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Task 2 — answering the actual question
הוצגהמיקום המנוהל נשמר בדפדפן הזה. המשך אינו משלים את השיעור או עונה על שאלותיו.
A campus option is different from a campus requirement
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Outcome: identify every requested job, develop relevant support and revise a complete essay with a consistent judgement. Start with the test-version distinction if needed; the Task 2 prompt skills here serve Academic and General Training. A prompt can ask whether every student should live on campus. An answer about why accommodation is useful does not yet decide whether it should be compulsory.
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These five recurring prompt patterns help organise practice; they are not an exhaustive official taxonomy. Agree or disagree — choose a side. A qualified position can work when you state it clearly and develop it consistently.
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Discuss both views and give your own opinion — both views and an opinion. An answer without the requested opinion leaves a task part unanswered. Advantages and disadvantages — if the word outweigh appears, you must decide. Causes and solutions — address the requested causes and solutions, explaining relevant connections. Two-part question — address both questions; choose paragraphs that develop the answers clearly.
The question has already told you what it wants; it is a remarkably direct client.
'Do the advantages of studying abroad outweigh the disadvantages?' What must your answer do?
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'Outweigh' asks for a judgement. Four advantages and four disadvantages with no verdict has not answered the question.
Take a position and keep it
- A useful planning choice is to state your position in the introduction. The conclusion must say the same thing. Acknowledging merit on both sides can fit a qualified position; the conclusion should preserve the judgement developed in the body.
- ⚠ Check that you answer the actual question. "Should students study abroad?" is not "What are the benefits of studying abroad?" Underline the exact words of the question and tick them off when you have answered each one.
A qualified position is automatically unsuitable for an agree/disagree essay.
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A qualified position can answer the question when its limits are clear and consistently developed. Avoid a conclusion that contradicts the position you actually argued.
Support, do not assert
- Pollution is bad for health states a claim, but does not yet develop its support. A claim can introduce a paragraph; the explanation must show why it matters to this question. For example, restricting vehicles near a school could reduce pupils’ exposure at the busiest arrival time develops a hypothetical consequence without inventing clinic statistics.
- Develop a main idea with a relevant reason, example, or consequence traced one step further. You do not need statistics, and inventing them helps nothing. Relevant development matters alongside organisation and language.
Which sentence is support rather than assertion?
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The second option names a mechanism and develops a consequence. The other choices make broad claims without explaining them.
Answer an objection when it helps your argument
- When useful, acknowledge a relevant objection to your position and answer it. It is true that a ban would cost jobs in the short term. A phased change with retraining could reduce that disruption while still addressing the environmental problem.
- This can help develop an argument; it is not compulsory in every response. A concession can help shape a qualified position. Explain how the limitation affects your judgement, and preserve the view you actually develop.
In the taught pattern, which term means a challenge to your position? Complete: acknowledge an ___ and answer it.
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An objection or opposing argument can be acknowledged and answered. A concession can help a relevant argument, but is not a compulsory paragraph in every essay.
A shape that fits 40 minutes
- One rehearsal allocation reserves 5 minutes for planning. Planning can help you answer every part and organise your reasons; it does not guarantee a band change. Introduction — introduce the issue and your answer or position as appropriate. Body 1 — first reason, developed.
- Body 2 — second reason, developed, or the concession. Conclusion — restate the position. Keep it consistent with the developed argument. 3 minutes at the end for articles, plurals and tense — examples of errors a focused reread can catch, alongside missing words and unclear links.
Put this optional rehearsal plan in its intended order.
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Plan the response, draft it and reserve checking time. This is one practice routine; five planning minutes and two body paragraphs are not official requirements or proven universal best-return choices.
A qualified position can still be clear
- Original prompt: “Universities should require all first-year students to live on campus. To what extent do you agree?” A clear qualified position is “I support a campus option, but not a universal requirement because some students have care responsibilities.”
- Develop both parts: nearby accommodation can ease access to classes; compulsory residence can burden carers. A conclusion can preserve this condition rather than changing to an unrelated claim.
View the original campus case at full size
- Do not mistake qualification for having no position. Support the condition and answer the actual requirement in the prompt.
- State what you agree with, explain its limits and develop reasons that answer the question.
- Apply the distinction to the transfer check below. These are original teaching cases, not official items or band predictions.
Format checked on 19 October 2026: official IELTS Writing guide. The rehearsal structure is optional, not a band formula.
Match the distinctions in this worked case.
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Develop both parts: nearby accommodation can ease access to classes; compulsory residence can burden carers. A conclusion can preserve this condition rather than changing to an unrelated claim.
