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IELTS Discussion Essays [Discuss Both Views/Sides]

Posted by David S. Wills | Jun 14, 2021 | IELTS Tips , Writing | 3

In this lesson, I’m going to explain what an IELTS discussion essay is and how you can write a good one. I will talk about structure and content, as well as looking briefly at discussion essay thesis statements, which many people find tricky. I’ve also written a sample essay, which you can find at the bottom of this page.

What is a Discussion Essay?

As the name suggests, a discussion essay is an essay that discusses things! More specifically, it is a type of IELTS writing task 2 essay that requires you to look at two different points of view . You can easily recognise these essays by the following phrase:

Discuss both views and give your opinion.

Sometimes it is phrased a little differently. It might say:

Discuss both sides and give your opinion

Discuss both points view and give your opinion

The important thing is that these all mean the same. When you see any of these, you know that you need to write a discussion essay. Importantly, this instruction tells you that you need to do two things:

• Discuss both views (there will have been 2 views mentioned in the previous sentence(s))
• Give your opinion (i.e. state which view you agree with)

If you failed to do either of these things, you would not have satisfied the basic criteria for Task Achievement .

Example Discussion Essay Questions

Here is a list of 5 discussion essay questions either from the IELTS exam, reportedly from the IELTS exam, or from reputable publications that have copied the IELTS question style. (Not that you absolutely should avoid fake IELTS questions when practising.)

Some people say that parents should encourage their children to take part in organised group activities in their free time. Others say that is important for children to learn how to occupy themselves on their own. Discuss both views and give your own opinion.

Some people prefer to spend their lives doing the same things and avoiding change. Others, however, think that change is always a good thing. Discuss both views and give your opinion.

Some people feel that manufacturers and supermarkets have the responsibility to reduce the amount of packaging of goods. Others argue that customers should avoid buying goods with a lot of packaging. Discuss both views and give your opinion.

Some people believe that higher education should be funded by the government. Others, however, argue that it is the responsibility of individuals to fund their higher education. Discuss both views and give your opinion.

Some people believe that it is important for children to attend extra classes outside school, while others believe that they should be allowed to play after school. Discuss both views and give your own opinion.

You can see in these questions that there is a similar pattern. In each case, the question phrase (“Discuss both views and give your own opinion”) is the same and in the previous sentence or sentences, there are two opposing views. This, then, makes “discuss both views” questions a sort of opinion essay .

How to Answer IELTS Discussion Questions

First of all, it is important when answering any IELTS task 2 question that you read the question carefully so that you understand it, then provide an answer that directly responds to the question, following its instructions carefully.

As discussed above, you are required to do two things: 1) Discuss both views, and 2) Give your own opinion. You absolutely must do both of those. It doesn’t really matter what your opinion is or whether you give equal weighting to both sides of the argument. Instead, you must cover both sides and also give some sort of opinion. (It is important, though, according to the marking rubric , that you are consistent in your opinion.)

Your answer of course should be structured carefully so as to present your ideas in a thoroughly logical way that is easy for your reader to interpret. I almost always use a four-paragraph structure in my essays, but some people prefer to use five paragraphs in this sort of essay. The difference would look like this:

You might be wondering why I have given my opinion in the body of the five-paragraph essay but not in the four-paragraph essay. Well, actually I would give my opinion in the body of both. However, my opinion would be more subtly woven into the text of the four-paragraph essay. I personally find this to be a better method, but it is equally possible that you could write an amazing five-paragraph essay. That issue is discussed further in this video:

Discussion Essay Thesis Statement

In academic writing, a thesis statement (sometimes called an essay outline ) is the part of the essay where you insert your opinion. It typically comes at the end of the introduction and guides the reader by explaining your opinion on the issues that have been introduced.

But do you really need to provide one in such a short essay? Well, a 2018 study into successful IELTS essays concluded that thesis statements were “obligatory” – i.e. you absolutely do need one. In fact, that study found that thesis statements appeared in 100% of successful IELTS discussion essays! Therefore, we can conclude they are very important.

Because a discussion essay will tell you to “Discuss both views and give your opinion,” you must introduce the two views and then give your opinion in the introduction. Here is an example:

Introductory paragraph:

In some parts of the world, children are forced to go to cram schools and other facilities of extracurricular learning, but many people believe that this is unfair and that they should be allowed to enjoy their free time instead. This essay will look at both perspectives and then conclude that it is indeed unfair.

My first sentence clearly introduces two different ideas:

• Children should do extra classes
• Children should not do extra classes

Note how I have successfully used synonyms to avoid repeating anything from the question. I have also framed the issue in a new way so that I am not just paraphrasing. (You can learn why paraphrasing is not always helpful here .)

My second sentence is the thesis statement. In this sentence, I outline what the essay will do (“look at both perspectives”) and then give my opinion (“it is unfair”). This is a simple but effective thesis statement.

Thesis Statement Advice

Your IELTS discussion essay thesis statement should do two things:

• Tell the reader what the essay will do
• Present your opinion

Because this is a formal essay, it is best not to be too personal. Instead of saying “I will…” or “I think…” it is better to say “This essay will…” Here are some simple templates that you can follow most of the time:

• This essay will look at both sides and then argue that…
• This essay will discuss both views but ultimately side with…

Just make sure to avoid being overly vague. You are required to give your opinion consistently throughout the essay, so don’t say “This essay will look at both sides and then give my opinion .” It is not really the best approach because the examiner wants to see that you can be consistent in presenting an opinion. That is clearly stated in the marking rubric. For band 7, it says:

• presents a clear position throughout the response

It could be concluded, then, that your opinion is not clear from the start and so you have not done enough to warrant a band 7 for Task Achievement.

Body Paragraphs

As I mentioned above, there are really two main approaches you could take to the body paragraphs:

• Discuss one view per paragraph and incorporate your opinion into each.
• Discuss one view per paragraph and then have another for your opinion.

I suppose there is also a third option:

• Compare and contrast the two viewpoints in each paragraph.

This last one may be a little harder to do successfully without jeopardising your score for Task Achievement or Coherence and Cohesion , but advanced candidates may find it useful.

Remember that there is no single perfect formula for an IELTS essay. That’s not how languages work and that’s not how IELTS works. Different people could come up with different ways to present a successful essay. The most common essay structures are mere guidelines for particularly useful methods of approaching an essay.

Does a Discussion Essay Have to be Balanced?

Because the question says “Discuss both views,” it is quite logical to think that you must provide some degree of balance, but you certainly don’t need to give equal weighting to both sides. Remember that you are also going to give your opinion, so if you come down strongly on one side of the issue, it might be odd to give equal attention to both.

If you do feel very strongly about one side, you might want to present your discussion of the other side as quite negative. However, IELTS is a thinking exam as well as an English exam and an intelligent person can always look at both sides of an issue and explain – at the very least – why someone might believe a thing that is different to his own view. This seems quite important, but there is nothing explicitly mentioned in the marking rubric.

I would suggest that if you think a two-sided issue is basically one-sided (i.e. you strongly disagree with the other view), you should still write one or two sentences about why people believe that and then devote the rest of your essay to disputing their view.

Another approach is to write BP1 as a very short paragraph that explains why people might think one thing, but then have BP2 as a very long paragraph that debunks the opposing view and then explains why the other is correct.

(You can read more about IELTS essays and balance here .)

Sample Answer

Here is my full sample answer to the above question about whether or not children should be made to do extracurricular activities:

In some parts of the world, children are forced to go to cram schools and other facilities of extracurricular learning, but many people believe that this is unfair and that they should be allowed to enjoy their free time instead. This essay will look at both perspectives and then conclude that it is indeed unfair. In countries like South Korea, most children are made to go to an array of cram schools outside of regular school hours. Their parents do this in order to give their child a better future because it helps the child to learn more and thus gives them the academic advantages needed to apply to the best universities or jobs in future. These schools often provide children with an advantage over their peers because they improve their foreign language or math skills more quickly, and thus the children who do not attend these schools might have comparatively poor grades. However, whilst this attitude may result in better academic performance, it is certainly not good for the mental health of these children. It is no coincidence that places like South Korea have the highest rates of suicide among their young populations. The fact is that children are not equipped to spend fourteen or sixteen hours per day in classrooms, memorising facts and figures. In a sense, it is a form of child abuse. Children should be allowed to go home and spend time with friends and family to build social skills. They should be allowed to occupy themselves in order to become more creative and learn how to understand their own mind instead of being trained to repeat what they are told. In conclusion, it is understandable that some parents want their children to go to extra classes, but this is damaging to children and they should be given the freedom to play and socialise outside of regular school hours.

In BP1, I have looked at the topic of cram schools (ie the side of the argument in favour of extra lessons). I explored why parents might want their kids to do this and show the supposed benefits. Note that I never embraced any of these benefits. I was careful to use language that distanced these ideas from my own opinion, which was the opposite, so I said “Their parents do this in order to…”

In BP2, I looked at the opposite side. I was careful to make sure that my first sentence linked to the previous paragraph, highlighting that the benefits are quite minor compared to the drawbacks. All of my sentences here justify my position, which is that it is cruel to force these extra lessons on children.

My conclusion ties all of this together. The first clause references BP1 and the second summarises the main argument in BP2.

You can find two more sample essays here:

• A discussion essay about sports facilities
• A discussion essay about sports abilities

About The Author

David S. Wills

David S. Wills is the author of Scientologist! William S. Burroughs and the 'Weird Cult' and the founder/editor of Beatdom literary journal. He lives and works in rural Cambodia and loves to travel. He has worked as an IELTS tutor since 2010, has completed both TEFL and CELTA courses, and has a certificate from Cambridge for Teaching Writing. David has worked in many different countries, and for several years designed a writing course for the University of Worcester. In 2018, he wrote the popular IELTS handbook, Grammar for IELTS Writing and he has since written two other books about IELTS. His other IELTS website is called IELTS Teaching.

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March 14, 2018

It is sometimes debatable whether asking children to get extra education after school or letting them play that is actually beneficial for them. Even though both viewpoints have benefits and drawbacks but I believe ,in the childhood age, children have to take rough and discipline education after school to be succeed in the future.

To begin with, many educational experts believe that playing is one of the essential aspects that have to be gotten by children to grow and happy. By using the playing approach, children can have a good mental and psychic health. Besides, letting children play after school can also support them to increase their emotional stimuli and get a positive social interaction. With this way, experts believe children can grow as a better adult in the future and have a freedom to get a better life in the upcoming times.

However, I completely contra with the first idea because I believe childhood is a better time to train children about academic or other skills that benefits them in the future. Based on scientific journal that I read, the ability of children in learning new things are more spectacular compared to adults. A lot of artists, scientist, and even football player who currently becoming a superstar in this era is a string of process that is began since their in the childhood. For instance, nowadays, I am working in the field of election supervision, it because since in my childhood my father love to force me learning about social and political issues by getting additional class. Thus, making children to get extra class after school is an appropriate preference if parents desire to see their son getting a good future.

To conclude, based on experts children have to get a freedom to play after schools but in my viewpoint it will be more advantages if they utilize the playing time with joining additional class after school.

VERY GOOD MR DIRWAN But actually you mixed both of the ideas , you need to take one side for this sort of essay writting, as it is mentioned in the above instruction. By the way WELL DONE . love from Pakistan to my sweet brother.

I have not checked in here for some time because I thought it was getting boring, but the last few posts are really great quality so I guess I’ll add you back to my everyday bloglist. You deserve it my friend. ??

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Discussion essays Considering both sides of the argument

Discussion essays are a common form of academic writing. This page gives information on what a discussion essay is and how to structure this type of essay. Some vocabulary for discussion essays is also given, and there is an example discussion essay on the topic of studying overseas.

What are discussion essays?

Many essay titles require you to examine both sides of a situation and to conclude by saying which side you favour. These are known as discussion or for and against essays. In this sense, the academic meaning of the word discuss is similar to its everyday meaning, of two people talking about a topic from different sides. For a discussion essay, a balanced view is normally essential. This makes discussion essays distinct from persuasion essays , for which only one side of the argument is given. When writing a discussion essay, it is important to ensure that facts and opinions are clearly separated. Often you will examine what other people have already said on the same subject and include this information using paraphrasing and summarising skills, as well as correct citations .

The following are examples of discussion essay topics.

• Examine the arguments for and against capital punishment.
• Schools should teach children not only academic subjects but also important life skills. Discuss.
• What are the advantages and disadvantages of technology in the classroom?

Although the structure of a discussion essay may vary according to length and subject, there are several components which most discussion essays have in common. In addition to general statements and thesis statement which all good essay introductions contain, the position of the writer will often be stated, along with relevant definitions . The main body will examine arguments for (in one or more paragraphs) and arguments against (also in one or more paragraphs). The conclusion will contain a summary of the main points, and will often conclude with recommendations , based on what you think are the most important ideas in the essay. The conclusion may also contain your opinion on the topic, also based on the preceding evidence.

An overview of this structure is given in the diagram below.

Discussion vocabulary

When summarising the stages in a discussion or in presenting your arguments, it can be useful to mark the order of the items or degrees of importance. The following words and phrases can be used.

• First..., First of all..., The most important...
• Second..., In the second place...
• Finally..., Lastly...

The following can be used when introducing your opinion.

• There is no doubt that...
• I believe that...
• One of the main arguments in favour of/against X is that...

It is important in English writing, including academic writing, to use synonyms rather than repeating the same word. The following are useful synonyms for 'advantage' and 'disadvantage'.

• advantage: benefit, a positive aspect/feature, pro (informal)
• disadvantage: drawback, a negative aspect/feature, con (informal)

Example essay

Below is an example discussion essay. Click on the different areas (in the shaded boxes to the right) to highlight the different structural aspects in this essay.

