How to Write a Strong IELTS Task 2 Introduction

Your Task 2 introduction does one job: it tells the examiner you understood the question and you have something to say about it. That’s it. No grand opening statement, no dictionary definition, no throat-clearing. Just a clean, confident start.

Most students either write too little (one vague sentence that says almost nothing) or too much (four sentences that repeat the question word for word and still say nothing). Let’s fix both problems right now.

What a Task 2 Introduction Actually Needs

A strong IELTS Task 2 introduction has two parts:

1. A paraphrase of the statement or topic — restate the question in your own words. Do not copy it.
2. A thesis statement — tell the examiner your position, your main point, or what your essay will argue.

Two sentences. Sometimes three. That’s your introduction. You don’t need to list every point you’ll make — that’s what the body paragraphs are for.

The paraphrase shows you can use English flexibly. The thesis statement shows you can think clearly. Examiners are looking for both.

How to Paraphrase Without Panicking

Paraphrasing means changing the vocabulary and, where possible, the sentence structure. Synonyms help, but don’t force awkward ones. Sometimes restructuring the sentence does more work than swapping words.

Here’s an example. The original question prompt:

“Some people believe that governments should spend money on public transport rather than building new roads. To what extent do you agree or disagree?”

A weak paraphrase (basically copying):

“Some people think that governments should spend money on public transport instead of building new roads.”

A stronger paraphrase:

“There is ongoing debate about whether public authorities should prioritise investment in public transit systems over expanding road infrastructure.”

Notice what changed: governments became public authorities, spend money on became investment in, building new roads became expanding road infrastructure. The meaning is the same; the language is your own.

Writing the Thesis Statement

After the paraphrase, you need one sentence that tells the examiner where you stand or what your essay will cover. Be direct. Vague thesis statements frustrate examiners and cost you marks on Task Response.

Weak thesis:

“There are many arguments on both sides of this issue.”

This says absolutely nothing. It could apply to any question ever written.

Strong thesis (for an agree/disagree question):

“I strongly agree with this view, as investment in public transport reduces congestion and offers environmental benefits that road expansion cannot match.”

Strong thesis (for a discuss both views question):

“While road expansion can stimulate economic growth in rural regions, I believe the long-term case for public transport investment is more compelling.”

Both examples are specific. Both signal to the examiner what’s coming. That’s the goal.

This kind of structured, precise writing is exactly what we practise in the daily coaching sessions. If you want feedback on your own introductions in real time, click here to find out more.

Putting It Together: Two Worked Examples

Question type: Opinion (agree/disagree)

“Businesses should hire employees based solely on their qualifications. To what extent do you agree or disagree?”

Introduction:

“The question of whether academic and professional credentials should be the only criterion for recruitment decisions is widely discussed in modern workplaces. In my view, while qualifications provide a useful baseline, employers should also consider personal qualities and cultural fit when selecting candidates.”

Question type: Discuss both views

“Some people think remote work increases productivity. Others believe it harms teamwork. Discuss both views and give your own opinion.”

Introduction:

“The rise of flexible working arrangements has prompted considerable discussion about whether working from home benefits individual output or undermines collaborative working. Although remote work can enhance personal efficiency, I believe that sustained collaboration is difficult to maintain without regular face-to-face interaction.”

Both introductions: two sentences, clear paraphrase, clear thesis. No padding, no drama.

Practice Exercise

Try these tasks. For each one, write a two-sentence introduction: one paraphrase, one thesis statement.

1. Rewrite this paraphrase so it no longer copies the original: “Some people believe that children should learn a second language at primary school.”
2. Improve this thesis statement: “This essay will look at different aspects of this topic.” (Question: Should university education be free for all students?)
3. Write a full introduction for this question: “Many companies now use social media to advertise their products. Do the advantages of this outweigh the disadvantages?”
4. Identify the problem with this introduction and rewrite it: “Nowadays, in today’s modern world, more and more people are using the internet. Some people think the internet is good and some people think it is bad. There are many reasons for this.”
5. Fill in the blank with a precise thesis statement: “The question of mandatory physical education in schools has attracted significant debate. ___________”

Work through these on your own first. This is the kind of focused writing practice that daily coaching sessions are built around — if you want to go through your answers with a real teacher, take a look at the subscription options here.

Vocabulary to Know

• paraphrase /ˈpærəfreɪz/ – Level: B1 – to restate something in different words while keeping the same meaning – Example: He paraphrased the report’s main finding in one clear sentence.
• thesis statement /ˈθiːsɪs ˈsteɪtmənt/ – Level: B2 – a sentence that presents the main argument or position of an essay – Example: Her thesis statement made her opinion on climate policy immediately clear.
• prioritize /praɪˈɒrɪtaɪz/ – Level: B2 – to treat something as more important than other things – Example: The council decided to prioritize affordable housing over commercial development.
• infrastructure /ˈɪnfrəstrʌktʃə/ – Level: B2 – the basic physical systems of a country or organization, such as roads, power, and communications – Example: Poor infrastructure is holding back economic growth in the region.
• criterion (pl. criteria) /kraɪˈtɪəriən/ – Level: B2 – a standard or principle used to judge or decide something – Example: Academic performance was just one criterion in the selection process.
• collaborative working /kəˈlæbərətɪv ˈwɜːkɪŋ/ – Level: C1 – a style of working that involves people joining efforts toward a shared goal – Example: The open-plan office was designed to encourage collaborative working.
• task response /tɑːsk rɪˈspɒns/ – Level: B2 – one of the four IELTS marking criteria; refers to how fully and relevantly a candidate answers the question – Example: Drifting off-topic will lower your Task Response score significantly.
• vague /veɪɡ/ – Level: B1 – not clearly expressed or defined – Example: The manager gave a vague answer that left the team uncertain about next steps.
• substantiate /səbˈstænʃieɪt/ – Level: C1 – to provide evidence or reasons to support a claim – Example: You need to substantiate your argument with specific examples, not general statements.
• concise /kənˈsaɪs/ – Level: C1 – giving a lot of information clearly in a few words – Example: A concise introduction saves the reader time and signals good writing skills.

FAQ

How long should a Task 2 introduction be?

Two to three sentences is the standard. There’s no minimum word count for the introduction specifically, but as a rough guide, 40 to 60 words is plenty. Any longer and you’re eating into the time and space you need for your body paragraphs.

Should I give my opinion in the introduction for every essay type?

Only if the question asks for it. Opinion questions (“To what extent do you agree?”) need a clear position in the introduction. Discussion questions (“Discuss both views”) may include a brief opinion at the end of the introduction, but the main focus should be signalling that you’ll cover both sides. Always follow what the question actually asks.

Can I use phrases like “In this essay, I will discuss…” in my introduction?

You can, but it often makes introductions feel mechanical and adds little value. Examiners already know it’s an essay. A well-written thesis statement signals your direction without needing a signposting phrase to do it for you. Save your word count for ideas, not announcements.

Keep Practising

Writing a clean introduction is a skill that improves with repetition and feedback. If you want a teacher reviewing your Task 2 writing regularly and telling you exactly what to fix, that’s what the daily coaching programme is for. Find out how it works here.