Does the model position support compulsory residence for every first-year student?
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Original prompt: “Universities should require all first-year students to live on campus. To what extent do you agree?” A clear qualified position is “I support a campus option, but not a universal requirement because some students have care responsibilities.” Develop both parts: nearby accommodation can ease access to classes; compulsory residence can burden carers. A conclusion can preserve this condition rather than changing to an unrelated claim.
Worked weighing and two-question contrasts
- Weighing: “Do the advantages of extending museum opening into the evening outweigh the disadvantages?” A weak plan says “Three benefits beat two costs.” A better excerpt explains significance: “Evening access could help people unable to visit during the day, but the value depends on demand and staffing costs.” Finish with a clear overall judgement supported by that reasoning. This is an illustrative plan excerpt, not a complete essay or a measured attendance finding.
- Two questions: “Why do some employees drive to work, and what can employers do to encourage alternatives?” “Cars cause traffic” describes a possible effect, not a reason for driving. A more relevant hypothetical link is “If shifts start before bus services, an employer could consider feasible changes to start times or transport.” Other causes/actions can work; connect the requested answers rather than borrowing a generic policy paragraph.
Guided decisions: identify the work the question requests
- Ten original prompts or contextual draft snippets include a planning cue. Read the whole prompt before deciding: who is affected, what policy or problem is specified, and which jobs must the response perform? Every, only, in addition to, both views and outweigh can change that work.
- These are decisions about writing, not ten full essays or official multiple-choice Writing tasks. Some questions ask for support; others ask about required coverage or consistency. Read the explanation after each attempt and identify the exact scope word, missing job or undeveloped relationship you overlooked.
Original writing prompt: All local buses should be free for every passenger. To what extent do you agree?
Decision: Which plan addresses the actual scope?
Choose ONE answer.
Planning cue: Identify the policy, people and universal qualifier.
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The claim covers all passengers and free fares. A clear qualified position can work, but it must answer that proposal rather than substitute general bus benefits or a narrower discount scheme.
Original writing prompt: Some people favour quiet-only public libraries. Others favour libraries with spaces for conversation as well. Discuss both views and give your opinion.
Decision: Which jobs must the response cover?
Choose ONE answer.
Planning cue: Read the instruction as well as the topic.
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The wording requests both positions and an opinion. Equal word counts are not required, but one view cannot simply disappear. Develop why each position might be held and make your own judgement clear.
Original writing prompt: Do the advantages of offering short online evening courses outweigh the disadvantages?
Decision: A plan lists three benefits and two costs. What is still needed?
Choose ONE answer.
Planning cue: Weigh significance, not the number of bullet points.
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Outweigh asks for evaluation. The number of listed ideas does not determine their importance, scale or conditions. Explain why the stronger considerations carry the judgement rather than using a tally.
Original writing prompt: Why do some employees miss important messages on workplace chat systems, and what can employers do to reduce this problem?
Decision: Which plan answers both questions and keeps the requested actor?
Choose ONE answer.
Planning cue: Match each requested part with a relevant answer.
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Why asks for causes; what employers can do asks for actions by that actor. For example, scattered channels could motivate a clearer announcement channel. That is a plausible link, not proof that one intervention always works.
Original writing prompt: What are the advantages and disadvantages of libraries lending equipment as well as books?
Decision: Which statement about the instruction is accurate?
Choose ONE answer.
Planning cue: Do not add a task word that is absent.
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Both sides are requested, but outweigh is absent. A coherent view may be useful; do not invent an additional compulsory comparison instruction or omit the disadvantages. Follow the actual wording.
Original writing prompt: Every secondary-school pupil should join a competitive sports team. To what extent do you agree?
Decision: Which position directly addresses the universal requirement?
Choose ONE answer.
Planning cue: Keep every, competitive team and pupil in view.
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The first position distinguishes a benefit from a universal competitive-team requirement. Its limits still need development. General exercise is broader than team competition, and adult spectators are outside the specified group.
Original writing prompt: Should schools provide a quiet study room after lessons?
Decision: Which sentence develops a relevant possible benefit?
Choose ONE answer.
Planning cue: Ask who benefits and how.
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The example names an affected learner and explains how access could help. It is a hypothetical mechanism, not a measured result. The other statements may introduce a topic, but they do not develop this policy’s benefit.
Original writing prompt: Should employers give new staff a workplace mentor?
Decision: Which support avoids fabricated research?
Choose ONE answer.
Planning cue: An illustrative example can explain a mechanism without pretending to be survey evidence.