Title: An increasing number of students are going overseas for tertiary education. To what extent does this overseas study benefit the students?

Most people spend around fifteen years of their life in education, from primary school to university study. In the past, students only had the opportunity to study in their own country. Nowadays, however, it is increasingly easy to study overseas, especially at tertiary level. Tertiary education, also called post-secondary education, is the period of study spent at university. As the final aspect of schooling before a person begins their working life, it is arguably the most important stage of their education. While there are some undoubted benefits of this trend, such as the language environment and improved employment prospects , there is also a significant disadvantage, namely the high cost . The first and most important advantage of overseas study is the language learning environment. Students studying overseas will not only have to cope with the local language for their study, but will also have to use it outside the classroom for their everyday life. These factors should make it relatively easy for such students to advance their language abilities. Another important benefit is employability. Increasing globalisation means that there are more multinational companies setting up offices in all major countries. These companies will need employees who have a variety of skills, including the fluency in more than one language. Students who have studied abroad should find it much easier to obtain a job in this kind of company. There are, however, some disadvantages to overseas study which must be considered, the most notable of which is the expense. In addition to the cost of travel, which in itself is not inconsiderable, overseas students are required to pay tuition fees which are usually much higher than those of local students. Added to this is the cost of living, which is often much higher than in the students' own country. Although scholarships may be available for overseas students, there are usually very few of these, most of which will only cover a fraction of the cost. Overseas study therefore constitutes a considerable expense. In summary, studying abroad has some clear advantages, including the language environment and increased chances of employment , in addition to the main drawback, the heavy financial burden . I believe that this experience is worthwhile for those students whose families can readily afford the expense. Students without such strong financial support should consider carefully whether the high cost outweighs the benefits to be gained.

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Below is a checklist for discussion essays. Use it to check your own writing, or get a peer (another student) to help you.

Bailey, S. (2000). Academic Writing. Abingdon: RoutledgeFalmer

Cox, K. and D. Hill (2004). EAP now! Frenchs Forest: Pearson Education Australia

Jordan, R.R. (1999). Academic Writing Course. Cambridge: CUP

Roberts R., J. Gokanda, & A. Preshous (2004). IELTS Foundation. Oxford: Macmillian

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Author: Sheldon Smith    ‖    Last modified: 16 January 2022.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

How to Write an IELTS Discussion Essay: Your Comprehensive Guide

Are you preparing for the IELTS and wondering how to score high in the Writing section? Do you find the "Discuss Both Views and Give Your Opinion" essay a bit daunting? You've landed in the right place. Welcome to our comprehensive guide on how to write an IELTS Discussion Essay!

As the name suggests, the IELTS Discussion Essay requires you to discuss different perspectives on a topic and then provide your viewpoint. Sounds challenging? Don't worry! In this article, we’ll break down everything you need to know to craft an impressive IELTS Discussion Essay. From understanding the basics, brainstorming ideas, planning your response, writing an engaging essay, and avoiding common pitfalls – this guide is packed with practical tips and strategies.

Pro Tip: Unlock a higher IELTS Writing score with our downloadable   in-depth eBooks and tailored Essay Feedback directly from an exp erienced IELTS examiner.

Whether you're an IELTS beginner or a seasoned test taker looking to boost your band score, this in-depth guide will help you n avigate the complexities of the IELTS Discussion Essay. As we journey together through this guide, you’ll gain the knowledge and confidence needed to master this crucial component of the IELTS Writing section.

Let's start your journey towards IELTS success. Keep reading, and by the end of this guide, you'll be well-equipped to tackle any IELTS Discussion Essay that comes your way! Let's dive in and unravel the secrets of a top-scoring IELTS Discussion Essay.

Knowing the Basics of an IELTS Discussion Essay

What is an ielts discussion essay.

An IELTS discussion essay, also known as "Discuss Both Views and Give Your Opinion" essay, is a common task in the IELTS Writing Test. This type of essay tests your ability to present a well-rounded discussion on a given topic, your capability to generate ideas and your proficiency in English language usage.

An IELTS discussion essay primarily involves exploring various perspectives on a given issue and subsequently presenting your personal stance on the matter. It's not just about stating your opinion; it's about having the skills to analyse different viewpoints and justify your position with sound reasoning and concrete examples.

Mastering how to write an IELTS discussion essay can significantly boost your IELTS Writing band score. With this guide and consistent practice, you can confidently demonstrate your proficiency in handling a balanced and coherent discussion in your essay.

How to Identify an IELTS Discussion Essay Question

Recognising an IELTS discussion essay prompt is essential in answering the task accurately. Not every IELTS Writing Task 2 is a discussion essay. It's important to distinguish between different essay types, like opinion essays , advantages and disadvantages essays , or problem solution essays .

An IELTS discussion essay question will usually include the instruction "Discuss both views and give your opinion" or "Discuss both sides of this argument and then give your own opinion." It is crucial to understand that you need to provide a balanced discussion of both viewpoints before presenting your opinion.

Some questions might phrase the task differently but still require a balanced discussion. For instance,

"Some people believe A, while others believe B. Discuss both these views and give your own opinion."

By understanding the nuances of these instructions, you can accurately identify the IELTS discussion essay task and tackle it with a well-prepared strategy.

Stay tuned to learn how to effectively brainstorm ideas, plan your essay, write persuasively, and revise your work to create a high-scoring IELTS discussion essay.

Preparing to Write Your IELTS Discussion Essay

Understanding the Essay Topics

IELTS discussion essay topics are as varied as they are intriguing. They often explore global issues and public interest topics like advancements in technology, environmental sustainability, modern education models, and societal norms.

To effectively tackle these topics, immerse yourself in "hot topics" and current affairs. Familiarize yourself with both sides of common debates. Reading widely can also help. Check out reliable news outlets, opinion pieces, and other resources related to common IELTS discussion essay topics.

Remember, understanding IELTS discussion essay topics isn't about becoming an expert in every field. Rather, it's about building a broad base of knowledge that can help you think critically, generate relevant ideas, and articulate your thoughts coherently.

Brainstorming Ideas for Your IELTS Essay

Brainstorming is a powerful tool for generating ideas for your IELTS discussion essay. It allows you to tap into your creativity and critically consider different viewpoints.

Start by carefully reading the essay prompt. Understand what it's asking you to discuss. From there, jot down all your initial thoughts, ideas, and arguments related to both sides of the topic.

Consider potential reasons, examples, and points that support each viewpoint. This comprehensive brainstorming process not only helps you gather rich content for your essay but also paves the way for a balanced and well-rounded discussion.

Planning the Discussion Essay

Essay planning is an essential step in the IELTS writing process. A well-structured essay plan helps you organize your ideas, makes sure you address all parts of the prompt, and guides your writing process.

A typical IELTS discussion essay includes an introduction, two body paragraphs (each discussing a different viewpoint), and a conclusion.

Introduction: State the topic and your intention to discuss both views. Use clear, concise language.

Body Paragraph 1: Discuss the first viewpoint. Use a topic sentence to introduce the viewpoint, and then present supporting ideas and examples.

Body Paragraph 2: Discuss the second viewpoint. Use a similar structure as the first body paragraph but ensure your points are distinct.

Conclusion: Summarize your discussion, state your personal viewpoint, and give a closing thought or implication.

Use this structure as a blueprint when planning your IELTS discussion essay. It will help ensure your essay is coherent, logical, and ready to impress the examiners.

Writing the IELTS Discussion Essay

Crafting an engaging introduction.

Paraphrase the essay question to clarify the issue under discussion.

To begin the introduction, rephrase the given essay question. This demonstrates your understanding of the topic and avoids mere repetition. Paraphrasing can also make the topic clearer and more understandable for the reader.

Next, give a thesis statement that answers the question in brief.

The thesis statement is crucial. It briefly summarizes your main argument or stance on the topic. It acts as a roadmap, telling the reader what to expect from the essay and how the discussion will unfold.

Remember, the introduction does not have to be lengthy; a few well-crafted sentences can set a strong foundation for your essay.

This is a piece of advice that emphasizes brevity and quality. You don't need an extended introduction; rather, it should be concise and effective in introducing the topic and setting the stage for the discussion.

Discussing Both Views in Detail

The body of your IELTS discussion essay is where you delve into the crux of your argument. This should be split into two paragraphs, each discussing a different view.

For each viewpoint, start with a clear topic sentence that outlines the main idea. This will guide the reader through your argument. Following the topic sentence, provide supporting details, examples, or reasons that back up the viewpoint. Make sure your ideas are logically ordered and each paragraph is cohesive and focused.

Sharing Your Own Viewpoint

In the IELTS discussion essay, after discussing both views, it's crucial to share your personal viewpoint. This is where you can make a compelling argument supporting your position. Your viewpoint can agree with either of the discussed perspectives, both of them, or be entirely different.

Justify your opinion with strong reasoning and relevant examples. Make sure to connect your viewpoint with the points you've discussed previously. Use cohesive devices to ensure your argument flows smoothly from the discussion of the two viewpoints to your personal stance.

Wrapping up with a Strong Conclusion

The conclusion is your final chance to impress the reader. It's where you summarize your discussion and restate your viewpoint.

Start your conclusion by paraphrasing the main discussion points. Next, restate your personal viewpoint, ensuring it aligns with what you've discussed in the body of your essay. Try to end your essay on a strong note, possibly by summarizing the implications of the discussion or giving a final thought related to the topic.

Remember, a strong conclusion doesn't introduce any new information but effectively wraps up your essay, leaving a lasting impression on the reader.

By following these steps, you can create a compelling, coherent, and high-scoring IELTS discussion essay. Stay tuned to further explore editing techniques and common mistakes to avoid for your IELTS writing tasks.

Polishing Your Discussion Essay

Reviewing and editing your ielts discussion essay.

The importance of reviewing and editing your IELTS discussion essay cannot be overstated. This step ensures that your essay is clear, coherent, and free from mistakes.

Start by reading your essay aloud to check for flow and coherence. Look out for any awkward phrasing or unclear ideas. Consider whether your arguments make sense and whether you've supported your points with strong evidence.

Pay close attention to your language use. Look for any grammatical, punctuation, or spelling errors. Also, check if your vocabulary is varied and appropriate. Ensure your sentences are not too long or complex as this could lead to more errors.

Editing isn't just about correcting mistakes. It's also about refining your arguments, ensuring your points are clear, and your ideas are logically connected.

Tips for Avoiding Common Mistakes

Avoiding common mistakes can significantly enhance your IELTS discussion essay quality. Here are a few key pitfalls to steer clear of:

Going off-topic: Ensure your discussion remains focused on the topic throughout. Every paragraph should contribute to your overall argument.

Writing too much: Stay within the recommended word count. Writing too much can lead to unnecessary errors and wasted time.

Unequal discussion of views: Remember to discuss both views equally. Your essay should not heavily lean towards one view unless it's your personal viewpoint.

Inadequate planning: Failing to plan your essay can lead to a disorganized argument. Spend adequate time understanding the prompt, brainstorming ideas, and planning your essay.

Conclusion Writing

By following these steps, you can create a compelling, coherent, and high-scoring IELTS discussion essay.

IELTS Discussion Essay: A Band 9 Sample

Here is an example of an IELTS Discussion Essay, adhering to the guidelines provided in our comprehensive guide.

Essay Question:

Some people believe that unpaid community service should be a compulsory part of high school programs (for example, working for a charity, improving the neighbourhood, or teaching sports to younger children). To what extent do you agree or disagree?

"Many advocate for mandatory community service in high schools, emphasizing its role in fostering personal growth and benefiting local communities. While the inclusion of community service undoubtedly offers numerous developmental benefits, the debate centres on whether it should be an enforced obligation or a choice made out of genuine interest. This essay will discuss both perspectives on this issue before concluding with my own viewpoint.

On one hand, integrating unpaid community service into high school programs can offer multiple benefits. It provides students with the opportunity to develop essential life skills such as responsibility, teamwork, and empathy. For example, volunteering at a local charity could improve their understanding of societal issues and instill a sense of social responsibility. Furthermore, teaching sports to younger children could enhance leadership skills, fostering a sense of accomplishment and confidence among high school students.

On the other hand, critics argue that community service should not be mandatory. They assert that it may impose additional pressure on students, who are already burdened with academic responsibilities. Also, forced volunteering may not yield genuine compassion or social awareness, as the service is carried out from obligation, not personal interest or motivation. Instead, they suggest that schools should encourage, not enforce, participation in community service, allowing students to engage in activities that truly resonate with them.

In conclusion, while mandatory community service could nurture important skills and values among high school students, it is equally important to consider the potential stress and insincerity it might cultivate. In my opinion, community service should be encouraged, but not compulsory, in high schools, allowing students to discover their passions and contribute meaningfully to society."

As you can see, this essay adheres to the structure of an IELTS discussion essay. It has an introduction that outlines the topic and intention to discuss both views, two body paragraphs discussing each view, and a conclusion that summarizes the discussion and provides the writer's personal viewpoint.

You can boost your IELTS Writing score with our comprehensive eBooks and personalised Essay Feedback by an experienced IELTS examiner.

IELTS Discussion Essay

This post will help you navigate how to write your discussion essay.

• What does the question look like

What distinguishes this essay from its essay counterparts?

Steps to answering the question.

• Answering the question with a model response
• Consider both sides
• Use arguments for both sides
• Only give your opinion if the tasks requires it
• Follow an essay model
• Use discussion essay language

As covered in the article ‘IELTS Essay Writing’ , there are specific kinds of essays in task 2. Students can often conflate this essay with the opinion essay, and the advantages and disadvantages essay. To echo my previous advice, practice as much as you can with these question types. Don’t worry at first about the timing aspect, but focus on understanding the task and getting really good at answering the question.

