IELTS Writing Task 2 Discussion Essays: How to Do Them Right

Discussion essays trip up a lot of IELTS candidates. Not because the topic is hard, but because candidates misread the question type and write the wrong kind of essay entirely. Let’s fix that.

What Is a Discussion Essay in IELTS Writing Task 2?

In IELTS Writing Task 2, a discussion essay asks you to examine both sides of an issue and give your own opinion. The question prompt usually signals this clearly. You will see phrases like:

• “Discuss both views and give your own opinion.”
• “Some people believe… Others argue… Discuss both sides.”

This is not the same as an opinion essay, where you simply argue one position. In a discussion essay, you must address both sides — fairly — before landing on your own view. Skipping one side, or burying it in a single sentence, will cost you marks on task achievement.

The recommended structure looks like this:

1. Introduction: Paraphrase the topic. State that you will discuss both views and signal your opinion briefly.
2. Body Paragraph 1: First viewpoint — explain it, support it with a reason or example.
3. Body Paragraph 2: Second viewpoint — same treatment.
4. Conclusion: Summarise both views and state your opinion clearly.

Four paragraphs. Clean. Manageable in 40 minutes. Stick to this and you will not run out of road.

The One Mistake That Kills Scores

Candidates often write a discussion essay that reads like two separate opinion essays glued together. They argue View A passionately in paragraph one, then argue View B just as passionately in paragraph two, and the examiner has no idea what the writer actually thinks.

Your opinion matters here. State it in the introduction. Reinforce it in the conclusion. You do not need a separate paragraph just for your view — it should thread through the whole piece.

Worked Example: Question and Model Plan

Sample prompt: Some people think that companies should provide employees with physical exercise facilities. Others believe this is not the responsibility of employers. Discuss both views and give your own opinion.

Here is how a well-organised response would be planned:

Introduction: The question of whether employers should fund fitness facilities is debated. This essay will examine arguments on both sides and argue that while employees bear some responsibility for their own health, companies benefit enough from a healthy workforce to justify the investment.

Body 1 (employer responsibility view): Sedentary office work increases health risks. Employers who provide gyms or exercise programmes see lower absenteeism and higher productivity. Example: large tech firms have offered on-site fitness centres with measurable results.

Body 2 (personal responsibility view): Health choices are individual. Providing facilities is expensive, especially for small businesses. Employees have access to public gyms and could use their leisure time for exercise without employer support.

Conclusion: Both sides have merit, but on balance, businesses that invest in employee wellness tend to gain more than they spend. Employers should consider it a pragmatic choice, not just a generous one.

Notice that the writer’s opinion is clear from the introduction. The second body paragraph is treated fairly — real reasons are given — but it does not override the writer’s stated position. That balance is exactly what examiners are looking for.

Practising this kind of structured planning is something we work on every day in the daily coaching programme. If you want consistent feedback on your writing, you can find out more here.

Language That Signals Discussion Structure

Examiners also assess your use of cohesive devices. For discussion essays, these phrases earn their place:

• Introducing the first view: “Proponents of this view argue that…” / “Those who support this position often point to…”
• Introducing the contrasting view: “On the other hand, critics suggest…” / “However, others contend that…”
• Giving your position: “In my view…” / “I would argue that, on balance…”

Avoid just writing “Some people think” for every transition. Vary your sentence openers. Examiners read hundreds of these essays. Small lexical variety goes a long way.

Practice Exercise

Try these questions. For questions 1 to 3, fill in the blank with the most appropriate word or phrase from the options provided. For questions 4 and 5, rewrite the sentence so it suits a discussion essay structure.

1. “_______ argue that remote work improves employee well-being, while others contend it weakens team cohesion.”
Options: (a) Proponents (b) Opponents (c) Critics)

2. “This essay will examine _______ and ultimately argue that stricter regulations are necessary.”
Options: (a) one side of the argument (b) both perspectives (c) the correct view)

3. “_______ the financial burden on small businesses, it is difficult to dismiss the potential health benefits entirely.”
Options: (a) Despite (b) Although (c) Because of)

4. Rewrite this sentence so it introduces a contrasting viewpoint naturally:
Original: “But some people do not agree with this.”

5. Rewrite this weak conclusion so it states the writer’s opinion clearly and summarises both sides:
Original: “Both views are interesting and have good points. It is hard to say which is correct.”

The full answer key for all five questions, plus an extended set of ten practice prompts with model plans, is available to daily coaching subscribers. See what the subscription includes here.

Vocabulary to Know

• contend /kənˈtɛnd/ – Level: B2 – to assert or maintain that something is the case, especially in an argument – Example: Some economists contend that raising the minimum wage reduces employment.
• proponent /prəˈpoʊnənt/ – Level: C1 – a person who advocates or supports a particular idea or course of action – Example: Proponents of the new policy argue it will reduce inequality.
• on balance /ɒn ˈbæləns/ – Level: B2 – taking everything into account; after considering all factors – Example: On balance, the benefits of the scheme outweigh the costs.
• absenteeism /ˌæbsənˈtiːɪzəm/ – Level: C1 – the habit or practice of regularly staying away from work without good reason – Example: The company introduced wellness programmes to reduce absenteeism.
• cohesive device /koʊˈhiːsɪv dɪˈvaɪs/ – Level: C1 – a word or phrase that links ideas and sentences together logically in a piece of writing – Example: Using cohesive devices like “however” and “furthermore” improves the flow of an essay.
• pragmatic /præɡˈmætɪk/ – Level: B2 – dealing with things in a sensible and realistic way rather than following fixed theories – Example: The manager took a pragmatic approach and approved the budget increase.
• task achievement /tɑːsk əˈtʃiːvmənt/ – Level: B2 – one of the four IELTS writing marking criteria; how fully and accurately you respond to the question prompt – Example: Addressing only one view in a discussion essay will lower your task achievement score.
• lexical variety /ˈlɛksɪkəl vəˈraɪəti/ – Level: C1 – the range of different words and expressions used in speech or writing – Example: Greater lexical variety in your essay can improve your score for lexical resource.
• sedentary /ˈsɛdəntri/ – Level: B2 – involving a lot of sitting and little physical activity – Example: Sedentary office jobs have been linked to increased rates of cardiovascular disease.

Frequently Asked Questions

Do I have to agree equally with both sides in a discussion essay?
No. You need to present both sides fairly, but you are expected to state your own opinion. Sitting on the fence and refusing to commit to a view actually weakens your response. Be clear about where you stand.

Can I put my opinion in a separate paragraph?
You can, but it is not necessary and often wastes words. A cleaner approach is to state your position briefly in the introduction, develop both sides in the body paragraphs, and restate your opinion in the conclusion. Four paragraphs is enough.

What band score does this structure aim for?
This structure, used well, supports a Band 7 or above. To push toward Band 8, you need strong topic sentences, specific examples rather than vague generalisations, and consistent control of grammar and vocabulary. Structure alone is not enough, but it is an essential starting point.

If you want regular, personalised feedback on your IELTS writing — not just a template to copy — the daily coaching programme gives you exactly that. Find out more here.