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The possible example illustrates how mentoring might help without inventing a study or universal outcome. Empirical certainty and precise invented percentages are not made reliable by sounding formal.
Original writing prompt: Should museums offer more evening opening sessions?
Decision: A writer supports limited evening sessions but notes staffing costs. Which response develops a qualified judgement?
Choose ONE answer.
Planning cue: Make the limitation part of the reasoning rather than a compulsory ritual.
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A relevant limitation can shape the conditions of a position. It need not force total rejection, and no universal concession paragraph is required. Explain the actual effect on your judgement.
Original writing prompt: Should every university lecture be replaced by an online recording?
Decision: Draft position: recordings are useful supplements, but complete replacement would remove valuable live interaction. Which conclusion is consistent?
Choose ONE answer.
Planning cue: Check whether the conclusion says the same qualified thing.
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The draft opposes complete replacement while supporting supplements. The conclusion should preserve that distinction; a broad technology slogan or an unprovided outcome does not answer the replacement policy.
Independent decisions from twenty fresh prompts
- The next twenty sources remove the planning cue. They include extent of agreement, both views plus opinion, weighing, advantages/disadvantages, positive/negative evaluation and linked questions. These are useful practice patterns, not a closed official list. Let the wording determine the work rather than forcing every prompt into the same essay.
- An assertion can state a point, but a list of assertions does not explain their support. A hypothetical example can show a relevant mechanism without pretending to be research. Keep its limits clear and check how the conclusion follows from the developed body. A correct local decision does not establish full writing ability or an IELTS band.
Original writing prompt: All employees should work from home for at least two days each week. To what extent do you agree?
Decision: Which focus answers the exact claim?
Choose ONE answer.
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The claim specifies all employees and a weekly minimum. Optional remote work is a different policy. A qualified answer can distinguish roles and conditions, but must explicitly judge the universal requirement.
Original writing prompt: Some people think museums should display only original objects. Others think replicas can also be useful. Discuss both views and give your opinion.
Decision: Which plan covers the requested jobs?
Choose ONE answer.
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The task asks for both views and an opinion. The views need relevant development, not necessarily equal numbers of words. A judgement can qualify when replicas are appropriate without refusing to decide.
Original writing prompt: Do the advantages of planting more street trees outweigh the disadvantages?
Decision: A draft has four short benefits and one substantial maintenance concern. Which revision addresses the question?
Choose ONE answer.
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Outweigh concerns relative weight, not idea count. A substantial cost may matter more than several weak assertions. Explain significance, conditions and the basis of the judgement without inventing numerical evidence.
Original writing prompt: Why do some households throw away food, and what could reduce this waste?
Decision: Which plan answers the question rather than a nearby topic?
Choose ONE answer.
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The prompt requests causes and possible reductions. Environmental effects may establish relevance but cannot replace those answers. For instance, overbuying could be linked to planning quantities; that is a reasoned connection, not a guaranteed measured effect.
Original writing prompt: What problems can too many workplace meetings create, and what can employers do to address them?
Decision: Which coverage plan is complete?
Choose ONE answer.
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Problems and responses by employers are both requested. A lost uninterrupted work period could be linked to protected meeting-free periods. The exact intervention can vary, but it must address the specified problem and actor.
Original writing prompt: What are the advantages and disadvantages of ordering groceries online?
Decision: Which instruction has actually been given?
Choose ONE answer.
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The wording asks for both sides without explicitly asking which outweighs the other. A coherent judgement can be included, but an invented compulsory verdict or counting rule should not replace the real instruction.
Original writing prompt: Automatic translation tools are becoming available in more language classrooms. Is this a positive or negative development?
Decision: Which plan addresses the evaluative question?
Choose ONE answer.
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Positive or negative explicitly asks for evaluation. A reasoned qualified judgement can work; the task does not force an entirely one-sided view. Name relevant consequences rather than merely cataloguing products.
Original writing prompt: All ball games should be banned in public parks. To what extent do you agree?
Decision: Which position is clear and relevant?
Choose ONE answer.
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The first position explicitly rejects the universal ban and states a possible limit. That limit needs support, but it is a position, not automatic indecision. The other answers evade the policy or add unsupported uniformity.
Original writing prompt: Should schools make space for a small teaching garden?
Decision: Which sentence develops an illustrative reason?
Choose ONE answer.
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The possible activity explains an educational mechanism. The first two alternatives are broad assertions; the last guarantees an outcome the example cannot establish. A claim may introduce a paragraph, but it still needs relevant development.
Original writing prompt: Should apprentices have regular meetings with a workplace mentor?