What does the question look like?

The question will be a statement containing two opposing views, like this: Some people think that exercise is the key to health while others feel that having a balanced diet is more important

You will then be asked to discuss both sides of the argument and give your own opinion, like this:

Discuss both sides and give your opinion.

Typical wording can look like this:

• Discuss both views and give your opinion
• Discuss both these views and then give your own opinion
• Discuss both sides of this argument and give your own opinion

Some people think that exercise is the key to health while others feel that having a balanced diet is more important. Discuss both sides and give your opinion.

Lots of students struggle to separate this essay from the opinion essay.

The only thing you need to remember is that with the discussion essay, you are discussing both views.

Unlike the opinion question where you have to decide between two opposing views and choose one argument to carry your essay through.

The key to this essay is balance. You are not weighing in more on one side, but discussing both views. Importantly too, is to give your opinion. Lots of students discuss both sides but forget to conclude with an opinion.

• Discuss both sides
• Given an opinion

Understand the question. Like all essay questions, we need to really understand what’s being asked of us.

The keywords here are: key to health, balanced diet. By isolating the keywords we can see where the opposing views lie and thus, how your essay needs to be relevant to these ideas.

1.Decide on your opinion

Whether you genuinely agree or not, decide what your opinion is on the statement. For my model essay, I am going to agree that exercise is the key to health.

2. Produce your ideas

Think of the broad ideas that underpin your ideas. Remember, you are discussing both sides!

Exercise is the key:

• Cardio-vascular exercise to reduce the risk of major illnesses
• Lower chance of developing long-term conditions
• Boosts self-esteem and mood
• Healthy and fulfilling life into old age
• Technology and desk-work has reduced reason to move- even more important to incorporate exercise regularly

Balanced diet:

• Nutrients needed for our body to work effectively
• Helps you control your weight
• Better skin and hair
• Improved immune system

These are too many ideas however, so I am going to pick two to lead with in my main body paragraphs.

Idea 1- exercise reduces risk of major illnesses, helps to fight off poor mental health (depression, anxiety) Idea 2- body to working effectively, improved immune system

Key- essential, central, fundamental, decisive, principle, vital

health - fitness, wellbeing, robustness, strength, vigour, form

Balanced- fair, proportional, evened, equitable symmetrical

Important- relevant, influential, significant, salient, paramount

The planning stage:

Introduction:

It is considered by some that exercise is fundamental to being healthy, while there are others who think that having a proportional diet is more significant. Whilst a balanced diet contributes to our bodies working effectively, I believe that exercise is more influential to our health in combating major illness and detrimental mental health.

Main ideas:

Paragraph 1- Balanced diet contributes to our bodies working effectively, improves immune system

Paragraph 2- Exercise combats major illness and fights off depression

Main paragraphs

• Topic sentence- outline the view you don’t agree with (Why? You want to start your essay in this format so that you bring the focus and concluding thought, to the view you do agree with- its more compelling)
• Explanation- explain why this view is held by some people
• Example- give an example

Model response

Main paragraph 1:

On the one hand, a balanced and proportioned diet contributes to our bodies working effectively, and optimising for good, lasting health. An even diet suggests that we regularly welcome various food groups, in order to maintain this sense of balance and create a strong, healthy system.. Many health specialists and nutritionists advocate for balanced diets, so that our bodies can feed our immune system, so to speak. In recent years, there has been a greater shift toward more health-conscious eating where, for example, vegetarian and vegan food are much more commonly seen, and many people are opting into such dietary choices. Not only this, but the food industry itself has taken a heavier lean into ensuring healthy food is part of their identity. Even the brand McDonald’s, the antithesis of a balanced diet, has clipped onto the health conscious consumer and created snacks and meals that are intended to be healthier.

Main paragraph 2:

Having said this, exercise is vital in combating major illness and disease, as well as providing an antidote to the pressures and stresses we feel in life, which can lead to forms of depression and anxiety. Not only is it paramount to maintain our physical health, but especially when we have the faculties to do so, it is important to build a robustness about our physical health. Routinely exercising boosts our bodily functions, which can help to prevent serious illnesses. Moreover, physical exercise not only benefits our body, but our mind too. Like electricity, physical exercise sends endorphins to our brain and makes us feel good. Exercise invigorates us because we have challenged our bodies and thereafter reap the rewards with feeling stronger, both mentally and physically. Experts like doctors recommend daily exercise because they are acutely aware of its benefits and know it is a key component in preventing illnesses, as well as recovering from an illness or an accident. This is particularly important when the person is of a more senior age and their physical health can determine how they may recover. There are many types of exercise that have evolved over the last fifty years and exercise is accessible to all age groups, making it possible to live an active and healthy life.

Conclusion:

In conclusion, although a balanced diet plays an important role in our health, I believe that exercise plays a more significant role for not only our health, but our capacity to fight off illness, both physically and mentally.

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How To Plan & Write IELTS Discussion Essays

Students can find it difficult to identify IELTS discussion essays and often confuse them with either opinion essays or advantage and disadvantage essays.

This is one of the issues I’ll be covering in this lesson. I’m also going to show you how to plan and write discussion essays step-by-step.

Here’s what we’ll be covering:

• Identifying IELTS discussion essays 
• 3 Common mistakes
• Essay structure
• How to plan
• How to write an introduction
• How to write main body paragraphs
• How to write a conclusion

Want to watch and listen to this lesson?

Click on this video.

Click the links to see lessons on each of these Task 2 essay writing topics. 

Once you understand the process, practice on past questions. Take your time at first and gradually speed up until you can plan and write an essay of at least 250 words in the 40 minutes allowed in the exam.

The Question

The first part of the question for an IELTS discussion essay will be a statement containing two opposing views.

You will then be asked to discuss both sides of the argument and give your own opinion. Here is some typical wording that might be used:

• Discuss both views and give your opinion. 
• Discuss both these views and then give your own opinion. 
• Discuss both sides of this argument and give your own opinion.

Here's a question from a past test paper.

Some people think that zoos are cruel and should be closed down. Others, however, believe that zoos can be useful in protecting wild animals.

Discuss both views and give your opinion.

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

Write at least 250 words.

I’ll be using this question to guide you through the process of planning and writing an IELTS discussion essay.

The key to identifying this type of question is the fact that you are required to discuss BOTH views. This is different to opinion questions where you must decide between two opposing views and make an argument to support your own opinion.

Opinion essays , also known as ‘agree or disagree’ essays, a generally worded in one of these ways:

What is your opinion? / Do you agree or disagree? / To what extent do you agree or disagree?

The other essay type that students mistake for discussion essays is advantages and disadvantages essays . With these, the statement will contain just one view and the question will typically be written as shown in this sample question.

School children are using computers in school more than ever.

Discuss the advantages and disadvantages of this and give your own opinion.

The consequence of incorrectly identifying the question type is that you will use the wrong structure for your essay. This is a major reason why people make the mistakes we’ll now look at.

3 Common Mistakes

These three errors are common in IELTS discussion essays.

• Not stating your opinion.
• Not giving arguments for both views.
• Not developing both sides of the argument equally.

The most common mistake that students make is not giving their opinion. The question will clearly state that you must choose one side of the argument to agree with. If you fail to do this, you will get a low score for task achievement.

It doesn’t matter which side of the argument you take or even, that you actually agree with it.

However, you must give equal attention to both sides. A common error is to provide a stronger argument for the view you favour. This leads to an unbalanced essay and a low score for task achievement. 

Essay Structure

Now let’s look at a simple structure you can use to write IELTS discussion essays. It’s not the only possible structure but it’s the one I recommend because it’s easy to learn and will enable you to quickly plan and write a high-level essay.

1)  Introduction

• Paraphrase the question
• State two supporting reasons
• Give your opinion

  2)  Main body paragraph 1

• Topic sentence – outline the view you don’t agree with
• Explanation – explain why this view is held by some people
• Example – give an example

 3 )  Main body paragraph 2

• Topic sentence – outline the view you do agree with

  4)  Conclusion

• Summarise the key points and state your opinion

This structure will give us a well-balanced essay with 4 paragraphs.

We now need some ideas to add into the structure and we’ll have everything we need for our essay.

How To Plan IELTS Discussion Essays

# 1  analyse the question.

This is an essential step in the planning process and will ensure that you answer the question fully. It’s quick and easy to do. You just need to identify 3 different types of words:

1. Topic words

2.  Other keywords

3.  Instruction words

We’ve already considered the instruction words (the actual question) so we’ll focus on the first two.

Topics words are the ones that identify the general subject of the question.

Some people think that zoos  are cruel and should be closed down. Others, however, believe that  zoos  can be useful in protecting wild animals.

So, this question is about ‘ zoos ’.

Many people do this first step of the process and then write about the topic in general. This is a serious mistake and leads to low marks for task achievement.

What we need to do now that we know the general topic, is to understand exactly what aspect of zoos we're being asked to write about.

The other keywords in the question tell you the specific topic you must write about. They define the opinions stated in the statement.

Some people think tha t zoos are cruel and should be closed down . Others, however, believe that zoos c an be useful in protecting wild animals .

By highlighting these words, it’s easy to see that you are being asked to write about the opposing views that zoos are cruel and should be closed down and that zoos can be useful in protecting wild animals. Your essay must only include ideas relevant to these ideas.

# 2  Decide on your opinion

As already mentioned, it doesn’t matter if you genuinely agree with the view you take in your essay or not. IELTS discussion essays are about your ability to write a well-structured essay in the English language and you will not be assessed on any opinion you might hold.

So, choose one view and make sure that your opinion is clear throughout the essay.

For this model essay, I’m going to agree with the statement that zoos are cruel and should be closed down.

# 3  Generate ideas

The next task is to generate some ideas to write about.

There are several different ways to think up ideas. I cover them fully on the  IELTS Essay Planning  page.

We’re going to use the ‘friends technique’. This is my preferred method as it allows you to take a step back from the stress of the exam situation and think more calmly.

Here’s how it works. Imagine you are chatting with a friend and they ask you the question in a casual conversation. What answers would you give them off the top of your head? Plan your essay around these ideas.

Doing this will help you to come up with simple answers in everyday language rather than straining your brain to think of amazing ideas using high level-language, which isn’t necessary.

You might want to try this yourself before reading on for my ideas.

Here are my ideas:

Cruel  – closed down:

• Cramped cages – animals distressed
• Unnatural environments
• Most animals not endangered
• Animals become a public spectacle for entertainment

Useful – protect wild animals:

• Research work to learn more about wild animals
• Breeding programmes for endangered species
• Some species saved from extinction
• Seeing wild animals close up inspires people to want to help protect them

I’ve got more ideas here than I need so I’m going to pick two to develop in the essay – one for each of the main body paragraphs.

Idea 1  –  Cramped cages & unnatural environments, animals distressed.

Idea 2  –  Breeding programmes for endangered species, some species saved from extinction.

We’re almost ready to start writing our IELTS discussion essay but first, we have one other small task to do.

# 4  Vocabulary

In an IELTS essay, it’s important to be able to say the same things in different ways, either by paraphrasing and/or using synonyms. During the planning stage, quickly jot down a few synonyms of key words you could use to save you having to stop and think of the right language while you’re writing.

For example:

zoos  – animals in captivity, collections of wild animals, menagerie, wildlife park

cruel  – to cause suffering, inhumane

protect  – safeguard, preserve

animals  – creatures, species

With that done, we can focus on the first paragraph of the essay – the introduction.

How To Write an Introduction

Good introductions to IELTS discussion essays have a simple 3 part structure:

1)  Paraphrase the question

2)  State two supporting reasons (outline statement)

3)  Give your opinion (thesis statement)

• Have 2-3 sentences
• Be 40-60 words long
• Take 5 minutes to write

Start your introduction by paraphrasing the question.

Question:   Some people think that zoos are cruel and should be closed down. Others, however, believe that zoos can be useful in protecting wild animals.

There are various phrases you can use to do this. Here are three examples. They all say the same thing using different language.

• Some people argue that… while others say that…
• It is considered by some…. while there are others who think….
• It is often argued that... whilst others disagree and think...

Choose one and add the details in the question statement in a paraphrased form. I recommend putting the view you don’t agree with first.

Paraphrased question:  

Some people argue that zoos help to preserve wild creatures, while others say that they are inhumane and should be abolished.

Note my use of synonyms. You don’t have to replace every key word but do so where possible whilst ensuring that your language sounds natural. There aren’t any suitable synonyms of ‘zoo’ that I can think of, so I've repeated this word from the statement.

2)  Thesis and outline statements

Now we need to add an  outline statement  where you outline the two main points that you’ll cover in the rest of the essay (ideas 1 and 2 above) and a  thesis statement  where you state your opinion.

Outline & thesis statements:

While the development of breeding programmes contributes to the preservation of endangered species, I believe that the poor conditions that many animals held in captivity are kept in make the existence of zoos unacceptable. 

So, let’s bring the three elements of our introduction together.

     Introduction

This introduction achieves three important functions:

• It shows the examiner that you understand the question.
• It acts as a guide to the examiner as to what your essay is about.
• It also helps to keep you focused and on track as you write.

The two ideas in your introduction will become your two main body paragraphs.

Main body paragraph 1  – Breeding programmes for endangered species, some species saved from extinction.

Main body paragraph 2  – Cramped cages & unnatural environments, animals distressed.

How To Write Main Body Paragraphs

Main body paragraphs in IELTS discussion essays should contain 3 things:

It is easier to begin by discussing the opinion you don’t agree with and then present the reasons for the opposing view that you support. So, we’ll start with idea 1.

