Next, use these controlled sentences to write a concise introduction. The following lesson remains private until reviewed and published.