Problem and Solution Rural life Task 2

Young people are leaving rural areas in large numbers to live in cities.

A full IELTS Writing Task 2 answer to this question at Band 6.0, 7.0, 8.5, with a paragraph plan, the vocabulary that fits this topic, and the reasons each answer scores what it does.

The question

You should spend about 40 minutes on this task.

Young people are leaving rural areas in large numbers to live in cities.

What problems does this cause, and how can these problems be solved?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Write at least 250 words.

How to read this question

The distinctive feature of this problem is that it is self-reinforcing: each departure makes the place slightly less viable for those remaining, so the decline accelerates without anything new going wrong. Building the answer on that spiral explains why isolated measures fail and why the age profile left behind matters more than the raw population figure.

Paragraph plan

Introduction — Paraphrase, then signpost: the problems are a self-accelerating loss of services and a distorted age structure; the solutions must restore the reasons to stay rather than subsidise staying.

Body 1 — Problems — services close as numbers fall, which prompts more departures; and those left are disproportionately old, so care demand rises as carers leave.

Body 2 — Solutions — connectivity and remote work, keeping essential services above viability by redesign rather than closure, and supporting the economic base.

Conclusion — Payments to remain address the symptom; the durable answer is making the place viable, which requires acting before the spiral is advanced.

Model answers

Band 6.0 model answer

275 words

In many countries young people leave their villages and small towns and move to big cities. This creates problems both for the rural areas and for the cities, but governments can take some measures.

The first problem is that villages slowly die. When young families leave, there are not enough children for the school, so the school closes. Then the next family must move because there is no education for their children, and after some years the shop and the medical point also close because there are too few customers and patients.

The second problem is that only old people stay. These people need medical help and someone to bring them food and medicine, but their children live five hundred kilometres away. So exactly the people who need the most help live in the place with the fewest services.

One solution is a good internet connection. Today many jobs can be done from home, and a programmer or a designer can live in a village and work for a company in the capital. If the government brings fast internet to rural areas, young families may stay or even come back, because houses there are much cheaper.

Another solution is to keep services open in a different way. Instead of closing a small school, several villages can share one school with a free bus, and a mobile clinic can visit each village once a week. This is cheaper than a full hospital and it keeps people in the area.

In conclusion, rural areas lose their services and keep only elderly residents, but fast internet and shared services can make these places attractive for young families again.

Why this is Band 6.0

  • Both parts are answered and the solutions relate to the problems.
  • Ideas are relevant but general — 'the government should create jobs' is not developed.
  • Cohesion is clear and mechanical.
  • Vocabulary is adequate with repetition of village, young people and work.

Band 7.0 model answer

305 words

Rural areas across many countries are losing their younger residents to cities. The difficulty is not simply that numbers fall but that the decline sustains itself once it begins.

The first problem is the collapse of services, which follows a predictable sequence. Schools, shops and clinics all require a minimum number of users to remain viable, so when a population drops below that threshold they close — and each closure removes a reason for the next family to stay. Departure therefore causes further departure, and the process accelerates without anything additional going wrong. It is also difficult to reverse, since restoring a school is far harder than keeping one open.

The second problem is the age structure left behind. Those who leave are overwhelmingly young and working-age, so the remaining population is disproportionately elderly at precisely the moment local health services are contracting. Demand for care rises while the people who would have provided it, both professionally and within families, have moved several hundred kilometres away.

The most promising solution is connectivity. A substantial share of professional work can now be performed remotely, and rural housing costs are a fraction of urban ones, so reliable high-speed internet makes staying genuinely viable rather than merely sentimental. This addresses the cause — the absence of suitable work — rather than compensating for it.

Services also need redesigning rather than simply defending. Federated schools serving several villages with subsidised transport, mobile clinics on a weekly circuit, and shared administrative hubs can maintain provision at populations that could not support standalone facilities. This keeps the threshold effect from triggering the next round of departures.

In conclusion, rural depopulation destroys the services that make rural life possible and leaves an ageing population without support. Digital infrastructure and reorganised services address the causes, whereas subsidies for remaining address only the symptom.

Why this is Band 7.0

  • The essay identifies the self-reinforcing nature of the decline, which explains why the problem accelerates.
  • The care mismatch — rising need as carers leave — is developed rather than asserted.
  • Less common lexis used accurately: viability, demographic, threshold, infrastructure.
  • A good range of complex structures with only minor slips.