Main Body Paragraph 1

The  topic sentence  summarises the main idea of the paragraph. That’s all it needs to do so it doesn’t have to be complicated.

It plays an important role in ensuring that your ideas flow logically from one to another. It does this by acting as a signpost for what is to come next, that is, what the paragraph will be about.

If you maintain a clear development of ideas throughout your essay, you will get high marks for task achievement and cohesion and coherence.

We’ll now take the idea for our first main body paragraph and create our topic sentence.

Topic sentence:  

On the one hand, there are many projects in existence in zoological parks around the world where species facing extinction have been successfully bred in captivity and their numbers increased substantially.

Next, we must write an  explanation sentence that expands on the idea. This explains to the examiner what we mean or why this is the case.

Explanation sentence: 

This is important for ensuring the survival of animals under threat from poaching and the destruction of their natural environments.

Finally, we add an  example  to support our main point. If you can’t think of a real example, it’s fine to make one up, as long as it’s believable. The examiner isn’t going to check your facts.

Example sentence:

A good example of this is the golden lion tamarin from Brazil which nearly died out because of logging and mining activities which are destroying its habitat. Today, a third of wild golden lion tamarins were raised in captivity.

That’s the 3 parts of our first main body paragraph complete. Here’s the finished paragraph.

We now follow the same process for our second main body paragraph.

Main Body Paragraph 2

Main idea 2  – Cramped cages & unnatural environments, animals distressed.

First, we write the  topic sentence  to summarise the main idea. I started main body paragraph 1 with the phrase ‘On the one hand...’, so main body paragraph 2 will naturally begin, ‘On the other hand... .

These are great cohesive devices to use when making a direct contrast between two opposing views and they link the ideas together well. They can be used in most IELTS discussion essays and will help to earn you a good score for cohesion and coherence.

Topic sentence:

On the other hand, a significant percentage of zoos house their animals in cramped cages with very little space to move around or behave naturally.

Now for the  explanation sentence  where we expand on this idea.

Explanation sentence:

This can lead to them becoming distressed and depressed as well as suffering physically through lack of exercise.

Finally, an  example  to support this point.

A friend of mine recently visited a wildlife park while on holiday abroad and was very upset to see the lions pacing up and down in a narrow, bare pen and eagles in enclosures so small that they were unable to fly.

That’s the 3 parts of our second main body paragraph complete. Here’s the finished paragraph.

Now we need a conclusion and our IELTS discussion essay is done.

How To Write a Conclusion

Conclusions to IELTS discussion essays should do two things:

• Summarise the main points
• State your opinion

This can generally be done in a single sentence.

If you're below the minimum 250 words after you’ve written your conclusion, you can add a prediction or recommendation statement.

Our essay currently has 231 words so we’re on target and don’t need this extra sentence but you can learn more about how to write a prediction or recommendation statement for IELTS discussion essays on the Task 2 Conclusions page.

The conclusion is the easiest sentence in the essay to write but one of the most important.

A good conclusion will:

• Neatly end the essay
• Link all your ideas together
• Sum up your argument or opinion
• Answer the question

If you achieve this, you’ll improve your score for both task achievement and cohesion and coherence which together make up 50% of the overall marks. Without a conclusion, you’ll score below band 6 for task achievement.

You can start almost any final paragraph of an IELTS discussion essay with the words:

• In conclusion

        or

• To conclude

Now all you need to do is briefly summarise the main ideas into one sentence.

Here’s a top tip . Go back and read the introduction to the essay because this is also a summary of the essay. It outlines what you are going to write about.

To create a great conclusion, you simply have to paraphrase the introduction. Let’s give it a go.

Introduction:

Here is the same information formed into a conclusion:

That’s it. We’ve completed our essay. Here it is with the 4 paragraphs put together.

Finished IELTS discussion essay.

Go through this lesson as many times as you need to in order to fully understand it and put in lots of practice writing IELTS discussion essays from past exam questions. Practice is the only way to improve your skills.

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More help with ielts discussion essays & other task 2 essays.

IELTS Writing Task 2  – T he format, the 5 question types, the 5 step essay writing strategy & sample questions. All the key information you need to know.

The 5 Types of Task 2 Essay   – How to recognise the 5 different types of Task 2 essays. 15 sample questions to study and a simple planning structure for each essay type.

Understanding Task 2 Questions  – How to quickly and easily analyse and understand IELTS Writing Task 2 questions.

How To Plan a Task 2 Essay  – Discover why essay planning is essential & learn a simple 4 step strategy, the 4 part essay structure & 4 methods of generating ideas.

How To Write a Task 2 Introduction  – Find out why a good introduction is essential. Learn how to write one using a simple 3 part strategy & discover 4 common mistakes to avoid.

How To Write Task 2 Main Body Paragraphs  – Learn the simple 3 part structure for writing great main body paragraphs and also, 3 common mistakes to avoid. 

How To Write Task 2 Conclusions  – Learn the easy way to write the perfect conclusion for a Task 2 essay. Also discover 4 common mistakes to avoid.

Task 2 Marking Criteria  – Find out how to meet the marking criteria in Task 2. See examples of good and poor answers & learn some common mistakes to avoid.

The 5 Task 2 Essay Types:

Step-by-step instructions on how to plan & write high-level essays. Model answers & common mistakes to avoid.

   Opinion Essays

   Discussion Essays

  Problem Solution Essays

  Advantages & Disadvantages Essays

  Double Question Essays

Other Related Pages

IELTS Writing Test  – Understand the format & marking criteria, know what skills are assessed & learn the difference between the Academic & General writing tests.

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• Essay Task 2

IELTS Writing Task 2: Discussion Essays- Benchmark IELTS

• Essay Types
• Double Question
• Advantage Disadvantage
• Problem Solution
• Essay Length

Discussion essays are a common type of IELTS writing task 2 essay question where you are given two sides of an argument to discuss and give your opinion. This guide is full of writing tips, useful language and a sample essay to help you produce a high-level IELTS writing task 2 discussion essay. Read on to learn more!

Table of Contents

1.1 understanding the question, 1.2 example discussion essay questions, 2.1 essay structure 1.

• 2.2 Essay structure 2
• 3.1 Identify key words and phrases

3.2 Organise your ideas

3.3 identify vocabulary, 4.1 introduction, 4.2 main body paragraphs, 4.3 conclusion.

• 5.1 Complete the sample Discussion essay

5.2 Discussion Sample Essay

1. discussion essay overview.

As with all IELTS writing task 2 essay  questions, you will have  40 minutes to produce a formal essay ( at least 250 words in length).

With a discussion essay, you will be presented with two sides of an argument and then asked to give your opinion .

Remember, there are five main types of writing task 2 questions:

• Advantage/disadvantage
• Double question
• Problem/solution

A discussion question should be easy to identify: You will first be given an IELTS statement and then a question that will usually be worded something like:

• Discuss both sides and give your opinion
• Discuss both sides

With this type of essay question, you can choose to either take a thesis-led approach where you give your opinion in the i ntroduction and conclusion , or an evidence-led approach where you give your opinion in the conclusion .

We will show you both structures later in this guide and a sample essay that takes an evidence-led approach.

Here are some example discussion essay questions. Pay attention to the question words so you quickly identify a discussion essay question:

Some people say that governments are responsible for dealing with environmental issues. Other people believe that it is the individual’s responsibility to take action to protect the environment.

Discuss both views and give your opinion.

Some people think that environmental problems should be solved on a global scale while others believe it is better to deal with them nationally.

There seems to be an increasing number of serious crimes committed each year. While some think the best way is to use the death penalty as a deterrent, many people believe that other measures will be needed.

Discuss both sides.

Some people feel that it is better to live in a city while others believe that life is better in the countryside.

Also, read the following IELTS Essay Writing Guides

• Double Question IELTS Essay Topics
• Opinion-based Task 2 IELTS Guide
• IELTS Advantage Disadvantage Essay Type
• Problem Solution IELTS Writing Task Statement

Many people think governments should fund art, while others believe that artists should be responsible for funding their work.

Discuss both views.

2. Essay Structure for Opinion Essays

2.1 Essay structure 2

Evidence-led

Note that we have suggested giving two topic sentences per body paragraph . However, it is perfectly fine to spend more time writing one topic sentence and developing that idea fully .

The best way to see what structure works best is to complete an essay under timed conditions.

3. Planning your Discussion Essay

Planning your essay should only take 5 minutes but could make a real difference to your overall score.

We’ve put together some useful tips to plan a discussion essay.

3.1 Identify keywords and phrases

You should always make sure you understand exactly what topic you have been asked to write about by locating the topic words in the IELTS statement.

Take a look at the statement for our model answer. We’ve underlined the topic words for you:

Some people think that environmental problems should be solved on a global scale while others believe it is better to deal with them nationally .

The topic of this essay is environmental problems . We have also put some other keywords in bold that give more information about the topic, in this case, the question is not just about environmental problems but about dealing with these problems on a global scale or nationally .

If you want to score well in Coherence and Cohesion, then you need to create a logical and well organised essay. You could organise your ideas using notes, bullet points, columns, or whatever method you like. For a discussion essay, you could consider arranging your ideas by argument and supporting examples:

Argument 1:

• Environmental issues should be addressed at global level/ richer nations = financial ability
• International cooperation is necessary worldwide
• World leaders can make laws to promote the use of renewable energy and reduce the use of finite resources
• Resources to develop and invest in green technology / drastically reduce greenhouse gas emissions
• Different nations need to reduce carbon emissions

Argument 2:

• National laws that impose rules
• Regional and community action is more effective than global efforts
• Recycling quotas and waste reduction
• Communities can coordinate direct action
• Litter picking campaigns

Although it is not essential, it is a great idea to note down any unusual or useful vocabulary during the planning process to increase your score in Lexical resource .

Here are some ideas we came up with for our sample essay linked to the topic of environmental problems :

• Finite resources
• Greenhouse emissions
• Enact meaningful change
• Recycling quotas
• Green technology

4. Writing your Discussion Essay

The first thing you need to do is rewrite the given IELTS statement in your own words. This is called paraphrasing and it is a key skill needed for the writing section of the IELTS exam.

Look at the example of our paraphrase statement, can you see what’s changed?

Notice that we have taken an evidence-led approach where we do not give our opinion in the introduction and instead put this in the conclusion.

We suggest also adding an outline sentence to briefly explain what our easy will do:

This essay will examine both points of view .

For both of your main body paragraphs, you will need language to introduce the two discussion points given in the statement.

Each body paragraph should focus on one side of the argument .

Here’s a reminder of our recommended essay structure for the body paragraphs (remember, you do not have to write about two points in each paragraph, you can stick to one ):

Impersonal Passive: The impersonal passive is useful for this type of essay when introducing ideas. Here are some example sentence starters:

• People often say that…
• A common argument is that…
• People often claim that…
• Some people say that…
• People generally think that…
• People often put forward the argument that…

Here is another example taken from our sample essay:

It is often argued that these environmental issues should be tackled globally.

Relative clauses: Relative clauses are an efficient way of providing more information about the main idea of your sentence as well as a way of increasing your Grammatical range and accuracy .

Here is a reminder of the relative pronouns needed to form a relative clause:

And here are some example relative clauses linked to the topic of our sample essay:

• On the other hand, there are many people who believe that environmental change is only possible at a more local level and that only individual nations can make the biggest difference.
• It is believed that there should be national laws that impose rules such as recycling quotas and waste reduction.

Your conclusion is an essential part of your writing tasks 2 essay and you will find it difficult to score over a band score 6.0 in Task achievement if you do not include one .

There are two main things you need to do for a successful conclusion:

• Restate both sides of the argument (using different words than you did in your introduction)
• Give your opinion/ restate your opinion on which side of the argument you think is the most important (this will depend on whether you have taken a thesis-led or evidence-led approach)

Take a look at our conclusion for the sample answer and identify the opinion:

In conclusion, although it is clear that environmental issues need to be addressed at a global level, it is my view that national efforts can make the biggest difference.  Communities can work together to implement policies quickly and effectively and enact meaningful environmental change.

5. Example Discussion Essay and Exercise

Here is the discussion essay that we have been using in this guide.

We have removed some keywords so you can test your knowledge on discussion essays by selecting the correct missing word.

5.1 Complete the Sample Discussion Essay

There is no doubt that the modern world is facing many serious environmental problems, such as climate change, an increase in natural disasters and air pollution. It is often argued that these environmental issues should be tackled globally. However, there are also those that argue that these problems can only be dealt with at a regional level. This essay will examine both points of view.

One reason that people believe environmental issues should be addressed at a global level is that richer, more developed nations have the financial ability and power to do so. World leaders can make laws to promote the use of renewable energy and reduce the use of finite resources. Furthermore, they also have the resources to develop and invest in green technology that could drastically reduce greenhouse gas emissions. Another argument that can be put forward is that, to make major environmental changes, international cooperation is necessary worldwide. For instance, different nations need to work in unison to agree on their reduction in carbon emissions.

On the other hand, there are many people who believe that environmental change is only possible at a more local level and that only individual nations can make the biggest difference. It is believed that there should be national laws that impose rules such as recycling quotas and waste reduction. Additionally, it is argued that regional and community action is more effective than global efforts. For example, communities can coordinate direct action such as litter picking campaigns.

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How To Write A Discussion Essay

One of the first things you should do is read the marking criteria  to see what the examiners expect. This is really important, as you need to know what they are looking for in the band 7+ boxes. 

If you would like to purchase a 34  page PDF download that is easy to read and print out please take a look at the bookshop >

WRITING TASK 2 Discuss Both Views and Give Your Opinion Essay STRUCTURE

TIP >>  It is very important that spend a full 40 minutes on this task as the score you get for writing task 2 is two-thirds of your total writing score. You also need to write a minimum of 250 words and use your own ideas. 