Decision: Which support is appropriate without inventing findings?
Choose ONE answer.
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A hypothetical example can explain how the policy might help. Precise unsupported percentages, productivity multipliers and universal elimination claims manufacture evidence rather than develop a reason.
Original writing prompt: Why do some university students miss assignment deadlines, and what can universities do to help?
Decision: Which response keeps the required actor and cause-action link?
Choose ONE answer.
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The conditional reason motivates an action by the university. Other causes and responses could work, but they must remain relevant. Unconnected policy and a universal guarantee do not meet those requirements.
Original writing prompt: Museums should offer free entry at all times. To what extent do you agree?
Decision: A draft supports selected free-entry periods but opposes a universal policy because operating costs need funding. Which conclusion preserves it?
Choose ONE answer.
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The draft distinguishes targeted access from an all-times requirement. The conclusion should retain that limit and funding reason. Either blanket acceptance or blanket rejection would change the developed position.
Original writing prompt: Do the benefits of a four-day working week outweigh its disadvantages?
Decision: Which argument best supports a genuine weighing judgement?
Choose ONE answer.
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Weighing requires reasons about significance and scope. A numerical list is not evidence of relative importance; unsupported uniform outcomes also fail. A qualified judgement must still answer the overall comparison.
Original writing prompt: Some favour one large central library; others prefer several smaller neighbourhood libraries. Discuss both views and give your opinion.
Decision: Which thesis gives a usable qualified opinion?
Choose ONE answer.
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The first thesis states a preferred arrangement and a relevant limit, which the essay must develop while discussing both views. The other choices announce or define a topic without the requested judgement.
Original writing prompt: Why are some staff late for early shifts, and what can employers do to reduce the problem?
Decision: Which hypothetical cause and action are connected?
Choose ONE answer.
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The proposed action responds to the stated transport condition, subject to feasibility. Badge colour is unconnected; universal character judgements and guarantees do not follow from a possible cause.
Original writing prompt: All secondary-school pupils should be taught basic cooking. To what extent do you agree?
Decision: Which scope should the response evaluate?
Choose ONE answer.
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The specified group is secondary-school pupils and the policy is basic cooking education for all of them. Other topics may supply a brief relevant example, but they cannot replace evaluation of this requirement.
Original writing prompt: Should community centres lend simple tools to local residents?
Decision: Which example is honestly framed?
Choose ONE answer.
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Could marks an illustrative possibility about access and occasional use. It does not supply a measured saving, universal behaviour or zero-cost operation. A useful example explains a relevant mechanism without pretending to settle every drawback.
Original writing prompt: Should colleges extend laboratory access into the evening?
Decision: A draft supports limited supervised access but notes staffing costs. Which revision develops the argument?
Choose ONE answer.
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A relevant limitation can help define a qualified judgement. It is useful when its effect on the argument is explained, not because a compulsory paragraph template demands it. Repetition without evaluation leaves the issue unresolved.
Original writing prompt: Why do some students avoid school clubs, and is this a positive or negative development?
Decision: Which plan addresses both questions?
Choose ONE answer.
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The second job is evaluation, not a request for solutions. Proposed actions might be relevant briefly, but cannot replace that judgement. The why question also needs actual reasons, not only description.
Original writing prompt: Some people favour repairing old public buildings; others favour replacing them. Discuss both views and give your opinion.
Decision: A fluent draft develops only repair and gives no opinion. Which revision has priority?
Choose ONE answer.
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Coverage and judgement are missing. More elaborate vocabulary, paragraph counts or invented evidence cannot supply them. Develop the omitted view and position before polishing wording.
Transfer: three decisions from one recordings proposal
- Three checks share one new prompt about recordings in addition to live classes. It remains one shared source, not three independent prompts. Identify its scope, develop a relevant trade-off and preserve the judgement made in the supplied draft. Do not change the proposal merely because a memorised argument fits a nearby topic.
- Several positions can be argued in a full response. The local question asks whether the supplied choice fits this prompt or draft, not whether you personally agree with the policy. Compare significance and conditions; do not treat idea counts, uncommon words or paragraph counts as a substitute for reasoning.
Original writing prompt: Universities should provide recordings of lectures in addition to live classes. Do the advantages outweigh the disadvantages?
Decision: What does the proposal specify?
Choose ONE answer.
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In addition to preserves the live classes. The question requests a weighing judgement about adding recordings; it neither requires replacement nor provides measured outcomes. This is one shared prompt across three decisions.
Original writing prompt: Universities should provide recordings of lectures in addition to live classes. Do the advantages outweigh the disadvantages?