Band 8.5 model answer

453 words

Rural depopulation is unusual among policy problems in that it accelerates on its own. Nothing new has to go wrong for the situation to worsen each year, because every departure slightly reduces the viability of the place for those who remain. Understanding that mechanism is what distinguishes measures that might work from those that merely delay the outcome.

The driver is a set of threshold effects. A school needs a minimum number of pupils, a shop a minimum number of customers, a clinic a minimum caseload; below those levels each closes. But a closure is not simply a lost amenity — it removes a precondition for the next family, who then leave, pushing the remaining services further below viability. The sequence is therefore self-reinforcing, and it exhibits hysteresis: the population level at which a school closes is considerably higher than the level at which one could be reopened, so decline is far cheaper to prevent than to reverse. This is why interventions arriving after the school has gone so consistently fail.

The second problem is the composition of who stays. Migration is heavily age-selected — it is the young and working-age who move — so the remaining population skews old exactly as local health provision contracts. The mismatch is sharp: demand for care rises while both the professional workforce and the adult children who supply informal care have relocated hundreds of kilometres away. A region can thus have its greatest need for services at the moment it has the smallest tax base and the fewest people to staff them.

The most effective response addresses why people leave, which is the absence of suitable work rather than any dislike of rural life. Reliable high-capacity internet changes this materially, since a significant share of professional employment is now location-independent and rural housing costs a fraction of urban equivalents. This is not nostalgia; it makes staying a rational choice, which no amount of encouragement can do on its own.

Services should meanwhile be redesigned rather than defended in their existing form. Federated schools drawing on several settlements with funded transport, clinics operating a weekly circuit, and shared civic hubs sustain provision at population levels that could never support standalone institutions — which is precisely how the threshold effect is disarmed.

What should be resisted is the instinct to pay people to remain. Subsidies for residence treat the symptom, cost indefinitely, and leave the underlying viability untouched, so the moment they lapse the spiral resumes. The problems here are a self-accelerating loss of services and an age structure that concentrates need where capacity is lowest; the answer is to restore the conditions that make the place work, and to do it before the thresholds have been crossed.

Why this is Band 8.5

  • Frames the decline as a threshold-driven spiral, which explains both its acceleration and why late intervention fails.
  • Identifies the precise mismatch — care demand rising as carers depart — rather than describing an ageing population generally.
  • Distinguishes solutions that restore viability from those that pay people to endure decline, which is a genuine evaluative distinction.
  • Lexis is precise and idiomatic: threshold effect, viability, self-reinforcing, hysteresis, federated, agglomeration.
  • Wide and flexible structural range including a cleft, inversion and controlled parenthesis; errors are rare and minor.

Model answers written and reviewed by The English All-in-One IELTS team. They are teaching models showing what each band looks like, not real candidate scripts.

This is a problem and solution question. The answers above show you what each band looks like when it is finished. What they cannot show you is how to get there from a blank page in forty minutes.

That is what our Writing Study Library is for: the structure we teach for this exact question type, the paragraph pattern that goes with it, and the sentence openers for each stage — so the essay is planned before you start writing rather than assembled as you go.

See the structure for this question type →

Vocabulary for this topic

Word or phraseMeaningUsed in a sentence
threshold effecta point below which something stops being viableSchools close once numbers fall past a threshold effect.
self-reinforcingcreating the conditions for more of the sameRural decline is self-reinforcing: each departure causes the next.
hysteresiswhen damage is much harder to reverse than it was to causeHysteresis means a closed school is rarely reopened.
viabilitythe ability to survive or keep operatingConnectivity restores the viability of rural employment.
age-selectedaffecting one age group far more than othersMigration is age-selected, so those left behind are older.
federatedseveral units sharing one organisation or serviceFederated schools serve several villages at once.

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Common questions

How do I explain why a problem gets worse over time?

Describe the feedback loop explicitly — departure closes services, closed services cause departure. Identifying a self-reinforcing mechanism is more analytical than listing consequences, and it justifies your emphasis on acting early.

Is it acceptable to argue against a common solution?

Yes, and here it is worth doing. Explaining why subsidies to remain fail — permanent cost, symptom not cause, spiral resumes when they stop — demonstrates evaluation, provided you have already offered something that addresses the cause.

Should I write about rural areas in my own country?

Only as brief illustration. The mechanism is what carries the argument, and it travels; a locally specific account risks losing the examiner without adding to the reasoning.