IT IS A 5-PARAGRAPH STRUCTURE >>

This is the introduction to the essay and where you should start off by paraphrasing the question. 

This means that you rewrite the question in your own words using synonyms. You can’t just copy the question again or use the same words in the question. Paraphrase and show off your vocabulary knowledge by using synonyms. When practising your essay writing, use an online thesaurus  to help you. This is a great tool and can help you to learn many new words.

The last sentence in the introduction should outline for the examiner exactly what you will discuss in the main body paragraphs. For example, ‘ this essay will discuss both views and state my own position’.

There are three sentences you need in the introduction >>

The example you give could be something from your own experience or made up – it is ok to make up something as the examiners will not fact check your information. They want to see your ability to use English at a certain level. You could make up an example from a report, journal, newspaper or University study to support your view. 

EXPRESSING YOUR OPINION >>

Sequencing ideas >>, sample discuss both points of view and give your own opinion essay >>.

Thirdly, in my opinion, I believe that the internet can bring people closer together, as it can make both socialising and work much easier for those who travel. Communities can speak freely at any time, in groups, asking for help or advice, though it is up to the individuals to acknowledge how much time they are spending online and whether this is a cause for concern. Isolation cannot be blamed on the internet, as it is just a tool to use, the individual must be in charge of their own time. For example, a person who works from home online for many hours in the day should make sure they have adequate breaks and make time for socialising, as to not feel isolated or removed from their own community.   

WRITING TASK 2 BAND SCORE 9 CRITERIA >>

Related posts, society: ielts discussion essay model answer., some people think that parents should teach children how to be good members of society. | ielts writing task 2, leave a comment cancel reply.

IELTS discussion essay: model answer and analysis

Updated : February 2024

Below is an IELTS question for writing task 2 and my model answer. It is on the topic of Education. After analysing the question, I can see that it’s about whether homework is a good idea or not in helping kids in their educational development . It asks me to discuss both views and also asks for my opinion .

In this case, you must state your opinion in the introduction, the body and conclusion.

In this essay I will need to do 3 things:

• Write about why some people think school children should not be given homework by their teachers.
• Write about why other people think homework plays an important role in the education of children.
• Give my opinion on the issue and explain.

Task Question

Some people believe that school children should not be given homework by their teachers, whereas others argue that homework plays an important role in the education of children. Discuss both views and give your own opinion.

Model Answer

Some people think it is not a good idea for teachers to assign home study tasks to school children, while others say it is an essential part of learning. I believe pupils need homework to achieve better exam results as it gives them a chance of entering higher education.

On the one hand, some believe that homework is of no benefit and becomes a burden to school children. This is because pupils spend their whole day studying, taking part in after school clubs and feel exhausted after returning home. For instance, in Japan, the majority of minors are under pressure to complete vast amounts of homework along with extracurricular activities. If they fail to finish their assignments they may not do well in exams, meaning they would be unable to get into a good high school. I think home assignments are beneficial but children should not be put under this kind of pressure.

On the other hand, it is widely believed that homework plays a vital role in the development of knowledge for students and I agree with this. In other words, home study tasks help pupils understand school subjects better which allows them to attain higher grades. For example, according to extensive research, children aged between 10 and 16 who are given a large amount of mathematics homework do far better in tests than those who are not given any home assignments. I believe that home study tasks improve a child’s chances of entering tertiary education which leads to a rewarding career.

To conclude, although views differ concerning children being assigned homework, I would argue that home assignments are necessary to help pupils get high grades, enabling them to secure a place at university and improve their career chances.

Click this blue button to see an analysis of the model answer.

Word count is 290 words. I advise keeping it under 300 words as you may not have the time to write a long essay in the exam and it is not necessary to write a very long essay.

The structure is:

• Introduction: Paraphrased task question with a thesis statement (opinion)
• Main body 1:  Discussed first view, explained and gave an example with my opinion.
• Main body 2:  Discussed second view, agreed,  explained and gave an example.
• Conclusion:  Referred to the differing views, opinion rephrased

Make sure to check the task question again before writing your essay. you could lose a band score if it goes off-topic.

Planning time is crucial here, allow 10 minutes to plan an essay and make sure you have some good supporting points to back up your topic sentences.

With a discussion essay, you have to state others views and give supporting sentences with detail and specific examples. Discussion essays often ask your opinion. Click here to see this lesson  about stating an opinion.

When we state others views, especially in IELTS Discussion essays, there is specific language that should be used. For more detail on this, click here to see this lesson.

There is a lot of confusion about whether to use personal pronouns in IELTS essays (I, me, my, our, etc..) but if the question asks to ‘what extent do you agree?’  or ‘give your own opinion’ then you need to write personal pronouns… click here to see a lesson on this .

Note on paraphrasing: I have paraphrased the word ‘ homework’ in this essay with the phrases ‘ home study tasks ‘ and ‘ home assignments’ . Sometimes there is no way to avoid repetition but if you have a good understanding of synonyms and referencing you can avoid too much repetition. There are often words that are hard to paraphrase such as ‘people’ or ‘children’.

Not every word from the task question needs paraphrasing and you can repeat words as long as you can demonstrate a wide range of vocabulary. Be very careful not to over paraphrase.

Any Comments? leave them below

3 thoughts on “IELTS discussion essay: model answer and analysis”

Thanks to analysing for this essay,as it helps me very well as I want

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IELTS Task 2 Question Types: Discussion Essay (Discuss both Sides/Views)

by Dave | Understanding Task 2 Writing | 0 Comment

Here I have collected actual IELTS discussion essays (discuss both sides/views) from the last several years – enjoy learning about this common task type!

Enjoy and consider signing up for my Patreon Ebooks here .

IELTS Task 2 Question Types: Discussion Essay (Discuss both Sides)

Some people think that competition at work, at school and in daily life is a good thing. Others believe that we should try to cooperate more, rather than competing against each other.

Discuss both these views and give your own opinion.

Read my essay here.

Reported on IELTS Cambridge 19

Innovation is often driven by the pursuit of profit and economic growth. However, some argue that it should prioritize addressing social and environmental issues.

Discuss both sides and give your own opinion.

Read my essay here on Patreon.

Some people believe that in a city, the best way to travel is by car, while other people argue that bicycles are a better way of travelling in a city.

Discuss both views and give your opinion.

Read my sample here.

Some people think the manufacturers and shopping malls should sell fewer packaged products while others argue that people have the responsibility to buy products with less packaging.

Discuss both views and give your own opinion.

Some people believe that professional athletes serve as positive role models for young people, while others argue that their behavior both on and off the field can have a negative influence.

Discuss both sides and give your opinion.

Some people believe that reading is always a good habit. Others feel it depends on which books a person is reading.

Get the full EBook here on Patreon.

The increasing availability of low-cost airlines now lets people travel around the world. Some feel this is a positive development while others think it is negative overall.

In some countries, companies allow people to work from home. In others, people are still expected to work in an office.

Read my EBook on Patreon.

In recent years, there has been a significant increase in the number of oil drilling operations in remote locations around the world. This has brought economic benefits to some countries, though it has also raised concerns about the environmental impact of these operations.

Many university students want to learn about different subjects in addition to their main subjects. Others feel it is more important to give all their time and attention to studying for their qualification.

Many think that religion should be taught in schools while others think it should be avoided.

My full EBook is available on Patreon.

Some believe that students should begin learning a language very early in school while others think these subjects should be taught later.

Some feel that individuals should have the right to strike in all jobs while others feel there are exceptions.

Get the full EBook on Patreon.com/howtodoielts

Some people prefer to spend their lives doing the same things and avoiding change. Others, however, think that change is always a good thing.

Many believe that the goal of one’s career should be to pursue a passion while others feel it is merely a way to earn a livelihood.

Read my EBook here on Patreon.

Some people feel that cities should allow for spaces for graffiti while others feel it should be banned.

Some think newspapers are the best method for reading the news while others think other media is better .

Discuss both sides and give your own opinion .

As the number of cars increases, more money has to be spent on road systems. Some people think the government should pay for this. Others, however, think that drivers should cover the costs.

Some people believe that children of all ages should have extra responsibilities (for example, helping at home or at work). Others believe that, outside of school, children should be free to enjoy their lives. 

Some people believe more actions can be taken to prevent crime, while others think that little can be done.

Some argue that patriotism is the primary cause of wars globally. Others feel that it serves to prevent less ethical politicians from running a country and starting wars.

Some feel that punishment should focus more on rehabilitation instead of long prison terms. Others feel prison terms are important for social stability.

Read my essay on Patreon.

Some feel that individuals should try to assimilate completely to the country where they live while others feel it is more important to preserve their native culture.

Read my essay on Patreon as an EBook.

Some believe that traffic problems in cities can best be resolved by investing in urban infrastructure while others feel there are superior solutions.

Some people believe that car-free days are effective ways to reduce air pollution. However, others argue that there are other ways that are more effective.

Many governments think that economic progress is their most important goal. Some people, however, think that other types of progress are equally important for a country.

Some people believe that increasing tax on various industries will reduce pollution whereas others believe that there are better alternative ways.

Discuss both the view and give your opinion.

Some believe that money for education should mainly be spent on better computers while others believe it would be better spent on teachers.

In an era of globalization, some people think that studying abroad is the best way to attain a well-paid job while others believe other options are better.

Some people believe that professionals, such as doctors and engineers, should be required to work in the country where they did their training. Others believe they should be free to work in another country if they wish.

Discuss views and give your own opinion.

Some people feel that equality between the genders has already been achieved while others feel there is considerable progress to be made.

Some people believe that the experiences children have before they go to school will have the greatest effect on their future life. Others argue that experiences gained when they are teenagers have a bigger influence.

Discuss both views and give your own opinions.

Some feel that cities shold be designed to be beautiful while others feel their functionality is more important.

Read my essay here as an Ebook on Patreon.

In some places, old age is valued, while in other cultures youth is considered more important.

Some people think that the government should strictly control the supply of fresh water, as it is a limited resource, while others it should not be regulated.

Read my essay.

Some people think it is better to have many short holidays during the year. Others believe it would be beneficial to have fewer, longer vacations.

Get my Ebook on Patreon here.

In some countries, there has been an increase in the number of advertisements which try to persuade children to buy snacks, toys, and other goods. Parents often claim that these ads are unfair.

Some people say that individuals should change jobs during their working life often while others believe that doing the same job has advantages to individuals, companies, and society.

Some think that politicians should always be honest while others feel that there are times when they must lie. Discuss both sides and give your own opinion.

Many people argue that in order to improve educational quality, high school students should encouraged to question and offer criticisms on their teachers. Others think this will lead to a loss of respect and discipline in the classroom.

Some people prefer to spend their lives doing the same things and avoiding change. Others, however, think that change is always good .

Computers are becoming increasingly pervasive in modern life. Some view this is as a positive while others feel it is negative overall.

Read my sample answer here.

Some people think that children should begin their formal education at a very early age. Others think they should begin after 7 years of age.

Some people are happy to stay in the same area for their whole life, while others prefer living in many different places.

Many believe that it is important to protect all wild animals, while others think that it is important to protect some, not all of them.

Some people think that schools should not test and grade students. Others think that grades are important.

Some people think that newspapers are the best way to learn about current events. However, others believe that they can learn news better through other media.

Some people think that governments should give financial support to creative artists such as painters and musicians. Others believe that artists should be funded by alternative sources.

There is little difference in the shops now operating in various nations. Some people think this is positive development,while other believe it is negative.

Some people focus on news in their own country, while others think it is more important to be aware of international news.

Some say that children should be taught at school to recycling and avoid waste. Others say they should learn this at home.

Discuss both views and give your opinion .

Some people say that individuals who make a lot of money are the most successful. Others think that those who contribute to society like scientists and teachers are more successful.

Employers sometimes ask people applying for jobs for personal information, such as their hobbies and interests, and whether they are married or single. Some people say that this information may be relevant and useful. Others disagree.

Movies and computer games containing violence are popular. Some people say they have a negative effect on society and should be censored. Others say they are just harmless relaxation.

Some people think personal happiness is directly related to economic success, while others believe this depends on other factors.

Many people believe that it is easier to have a healthy lifestyle in the countryside. Other believe that there are health benefits to living in cities.

Some people think that students in high or secondary school can choose courses freely, others think that courses such as mathematics must be compulsory.

Some people think children should have the freedom to make mistakes, while other people believe that adults should prevent children from making mistakes.

Some people believe that children should do sports so that they will grow up as healthy adults, but others feel sports are just about enjoying yourself.

Discuss these both views and give your own opinion.

Some people think that individuals today are more dependent on each other. Others believe people have become more independent.

Some people think that children can learn about history by visiting museums, while others feel that there are better ways to learn about history.

Some feel that schools should be mixed with both girls and boys attending while others feel the genders ought to be separated.

Some believe that people should make efforts to fight climate change while others think it is better to learn to live with it.

In many countries, crimes rates amongst younger people has been rising.

Discuss the causes and solutions for this problem.

Some people think that sports play an important role in society. Others think they are nothing more than a leisure activity.

Read my answer here.

Some people think the newly built houses should be the same as the old housing styles in local areas. Others argue that local authorities should allow people to build houses in their own style.

Some feel governments should invest in preserving minority languages, while others feel this is not a good use of resources.

Museums and art galleries should show local history and culture instead of work from different countries.

Discuss both views and give opinion.

Some people think young people should follow the traditions of their society. Others think that they should be free to behave as individuals.

Some people think that famous people can help international aid organizations to draw attention to important problems. Others believe that the celebrities can make the problems seem less important.

Some believe that the Olympic games help bring people from different nations together, while others claim that holding the Olympics wastes money which could be used for important issues.