Decision: Which development relates a possible benefit to a cost?
Choose ONE answer.
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The first option explains a learning mechanism and names a relevant resource concern. Neither is a measured finding; their significance still needs evaluation. Slogans and idea counts do not perform that work.
Original writing prompt: Universities should provide recordings of lectures in addition to live classes. Do the advantages outweigh the disadvantages?
Decision: Draft judgement: as maintained, accessible supplements, recordings offer benefits that outweigh their production costs. Which conclusion is consistent?
Choose ONE answer.
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The draft judges supplements positively under clear conditions. The conclusion should retain both the live-class scope and that judgement, rather than changing to replacement or an unexplained reversal.
Write a complete discussion with your own opinion
- Use the new university-subject prompt in the task. Write at least 250 words in connected prose before opening the models. Official Task 2 uses about 40 minutes in both Academic and General Training. Practise untimed first if useful, then try that allocation. The local page does not enforce length, evaluate your writing or predict a band; a planning list is not the finished essay.
- Compare the complete weaker and improved essays only after drafting. Use the annotations, alternative approaches and five criteria to revise one coverage, reasoning or consistency issue in your own work. Your draft stays on this page; copy it before leaving. Do not replace your argument with memorised model wording.
Original Task 2 writing prompt: Some people think university students should study subjects outside their main field. Others think they should focus only on the subject they are qualifying in. Discuss both views and give your own opinion.
Write at least 250 words in connected prose before opening the models. Address every requested part and develop relevant support. Then compare and revise one coverage, reasoning or consistency issue. This page does not grade writing or enforce length. Your draft stays on this page; copy it before leaving.
Different positions and organisations can answer the prompt. Check coverage, development and consistency rather than matching phrases. This is private comparison and revision, not automatic evaluation, demonstrated proficiency or a calibrated band.
Write again from two linked cause-and-action questions
- Read the fresh library-return prompt and draft at least 250 words before comparison. Identify exactly what each question asks, then develop relevant connections. Do not carry the previous essay’s discussion-of-two-views routine into a task with different requested jobs.
- Use the complete models to inspect coverage and support, then revise one specific weakness in your own response. Different causes, actions and paragraph organisations can work when their connections are explained. Recording comparison and revision is self-review; it does not independently assess writing, demonstrate proficiency or assign an IELTS mark.
Original Task 2 writing prompt: Some people return borrowed library books late. Why does this happen, and what can libraries do to reduce late returns?
Write at least 250 words in connected prose before opening the models. Address every requested part and develop relevant support. Then compare and revise one coverage, reasoning or consistency issue. This page does not grade writing or enforce length. Your draft stays on this page; copy it before leaving.
Different positions and organisations can answer the prompt. Check coverage, development and consistency rather than matching phrases. This is private comparison and revision, not automatic evaluation, demonstrated proficiency or a calibrated band.
Later review: a restriction and a linked response
- After a break, try the fresh payment-policy and class-attendance prompts before reopening the examples. Explain what the rejected alternative misses: the scope, requested actor, second question, causal link or strength of the conclusion. Then write one repaired sentence of your own.
- Continue with purposeful wording and development or vocabulary precision. For Task 1, choose Academic visual reporting or General Training letters according to your test version; those tasks need different kinds of response.
Original writing prompt: Every community centre should accept only digital payments. To what extent do you agree?
Decision: Which position addresses the word only?
Choose ONE answer.
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Only removes alternatives. Supporting a digital option is different from accepting an exclusive requirement. A qualified position should name the restriction and develop the access reason.
Original writing prompt: Why do some residents fail to attend booked community classes, and what can organisers do to reduce absences?
Decision: Which link answers both requested parts?
Choose ONE answer.
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The conditional reason links forgetting to a relevant organiser action. It is a plausible mechanism, not a guaranteed measured effect. Descriptions of the topic and universal assumptions about motivation do not answer both questions.
Answer every requested part with relevant, developed support
- Recap: identify topic and scope, list the requested jobs, develop relevant reasons and make the answer or judgement clear. A qualified position can be consistent; a relevant concession can help define its limits. Check that the conclusion preserves the degree and conditions of the view actually argued. A template can organise practice, but it cannot answer the question on your behalf.
- Format checked on 19 October 2026 against official Academic Writing guidance and General Training Writing guidance. All extension prompts, excerpts, diagrams and model essays are original teaching scenarios, not measured findings about the world or official/reserved test tasks. Independent subject, language, key, rights and learner reviews remain pending; no model is assigned a calibrated band.