Complex Grammar for Band 7+
Conditionals · inversion · relative clauses · cleft sentences
Topic & Why It Matters
Grammatical Range and Accuracy is one of the four IELTS Writing criteria. To reach Band 7 or above, you need to show that you can use a variety of sentence forms accurately, not only basic subject-verb-object sentences. This includes clauses that express cause, condition, contrast, emphasis, and specification.
Candidates lose marks when they confuse complex grammar with long grammar. A sentence can be long but weak if the logic is unclear. The goal is controlled variety: grammar that helps the examiner see exactly how your ideas connect.
Knowledge Points
Structure Template
Add complex grammar at planned points in the essay. Do not try to make every sentence advanced.
| Essay Stage | Grammar Target | What to Do |
|---|---|---|
| Introduction | Concession + thesis | Use one controlled complex sentence to frame the debate: 'Although X is important, I believe Y because...'. Do not overload the first paragraph with multiple advanced patterns. |
| Body paragraph 1 | Conditional or relative clause | Use a conditional to explain consequences or a relative clause to define the affected group. Keep the topic sentence direct before adding complex support. |
| Body paragraph 2 | Contrast + emphasis | Use 'whereas', 'while', 'what matters is...', or 'only when...' to show a sharper relationship between ideas. This is useful when balancing two sides. |
| Conclusion | Qualified final judgement | Restate your position with a condition or limitation: 'provided that...', 'as long as...', or 'without replacing...'. Avoid adding a brand-new argument. |
Three-Question Grammar Audit
| Question | Action |
|---|---|
| Does the structure serve a clear purpose? | Name its job: condition, contrast, emphasis, definition, result, or concession. |
| Can the sentence be understood on first reading? | If not, split it into two sentences or remove one subordinate clause. |
| Is the grammar mechanically correct? | Check verb tense, subject-verb agreement, word order after inversion, and comma use around relative clauses. |
Vocabulary & Grammar Toolkit
| Structure | Usage Note |
|---|---|
| Although [clause], [main clause] | Concession: useful for balanced introductions and limitations |
| While / whereas [clause], [clause] | Contrast two groups, effects, or opinions in one controlled sentence |
| If [present], [can/may/will + verb] | Realistic future or general consequence |
| If [past], [would/could + verb] | Hypothetical situation; do not mix with 'will' |
| Provided that / as long as [clause] | Adds a condition to a recommendation or opinion |
| Unless [clause], [main clause] | Means 'if not'; useful for warnings and limitations |
| Even if [clause], [main clause] | Shows that one condition does not change the main judgement |
| [noun] who / which / that [verb] | Defining relative clause; identifies the person or thing |
| [noun], which [verb], [main clause] | Non-defining relative clause; add commas around extra information |
| [noun] whose [noun] [verb] | Shows possession or relationship: 'students whose parents cannot pay fees' |
| in which / through which / by which | More precise than repeating 'where' for systems, methods, or processes |
| Having [past participle], [subject] [verb] | Shows an earlier completed action; use only when the subject is the same |
| [main clause], [verb-ing]... | Adds a result: 'fares rise, making travel less affordable' |
| Not only [auxiliary] [subject] [verb], but [subject] also [verb] | Emphatic addition; word order changes after 'not only' |
| What matters is [noun phrase / clause] | Cleft sentence that highlights the key issue |
| It is [noun phrase] that [clause] | Cleft sentence for emphasis; avoid using it in every paragraph |
| Only when [clause] can [subject] [verb] | Inversion after a fronted limiting phrase |
| Rarely / seldom do [subject] [verb] | Formal inversion; use sparingly because it can sound unnatural if forced |
| Were [subject] to [verb], [subject] would [verb] | Advanced hypothetical conditional; useful but optional |
| Without [noun/gerund], [clause] | Concise condition: 'Without reliable funding, the policy may fail' |
| Rather than [verb-ing], [subject] should [verb] | Clear contrast between a weak and stronger action |
| This is because / This means that | Simple grammar is still useful when explanation needs clarity |
Common Pitfalls
| Mistake | Correction |
|---|---|
| Writing long sentences with unclear logic | Break the sentence or use one clear linker. Weak: 'People need jobs which cities are expensive and the government should help.' Strong: 'People need access to jobs, which is difficult when city transport is expensive.' |
| Mixing conditional forms | Do not write 'If governments would invest, citizens will benefit.' Use 'If governments invest, citizens will benefit' or 'If governments invested, citizens would benefit.' |
| Using inversion without changing word order | After 'Only when...', invert the auxiliary and subject: 'Only when schools remove stereotypes can students choose freely.' |
| Adding commas to every relative clause | Defining clause: 'students who live far away need transport.' Non-defining clause: 'Public transport, which is often subsidised, can improve access.' |
| Forcing rare grammar into every paragraph | A band-7 essay does not need inversion in every answer. Use complex grammar where it improves explanation, contrast, or emphasis. |
Practice Prompt
Set a 40-minute timer. Before writing, choose three grammar targets: one concession, one conditional or relative clause, and one emphasis structure.
You should spend about 40 minutes on this task.
Universities should accept equal numbers of male and female students in every subject.
To what extent do you agree or disagree?
Write at least 250 words.
Model AnswerBand 7.5+ · 264 words
Many universities are under pressure to make admissions fairer, and one proposal is to require the same number of male and female students in every subject. Although equal access is essential, I do not believe that fixed gender quotas should be applied to each course, because they can restrict individual choice and ignore differences in applicants' interests.
The strongest argument against a strict rule is that admissions should mainly reflect academic readiness. If a department receives far more qualified applicants from one gender in a particular year, forcing an exact balance may lead it to reject stronger candidates. This would be unfair to students who have met the entry requirements, and it could also weaken courses whose standards depend on specialist preparation. Universities should remove barriers that discourage certain groups from applying, but selection itself should remain based on merit.
That said, gender imbalance should not be dismissed as a private preference. In fields where one group has been historically under-represented, such as engineering or nursing, schools can provide outreach, scholarships, mentoring, and clearer career information. What matters is not a mechanical fifty-fifty outcome, but a fair application process in which students are not pushed away by stereotypes. Only when universities address these earlier influences can applicants make genuinely free choices.
Therefore, I disagree with making equal numbers compulsory in every subject. A better policy would monitor participation, challenge biased expectations, and support under-represented applicants before admission decisions are made. Such measures promote equality without replacing academic judgement with a quota that may solve the appearance of unfairness while creating new forms of it.
Annotated Commentary
Each paragraph is quoted, then broken down by examiner criteria. Notice how the grammar is varied, but the argument remains direct.
Self-Check
Answer these from memory before looking back. If you cannot answer all, re-read the relevant section.
- Why is one accurate complex sentence usually better than three forced advanced structures?
- Correct the conditional: 'If universities would use quotas, stronger students will lose places.'
- Write one sentence about education using 'Only when...' with correct inversion.