Some people believe the purpose of education should be helping the individual to become useful for society, while others believe it should help individuals to achieve their ambitions.

Some people think students should study the science of food and how to prepare it. Others think students should spend time on important subjects.

Discuss both views and give your own opinion .

Some people think parents are responsible for transporting their children to school. Others think it is the government’s responsibility.

Some feel that the effects of advertising are positive for individuals and businesses, while others think they are negative.

Some think that climate change reforms will negatively affect business. Others feel they are an opportunity for businesses.

Some people say young people should be completely free to choose their future job but others think young people must be more realistic in their choice.

Some people say that the bicycles are a good, modern means of transportation. Other say riding a bicycle has clear disadvantages.

Discuss both view points and give your own opinion.

Some think scientists should be allowed to send messages into space to communicate with other life forms while others believe this is too dangerous.

Some feel executives in large companies should receive high salaries while others think they are paid too much compared to ordinary workers.

Some believe that advances in technology are increasing the gap between rich and poor while others think the opposite is hapenning.

Some people think that cities are the best places to live. Others prefer to live in rural areas.

Some people say that supermarkets and manufacturers have a responsibility to reduce the amount of packaging on products they sell. Others believe that it is the consumer’s responsibility to avoid buying products which have a lot of packaging.

Discuss both views and give your opinions.

Many companies sponsor sports as a way of advertising themselves. Some people think this is good for the world of sport, while others think it is a negative.

Some people believe that there should be a fixed punishment for each type of crime. Others, however, argue that the circumstances of an individual crime, and the motivation for committing it, should always be taken into account when deciding on the punishment.

Discuss both views and give your own opinion. 

Some people believe that children that commit crimes should be punished. Others think the parents should be punished instead.

Some believe that it is beneficial to show foreign films while others feel this can have a negative impact on local culture.

Some scientists believe that in the future computers will be more intelligent than human beings. While some see this as a positive development others worry about the negative consequences.

Some people say that advertising is extremely successful at persuading us to buy things. Other people think that advertising is so common that we no longer pay attention to it.

Some people think that resources should be spent on protecting wild animals, while others think those would be better used for the human population.

Giving children and adolescents pocket money is common throughout the world.

Discuss the advantages and disadvantages of this practice and give your own opinion.

Some think schools should rewards students who have the best academic results, while others think it’s more important to reward students who achieve other types of success (such as sports, music, and good behaviour).

Some educational systems make students study specialised subjects from the age of fifteen while others require students to study a wide range.

Some people argue children should stay in school until the age of 18 while others think that 14 years is long enough.

Many people think that zoos are cruel. Others think they are helpful in protecting rare animals.

Some people like to spend their leisure time after work with co-workers while others prefer to keep their private life separate from their work life.

Some people believe that one-on-one lessons are better for learning while others think that group lessons are superior.

Some think that quality art can be made by anyone while others think that it requires special talent and ability.

In many countries, teenagers are encouraged to find part-time jobs. Some think this is a good development while others disagree.

Some believe that history has little to teach us about today while others think that the study of the past helps us to understand the present.

Many people believe that music is just a form of entertainment, whilst others believe that music has a much larger impact on society today.

Some believe that the best way to stay fit is to join a gym or health club while others think doing everyday activities such as walking and climbing stairs is enough.

Some people argue that job satisfaction is more important than job security, while others believe that they cannot always expect job satisfaction and a permanent job is more important.

Some think that governments should support retired people financially while others believe they should take care of themselves.

Some believe that people are naturally born as leaders while others feel that leadership skills can develop.

Many people feel that students should learn from online materials while others feel that it is better to use printed materials.

Some people think that children should begin their formal education at a very early age. Some think they should begin at least 7 years old.

Discuss both views give opinions.

Many think that in today’s world it is very difficult for people to maintain a healthy lifestyle. Others, however, feel that it is easy for people to be healthy and fit if they want to be.

Some people think that paying taxes is their only responsibility towards society while others feel that everyone should do more.

Most agree that we should be training children to recycle waste to preserve the Earth’s natural resources. However, some believe that it is parents who should teach their children to recycle waste while others feels schools are more responsible.

Some people believe that education is the key to tackling hunger worldwide while others feel that the answer is in food aid.

Some people say that it is acceptable to test medicine intended for people on animals. Others, however, believe that it is not right to use animals in this research.

Many feel that going to the gym is the best way to stay fit. Others think there are more effective methods.

Some people believe that allowing children to make their own choices on everyday matters (such as food, clothes and entertainment) is likely to result in a society of individuals who only think about their own wishes. Other people believe that it is important for children to make decisions about matters that affect them.

Many parents encourage young people to leave home when they become older, while others think they should stay at home with the family.

Many people believe that every individual is responsible for his/her own healthy lifestyle. Others believe that governments should take care of it.

In a number of countries, some people think it is necessary to spend large sums of money on constructing new railway lines for very fast trains between cities. Others believe the money should be spent on improving existing public transport.

Some people say that the main environmental problem of our time is the loss of particular species of plants and animals. Others say that there are more important environmental problems.

Some people believe that it is best to accept a bad situation, such as an unsatisfactory job or shortage of money. others argue that it is better to try and improve such situations., some people believe that it is good to share as much information as possible in scientific research, business, and the academic world. others believe that some information is too important or too valuable to be shared freely..

Some people think that governments should invest mainly in making public transportation faster while other think there are more important priorities (cost, the environment).

Some people think that newspapers are the best way to learn news. However, others believe that they can learn news better through other media.

Some people say history is one the most important school subjects. Other people think that, in today’s world, subjects like science and technology are more important than history.

Some people think that it is a waste of money for countries to host big sporting events like the world cup, and that the money would be better spent on other things. However, others think that hosting large sporting events has a clear, positive impact on a country.

Discuss both these views and give your opinion., some are of the opinion that people are naturally born as good leaders while others feel that leadership skills can be learned., recommended for you.

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Writing Task 2 Discuss Both Views Lesson

How to write a Task 2 discussion essay: 

• Introduction: paraphrase the question, state both points of view, make a thesis statement and outline your sentence. 
• Main body paragraph 1: state the first viewpoint, discuss it, state whether you agree or disagree and give an example to support your view.
• Main body paragraph 2: state the second viewpoint, discuss it, state whether you agree or disagree and give an example to support your view.
• Conclusion: summarise and state which viewpoint is better or more important.
• Remember that each Task 2 essay requires a different structure. It is important to learn each structure and practise your writing at home.

Introduction

This lesson will help you answer IELTS Writing Task 2 discussion (or discuss both views and give your opinion) questions.

These particular questions require a different approach to opinion essays because you have to discuss both sides rather than argue in favour of one side.

This post will look at:

• Identifying the question

Example Questions

• Sample Answer

Task Achievement

Coherence and Cohesion

Lexical Resource

Many students fail to do well in these questions because they do not do what the question asks them to do and do not use an appropriate structure . This post will help you overcome these problems and give you a sample answer.

We will also look at ‘lexical resource’ and ‘coherence and cohesion’; two of the IELTS examiners’ marking criteria when marking your essays. Understanding the marking scheme will help you get inside an IELTS examiner’s head and give them exactly what they want.

Identifying the Question

Look at the three questions below and choose the one you think is a discussion question.

• Computers are being used more and more in education and so there will soon be no role for the teacher in education.

To what extent do you agree or disagree?

• Computers are being used more and more in education.

Discuss the advantages and disadvantages and give your own opinion.

• Computers are being used more and more in education. Some people say that this is a positive trend, while others argue that it is leading to negative consequences.

Discuss both sides of this argument and then give your own opinion.

The first question is an opinion question, and we can tell this from the instructions ‘To what extent do you agree or disagree?’.

The second question is obviously an advantages and disadvantages question.

The third question is the discussion question. We can tell this from the typical instructions in the question, ‘Discuss both sides of the argument and then give your opinion’.

You may also be asked to ‘Discuss both views and give your opinion’ or ‘Discuss both sides of the argument and give your opinion’.

Each of these questions is asking us to do different things, and we, therefore, need a different structure for each question .

Here are a few other typical discussion questions:

• A growing number of people feel that animals should not be exploited by people and that they should have the same rights as humans, while others argue that humans must employ animals to satisfy their various needs, including uses for food and research.

Discuss both views and give your opinion.

• Bloodsports have become a hot topic for debate in recent years. As society develops it is increasingly seen as an uncivilized activity and cruel to the helpless animals that are killed. All blood sports should be banned.

Discuss the main arguments for this statement and give your own opinion.

• Some people think that the best way to reduce crime is to give longer prison sentences. Others, however, believe there are better alternative ways of reducing crime.

As you can see, they typically state two opinions and then ask you to discuss both and give your opinion. Make sure you do these things in the essay. If you only discuss both views and fail to give your opinion you will lose marks.

For discussion questions, I suggest you use the following four-paragraph structure.

Introduction 

1- Paraphrase Question

2- State Both Points of View

2- Thesis Statement

3- Outline Sentence

Main Body Paragraph 1

1- State first viewpoint

2- Discuss first viewpoint

3- Reason why you agree or disagree with viewpoint

4- Example to support your view

Main Body Paragraph 2

1- State second viewpoint

2- Discuss second viewpoint

Conclusion  

Sentence 1- Summary

Sentence 2- State which one is better or more important

Practice  

Here is a sample answer, but I have mixed up the sentences. Can you match the sentences below to the structure above?

This exercise will help you understand the structure.

• In conclusion, while the benefits of technology, particularly the internet, allow students to tap into limitless sources of information, some still feel that people should be wary of this new phenomenon and not allow it to curb face-to-face interaction.
• There is an ever-increasing use of technology, such as tablets and laptops, in the classroom.
• The internet has provided students with access to more information than ever before.
• Moreover, learners can research and learn about any subject at the touch of a button. It is therefore agreed that technology is a very worthwhile tool for education.
• However, many disagree and feel that technology deprives people of real human interaction.
• Human interaction teaches people valuable skills such as discourse, debate and empathy.
• Despite this, human interaction is still possible through the internet, and this essay disagrees that technology should be dismissed for this reason.
• This essay agrees that an increase in technology is beneficial to students and teachers. This essay will discuss both points of view.
• For instance, Skype and Facebook allow people to interact in ways that were never before possible.
• Wikipedia is a prime example, where students can type in any keyword and gain access to in-depth knowledge quickly and easily.
• However, as long as we carefully consider the importance of human interaction in education, the educational benefits are clearly positive.
• It is often argued that this is a positive development, whilst others disagree and think it will lead to adverse ramifications.

Example Answer

Computers are being used more and more in education. Some people say this is a positive trend, while others argue that it leads to negative consequences.

There is an ever-increasing use of technology, such as tablets and laptops, in the classroom. It is often argued that this is a positive development, whilst others disagree and think it will lead to adverse ramifications. This essay agrees that an increase in technology is beneficial to students and teachers.

The internet has provided students with access to more information than ever before. Moreover, learners can research and learn about any subject at the touch of a button. It is therefore agreed that technology is a very worthwhile tool for education. Wikipedia is a prime example, where students can type in any keyword and gain access to in-depth knowledge quickly and easily.

However, many disagree and feel that technology deprives people of real human interaction. Human interaction teaches people valuable skills such as discourse, debate and empathy. Despite this, human interaction is still possible through the internet, and this essay disagrees that technology should be dismissed for this reason. For instance, Skype and Facebook allow people to interact in ways that were never before possible.

In conclusion, while the benefits of technology, particularly the internet, allow students to tap into limitless sources of information, some still feel that people should be wary of this new phenomenon and not allow it to curb face-to-face interaction. However, as long as we carefully consider the importance of human interaction in education, the educational benefits are clearly positive.

This is one of the four areas you will be assessed on in the IELTS writing test.

Task achievement refers to your ability to address all parts of the question and present a fully developed answer. By following the structure above, we have fully discussed both sides of the argument and given our opinion. This is exactly what the question asked us to do, no more, no less.

Discourse markers (words like ‘however’, ‘despite this’ and ‘In conclusion’) are also referred to as ‘linking words’ and ‘linking phrases’, or ‘sentence connectors’. They are quite formal and are used more in academic writing than informal speech.

You gain marks for using these under the ‘coherence and cohesion’ section of the marking scheme. These words ‘stick’ the other words together and lend continuity to sentences and paragraphs.

If you do not include discourse markers in your IELTS writing, your answer will appear illogical and more difficult to understand.

However, this does not mean that you should try to insert as many of these words into your writing as possible. This is a common mistake in IELTS writing.  Using too many of them, or using them inappropriately, can make your writing sound too heavy and unnatural. They are important but must only be used at the appropriate time.

Try to identify any discourse markers in the essay above . Don’t look at the essay below yet. How many can you find?

Student Sample Answer with Discourse Markers

Here is the sample answer again with the discourse markers in bold .

There is an ever-increasing use of technology, such as tablets and laptops, in the classroom. It is often argued that this is a positive development, whilst others disagree and think it will lead to adverse ramifications. This essay agrees that an increase in technology is beneficial to students and teachers.

The internet has provided students with access to more information than ever before. Moreover , learners can research and learn about any subject at the touch of a button. It is therefore agreed that technology is a very worthwhile tool for education. Wikipedia is a prime example , where students can type in any keyword and gain access to in-depth knowledge quickly and easily.

However , many disagree and feel that technology deprives people of real human interaction. Human interaction teaches people valuable skills such as discourse, debate and empathy.  Despite this , human interaction is still possible through the internet, and this essay disagrees that technology should be dismissed for this reason. For instance , Skype and Facebook allow people to interact in ways that were never before possible.

In conclusion , while the benefits of technology, particularly the internet, allow students to tap into limitless sources of information, some still feel that people should be wary of this new phenomenon and not allow it to curb face-to-face interaction. However , as long as we carefully consider the importance of human interaction in education, the educational benefits are clearly positive.

This is also one of the four criteria you will be marked on, and it refers to your ability to use a wide range of accurate vocabulary.

A common mistake is to repeat the same words over and over again. You will lose marks if you do this. A solution to this problem is to use synonyms. You can either think of synonyms as you are writing or leave time, in the end, to add them in.

Can you identify any synonyms in the essay above?

Here are some examples:

Computers- technology

Computers- the internet

Education- in the classroom

Education- students and teachers

Positive trend- positive development

Negative Consequences- adverse ramifications

By varying your vocabulary this way, you are demonstrating that you have a wide vocabulary, which will boost your band score. However, like discourse markers, be careful not to use inappropriate/inaccurate words. Only use words you are confident about. Mistakes will lead to fewer marks.

Do you need me to correct your essays and give you feedback on them? Check out our essay correction service .

I hope this post helps you with discussion questions, and if you have any questions, please comment below.

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I started IELTS Advantage as a simple blog to help 16 students in my class. Several years later, I am very humbled that my VIP Course has been able to help thousands of people around the world to score a Band 7+ in their IELTS tests.

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How to write a discussion text

A Discussion text gives both sides of an argument and may (or may not) include your opinion at the end.  If you are learning English to study a subject at an English-speaking college or university or are preparing for examinations such as Cambridge FCE and CAE, you will need to know how to write a Discussion.

There are 9 tasks in this lesson.  When you see the word Task , stop for a moment and do the exercise.  You will learn more that way.

In this lesson, we are going to look at the idea that:

Smoking in public places, even outside, should be illegal

Ordering the text

How you order the text is called 'text staging'.  In English, readers will expect the text to be ordered in a particular way.  This is often different from the way the information is ordered in other languages.  There are really only two ways to order the text:

The first way:

In this way, you give all the positive points and explain them before you give the negative points.

The second way:

In this way, you mix positive and negative points in the middle of the text.

Task 2 : what are these sentences doing?  Where do they belong in the diagrams?

• This is a difficult issue and there are arguments on both sides.
• In general, I believe that .... because ....
• Firstly, the research shows that this is a good thing because ...
• However, on the other hand, many people argue that ...
• Smoking in public places, even outside, is now illegal in many countries.

Click here when you have an answer .

• This is a difficult issue and there are arguments on both sides. This belongs in the introduction after you have said what the subject is.  It is the general comment.
• In general, I believe that .... because .... This is a statement of your view and should come at the end of the text.
• Firstly, the research shows that this is a good thing because ... This is the first argument for the idea.
• However, on the other hand, many people argue that ... This is an argument against the idea.
• Smoking in public places, even outside, is now illegal in many countries. This is a good opening sentence which tells the reader clearly what the subject is.

The introduction

For a discussion, you don't need to write much here.  For our example, something like the following is enough:

Whether people should be allowed to smoke in public spaces such as in the street, on beaches and in parks is not a simple problem.  There are arguments on both sides: protecting the health of other people and allowing the individual his or her freedom.

Task 3 : We have done three things here.  What are they?  Click here when you have an answer .

• We have told the reader the subject of the discussion: Whether people should be allowed to smoke in public spaces
• We have said what we understand by public spaces outside: such as in the street, on beaches and in parks
• We have made a general comment about the sorts of arguments which will follow: protecting the health of other people and allowing the individual his or her freedom

The main part of the text

This is where you must set out your arguments carefully.  Remember to have both negative and positive points.  It doesn't matter here what you think personally.  This is a Discussion!

Task 4 : in the diagrams above, there were two ways to organise this part.  Without looking back, can you remember what they are? Click here when you have the answer .

• You can put all the positive things first and then put all the negative ones or
• You can mix them up: positive but negative, positive but negative and so on.

Task 5 : Did you do Task 1 ?  If not, do it now.  It asked you to think of two things in favour of allowing smoking in public places and two things against allowing it.  Here are some possibilities:

When you have your list, you can start to link the ideas together.

Joining the ideas

Task 6 : Try putting the ideas on the left with the ideas on the right and using linking words such as but, However, On the other hand and although . Put each set of two ideas in separate paragraphs. Click here when you have done that to see an example paragraph .

Here's an example.  You may have something very different but that doesn't matter.  It's the ordering which is important.  Notice the words in red that link the ideas together. Paragraph 1: Although individuals have rights which the society must be careful about, we should always think about the good of society as a whole.  An individual can smoke at home or in private but on the streets or in parks, it is the majority we must think about.  The majority of people don't smoke. Paragraph 2: In the open air, when there is a little wind, nobody can smell the smoke so it can't hurt them but in very busy places, that is not always true. Paragraph 3: Smoking makes the beach and the streets look bad with cigarette ends all over them.  However , it will be very difficult for the police to control what people do in public places.  The police are very busy people with more important things to think about. Paragraph 4: It is probably true that some people will always want to smoke.  On the other hand , it is clear that smoking is bad for you and costs the hospitals and the government a lot of money.  So it is the government's job to help people to stop smoking.  Making smoking in public spaces illegal will do that.

Adding examples

In a Discussion, you need to keep the style appropriate and avoid things like I am sure that, obviously, I know and so on.  Try to use words which make you sound more objective such as we should, it is probably true and so on.

The conclusion

Now we have the text almost finished.  All we need to put in is a final paragraph.  This should say again what the general point was in the introduction and give your own opinion. Task 8 : Write your paragraph for this text and then click here for an example .

As we see, it is not easy to keep the rights of the individual and the good of society together and there are no easy answers.  However, on balance, I believe that the rights of individuals are very important and, personally, I would not make smoking in open public spaces illegal.

Task 9 : Finally, try this gap-fill test to see if you can put words and phrases into the right parts of a Discussion text .

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IELTS Discussion Essay: Overview, structure and tips

In this article, the brief introduction, structure and strategy to successfully write an IELTS Discussion Essay will be mentioned in order for you to have in-depth knowledge of this type of essay.

1. IELTS Discussion Essay Overview

The format of the question for an IELTS discussion essay will be normally 2 parts: 

• 1st part: a statement of two opposing perspectives
• 2nd part: requirement to discuss the statement

Depending on different questions, the requirement varies in the way of wording:

• Discuss both views and give your opinion.
• Discuss both these views and then give your own opinion. 
• Discuss both sides of this argument and give your own opinion.

IELTS discussion questions seem to be similar to IELTS opinion questions in the first place, but there is a key difference between the two types. While IELTS discussion essay (Discuss both views and give your opinion) asks candidates to discuss both views given and/or give your point of view, IELTS opinion essay (Do you agree or disagree?) requires you to choose between two contrasting views and support your choice with arguments.

In terms of IELTS advantages and disadvantages essay, the first part of the question will be a one-view statement only, compared to the two-opposing-view statement in the IELTS discussion essay. 

2. IELTS Discussion Essay Structure

It is suggestable to write the IELTS Discussion Essay with three parts in four or five separate paragraphs:

2.1. Introduction

– Paraphrase the statement / State both views 

(e.g. It is often held that teachers, peers and the media have a significant influence on the life of children. While some people argue that these factors are predominant in shaping a child’s future, others believe that parents impact their offspring in more critical ways. )

– Thesis statement with your opinion

(e.g. This essay will discuss both these points of view and argue in favour of the latter.)

– Body paragraph 1:

• Topic sentence: state the first view (e.g. On the one hand, the books children read and the music they listen to form their belief system.)
• Explain the topic sentence: elaborate the first view (e.g. In other words, children tend to copy the behaviour of their favourite personality or fictional character. Moreover, when little ones work and play in groups, they are influenced by their peers. Finally, other factors, like the media, prompt children to want things regarded as fashionable.)
• Example: support the first view with an example (optional) (e.g. For instance, children demand toys that they see on television.)
• Brief summary of the first view (optional)

– Body paragraph 2:

• Topic sentence: state the second view (e.g. On the other hand, a child’s personality is malleable at a very young age, and parents are always present in their life at this stage.)
• Explain the topic sentence: elaborate the second view (e.g. On the other hand, a child’s personality is malleable at a very young age, and parents are always present in their life at this stage. Also, very young children love to imitate. An emotionally secure environment at home is critical for the child’s confidence. Moreover, parents also teach children about setting boundaries.)
• Example: support the second view with an example (optional) (e.g. For example, children who come from a dysfunctional family often exhibit behavioural problems at school.)
• Brief summary of the second view (optional)

– Body paragraph 3:

• Topic sentence: state your opinion (e.g. In my opinion, children’s choice of friends, books or music depends on the values instilled in them by their parents.)
• Explain the topic sentence: elaborate your opinion (e.g. Therefore, parents hold more substantial sway over their offspring than media, pop culture and friends circle.)
• Example: support your opinion with an example (optional)
• Brief summary of your opinion (optional)

>>> Practice now: IELTS Writing Practice Test

2.3. Conclusion

– Summarize the main points

(e.g. In conclusion, the outside world influences the intellectual and social development of children.)

– State your point of view

(e.g. However, I believe that it is parents who set the stage for these developments by laying a strong foundation from a very young age.)

3. IELTS Writing Task 2 Discussion Essay Strategy

3.1. analyse the ielts discussion questions.

This step should be prioritized since it decides your understanding of the question. You should analyse the IELTS Discussion question quickly by following these two points:

(e.g. It is commonly believed that nowadays main factors that affect a child’s development are media, pop culture and friends. A different point of view is that family plays the most significant role.)

• Instructions

(e.g. Discuss both views and give your opinion.

You should spend about 40 minutes on this task.

Write at least 250 words.)

3.2. Make an outline

The first thing you should take action on is to decide which view you incline to. Then, you should note down what are the main points for your essay by outlining in the form of bullet points, a table, or a mindmap. 

3.3. Write a complete IELTS discussion essay

You should strictly follow the three-part structure and base on the outline prepared to write a complete IELTS discussion essay.

3.4. Check your IELTS discussion essay

Your IELTS discussion essay should be not only cohesive and coherent, but also correct with regards to grammar and spelling, so it is important to check your essay before handing in.

4. IELTS Writing Task 2 Discussion Essay Tips

• The time limit and word count should be taken into consideration while writing your IELTS Discussion essay. You had better complete the task with the word range from 250 to 290 words in around 40 minutes.
• You should point out clearly what your opinion is between the two opposing views instead of being in favor of both perspectives. 
• Give detailed explanation or example to elaborate each view in the Body part. 
• Do not just list all the reasons without any explanation or example in the body paragraphs.
• Make use of linking words to clarify the cohesion of your IELTS discussion essay.

In short, IELTS discussion essay will be not much of a difficulty if you gain a well-rounded knowledge and practice regularly. Install our mobile app or visit IELTS Online Test website now to practice with diverse tests.

How to Write an IELTS Discussion Essay?

Updated On Apr 23, 2024

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Just as the names suggest, discuss both views or discussion essays in IELTS Writing task 2 expects you to discuss both sides of an argument, and then to give your own opinion on the matter.

You get 40 minutes to complete this discussion essay IELTS Writing task and you have to write at least 250 words on the topic given. So gear up, let us learn how to write a perfect band 8+ task 2 discuss both views and essays in no time in this blog!

How to Plan an IELTS Discussion Essay?

There are a few key things to keep in mind when writing a discussion essay:

• Identify the two opposing views. 

First, read the statement carefully and find the two opposing views. Then, think about how to support each one.

• Gather evidence to support both sides. 

Once you know what the two opposing views are, you need to gather evidence to support each one.

This evidence can come from your own knowledge, experience, or research.

• Write a clear and organized essay. 

Your essay should have a clear introduction, body paragraphs, and conclusion.

• Start with an Introduction

Begin your essay with a clear introduction that tells the reader what the topic is and what your main points will be. Keep it simple and to the point.

• Use Paragraphs

Break your essay into two paragraphs, with each one focusing on a different point. Start each paragraph with a topic sentence that tells the reader what the paragraph is about.

• Give Examples

Use examples to support your points. This could be something you’ve read about, something you’ve seen, or something from your own experience.

Get your hands on 2024’s latest IELTS Writing Task 2 test papers!

Structure of an IELTS Writing Task 2 Discuss Both Views and Give Your Opinion Essay

3 Common Mistakes in IELTS Discuss Both Views and Give Your Opinion Essays

Let us look at the three errors that are usually common in IELTS discussion essays.

• Imbalanced Discussion

Focusing too much on one viewpoint and neglecting the other, or failing to discuss both views equally.

• Weak Supporting Evidence

Using irrelevant examples, statistics, or facts to support your points in the body paragraphs.

• Overgeneralization

Making broad statements without providing specific examples or evidence to back them up.

Never repeat these errors in your next IELTS discussion essay!

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Tips to Write an IELTS Discussion Essay

Since we’ve had a look at the three most common errors that might occur while you write an IELTS discussion essay, now let’s learn a few expert tips you can use to practice while writing them!

• Use neutral language

When discussing two opposing views, use neutral language that expresses your opinion presenting both sides of the argument fairly and without bias.

• Plan your essay properly

Take a few minutes to think about what points you want to make and how you’ll organize them. Try to jot down some notes before you start writing.

• Use connectors and transition words

Transition words and phrases can help to make your essay flow smoothly and signal to the reader when you are moving from one point to another.

We’ve collected a list of connectors to present in your IELTS discussion essays. Have a look at them in the following table:

• Use evidence to support your claims

When writing supporting points in your body paragraphs, be sure to provide evidence as an example to support it. This can come from your knowledge, experience, or research.

• Proofread your essay carefully

Before you finish, take a few minutes to read over your essay and make sure there are no mistakes in spelling, grammar, or punctuation.

IELTS Discussion Essay Sample Questions with Sample Answers

Here are a few sample questions and their answers for IELTS Writing Task 2 discussion essays with a proper breakdown of them.

IELTS Discussion Essay Model Answer 1

Some people believe that it is essential to learn a foreign language in school, while others believe that it is not necessary. Discuss both views and give your opinion.

Introduction: The introduction sets the stage for the essay by presenting the topic and highlighting the opposing viewpoints.

Body Paragraph 1: This paragraph discusses the advantages of learning a foreign language, including cognitive, cultural, and practical benefits.

Body Paragraph 2: The second paragraph presents the counterargument that learning a foreign language is unnecessary due to technology and the prominence of English.

Conclusion: The conclusion provides a clear personal opinion that acknowledges the counterarguments but asserts that the benefits of foreign language learning are more significant.

Final Compilation

Learning a foreign language has been a topic of debate in educational circles, with proponents arguing its importance and opponents asserting its insignificance. Those who advocate for learning a foreign language in school argue that it has numerous cognitive, cultural, and practical benefits. Firstly, mastering another language enhances cognitive abilities, as it requires learners to think critically and adapt to different linguistic structures. Moreover, it promotes cultural understanding by allowing individuals to communicate with people from diverse backgrounds, fostering tolerance and open-mindedness. From a practical standpoint, in today’s globalized world, proficiency in a foreign language can boost job prospects and facilitate international interactions.

On the other hand, there are those who contend that learning a foreign language is unnecessary in the modern age due to the prevalence of translation tools and the predominance of English as a global lingua franca. They argue that the time spent on language acquisition could be better utilized for other subjects that are more directly applicable to students’ future careers. Additionally, some assert that the difficulty of becoming truly proficient in a foreign language often discourages students and leads to frustration.

To conclude, while the concerns raised against learning a foreign language hold some validity, the advantages far outweigh the drawbacks. The cognitive and cultural benefits of language learning are substantial and contribute not only to personal growth but also to building a more interconnected and harmonious society. Moreover, even though technology can aid in translation, it cannot replace the nuanced understanding and genuine human connections that result from speaking someone’s native language. Therefore, incorporating foreign language learning into the curriculum remains a valuable investment in students’ holistic development.

IELTS Discussion Essay Model Answer 2

Some people believe that it is better to live in a city, while others believe that it is better to live in the countryside. Discuss both views and give your opinion.

Introduction: Introduces the topic and mentions the opposing views regarding city and countryside living.

Body Paragraph 1: Discusses the advantages of living in a city, including access to amenities, job opportunities, and cultural activities.

Body Paragraph 2: Presents the benefits of living in the countryside, such as tranquillity, connection to nature, and strong communities.

Conclusion: Offers a personal perspective that acknowledges the strengths of both options and suggests that the choice should be based on individual preferences.

Living preferences between urban and rural areas have long been a subject of debate. Supporters of city living argue that it offers greater access to amenities, career opportunities, and cultural activities. Cities are often hubs of economic activity, providing a wide range of job options and higher earning potential. Additionally, urban dwellers can enjoy a plethora of entertainment choices, from theatres and museums to restaurants and shopping centres.

On the other hand, proponents of rural living emphasize the tranquillity and connection to nature that the countryside provides. They contend that life in the countryside is less stressful, offering cleaner air, less noise pollution, and a slower pace of life. Moreover, the close-knit communities in rural areas foster a sense of belonging and interpersonal relationships that can be harder to find in bustling cities.

To conclude, in my opinion, both living environments have their merits, and the choice depends on individual preferences and priorities. While cities offer convenience and a vibrant social scene, they can also be overwhelming and stressful. On the contrary, the countryside provides a peaceful and close-to-nature existence, but it might lack the opportunities and amenities that cities offer. Therefore, the ideal choice should be based on a person’s lifestyle, values, and career aspirations.

IELTS Discussion Essay Model Answer 3

Some people believe that social media has a negative impact on society, while others believe that it has a positive effect. Discuss both views and give your opinion.

Introduction: Introduces the topic and states that social media’s impact on society is debated.

Body Paragraph 1: Discusses the negative effects of social media, including impacts on mental health, privacy, and interpersonal relationships.

Body Paragraph 2: Presents the positive aspects of social media, focusing on connectivity, activism, information sharing, and education.

Conclusion: Offers a personal perspective that acknowledges both sides of the argument but emphasizes the potential positive impact of responsible social media use.

The influence of social media on society is a topic of ongoing debate. Detractors argue that social media has detrimental effects on mental health, privacy, and interpersonal relationships. They claim that the constant comparison to curated online personas can lead to feelings of inadequacy and anxiety. Furthermore, the erosion of privacy due to the widespread sharing of personal information and the rise of cyberbullying are serious concerns. Critics also point out that excessive screen time detracts from face-to-face interactions, potentially weakening real-life connections.

On the other hand, proponents of social media contend that it fosters global connectivity, information sharing, and activism. Platforms like Twitter and Instagram enable individuals to voice their opinions, raise awareness about important issues, and create positive change. Social media has played a pivotal role in various social movements and humanitarian efforts, mobilizing people on a scale previously unattainable. Additionally, it allows easy access to a wide range of educational content and facilitates networking opportunities.

In conclusion, while social media has its drawbacks, its potential positive impact is significant. The power of social media to amplify voices, disseminate information, and drive social change cannot be overlooked. However, its usage should be balanced and responsible, with individuals and society collectively addressing its negative aspects, such as online toxicity and privacy concerns.

Have an essay on the given IELTS discussion essay topics? Great! Send them in.

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Here are the 10 examples for the IELTS Discussion Essay:

Take your time to understand this lesson well and keep practising IELTS discussion essays using past and latest exam questions as much as you need. Constant practice is the best way to get better at it. Way to go!

Excel at IELTS Writing with IELTSMaterial.com

If you are preparing for the IELTS Writing exam, we would recommend you practice tasks like the above-given questions regularly. The more you practice, the better you will become at cracking the writing tasks for IELTS within the dedicated timeframe.

You can also enroll in our IELTS preparation online classes to get your hands on the latest IELTS writing questions or participate in our FREE online webinars to learn how to write them directly from our band 9 IELTS experts!

Also, check:

• IELTS Writing tips
• IELTS Writing recent actual test
• Band 9 essays
• Advantage and Disadvantage Essays
• IELTS Writing Answer sheet
• IELTS map vocabulary
• IELTS Writing Task 1 Connectors

Frequently Asked Questions

When should I give my opinion in an IELTS discussion essay?

Are Opinion essays and Discussion essays the same?

How do you discuss both views and give your opinion?

What are the major mistakes test takers do in the IELTS Discussion essays?

How to write the IELTS Discussion Essay?

Practice IELTS Writing Task 2 based on Essay types

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Nehasri Ravishenbagam, a Senior Content Marketing Specialist and a Certified IELTS Trainer of 3 years, crafts her writings in an engaging way with proper SEO practices. She specializes in creating a variety of content for IELTS, CELPIP, TOEFL, and certain immigration-related topics. As a student of literature, she enjoys freelancing for websites and magazines to balance her profession in marketing and her passion for creativity!

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Blessing Nzekwe

Posted on May 20, 2022

Prison is the common way in most countries to solve the problem of crime. However, a more effective solution is to provide people with a better education. Do you agree of disagree.

Correctional centre is the most popular facility used by majority of the countries to tackle criminal activities. While I believe that the most probable action of ultmost benefit is to make accessible standard education for the masses, as this will make them to be well informed and be more responsible citizens, in this regard I agree with the latter statement.

To begin with, paving way for education of top notch quality will create an avenue to gain knowledge and understanding of information about rules and regulations governing a certain sect as well as how to uphold good moral values and living righteously. For instance, research shows that in Finland, there are negligible number of penitentiary institutions due to the high quality education system being operated in the country. Thus having a consequential high valued institution of learning plays a significant role in cubbing criminal activities.

Furthermore, an impeccable academic world will inculcate the act of being accountable citizens, this will make them to take responsibility of any action they perform and thereafter face whatever consequence that may arise from such weather it is pleasant or unpleasant. For example, in Nigeria, civic studies was incorporated into the school curriculum in a bid to boost the educational standard for the masses at large. Therefore, having a feasible academic environment will help create individuals of high moral standard who will stare clear of any form of unholy act.

To conclude, I want to reaffirm the fact that having quality educational facility that will teach high moral life values to gain the act of responsibility, out weighs the adoption of correctional centres to mitigate criminal activities. I recommend that the governing body should devote their strength to enhancing good learning facilities rather than prison services.

Posted on May 21, 2022

Band Score – 5.5

Concentrate on the correct usage of articles, verb forms, prepositions, subject-verb agreement and punctuation.

Since it is an opinion essay, you are required to write about one line of contrast in a separate body after presenting two body paragraphs supporting your views.

Pay attention to spellings and word order in a sentence.

Use C2 level of words.

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IELTS Discussion Essay Model Answer

This IELTS discussion essay sample answer is estimated at band 9. See comments below the essay for advice and tips.

Completing university education is thought by some to be the best way to get a good job. On the other hand, other people think that getting experience and developing soft skills is more important. Discuss both sides and give your opinion.

It is considered by some that being a university graduate is the key to securing a good job, while there are others who think that it is better to have experience and soft skills. In my opinion, I believe that having university education is essential for academic jobs, while soft skills and experience are more useful in business.

On the one hand, many think it is easier for most people to find a good job if they are university graduates with a good degree. In other words, having tertiary education puts people one step ahead of others who do not and this can be the deciding factor in getting a good job. The competition to get in to universities and the increasing number of graduates show just how significant this level of education is for people’s future work opportunities.

On the other hand, having work experience and soft skills, such as leadership skills and other interpersonal skills, can also throw the balance in favour of the applicant, according to some. For many positions there are an overwhelming number of applicants and, therefore, it is often thought that having relevant experience in that line of work or having acquired useful soft skills that can be valuable to a company, can put one ahead of the game when applying for a position.

Finally, in my opinion, whether needing high level education or skills and experience, depends on the position being applied for. Take for example law, medicine or teaching, it is impossible to be considered for a position without the required educational background. In contrast, in business, it would be more important for a candidate to have soft skills and experience in that line of business so they can step into a position without further training and be of immediate benefit to the company.

In conclusion, getting a good job requires a relevant background either in experience or education depending on the type of work and field. People should make sure they attain the necessary skills or degrees before applying for a job in order to be sure of success.

Comments : This is a a band score 9  essay. It has over 300 words but all sentences are relevant, focused and well written. Band score 8.5 and 9 students can attempt long essays successfully but students from band 8 to band 6, should aim for around 270 to 290 words. Both sides are clearly discussed and the opinion is also clearly given. Linking devices are well used.

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Nowadays, education plays crucial role in everyone’s life . It is considered by someone that higher eduction plays part and parcel role for getting excellent job . While , certain section of societies have contransting views claiming that experience and skills are more important than university . . I think that although by having university education good job is likely to be gotten , it cannot give nelson’s eyes to skills and experience. Thus , in upcoming paragraphs i will discuss both views.

Firstly , education is considered to be lucrative for everyone because without having higher eduction people can’t get their desire jobs ,one particularly good example of this is for become a doctor or teacher university play vital role because without having knowledge about these field noone can become a tutor or health inspector . Futher and even more importantly that although due to higher competitions in job sector for getting excellent job , still educated and wealthy people can open their hospitals and schools for good earning .In other words , they could make more money by using their educational skills . Thus , for getting higher jobs positions education is important .

In other side , by having experience and interpersonal skills or leadership skills people can achieve excellent job . For instance , there are many jobs where skills are more prominent than education as for running restaurant management and leadership skills are necessary ratherthan education because if people have good manag skills thus they will able to coordinate with team members as well as good restaurants growth. Moreover , there are numerous jobs which are depend on experience such as for car repairing , painting , contraction etc . experience is required . Thus , experience is also same crucial as eduction .

By way of conclusion, although chances of getting desire job is likely to increase by having education , role of experience can not be negligible.

Hi Liz need your guidance.. today was my IELTS exam and in writing portion I wrote 4 paragraph and forget to leave line spacing.. but I wrote arrow sign before starting my next paragraph.. will it affect my score??

I’ve never actually heard of someone using an arrow sign to indicate a paragraph in an IELTS essay. When I advise people to leave an empty line between paragraphs, it because this is how we write these days and it also makes the paragraphs 100% clear and easy to see. The examiner needs to see paragraphs to give you a score for paragraphing. So, leaving an empty line ensures there is no confusion. However, it isn’t a rule to leave an empty line. It is possible to indent the first word instead. The reason I don’t recommend this is because it is often not obvious or clear to the reader that the word in indented. So, to avoid unclear paragraphing leaving an empty line is much better. Regarding your choice of using arrows, if the examiner realises that you are indicating paragraphs, it will be ok. But I don’t know whether this will be the case because I’ve never heard of someone doing it in an IELTS essay. My recommendation is to talk it over with your test centre and see what they say. Having clear well organised paragraphs is part of the marking criterion of Coherence & Cohesion, which counts for 25% of your marks. Not having paragraphs at all would lower your score in that marking criterion, but would not impact any other part of the marking for writing task 1. Hopefully, the examiner will understand your arrows and you will be fine.

Hi liz, your lessons helped me a lot when I was applying to study abroad. Now, Im in my dream country and after 2 yrs here I am again to learn from you. Thank you so much for all the lessons you provide, I pray for your better health and happiness.

It was lovely to read your message and hear how well you are doing. I wish you all the best with your future life in your dream country 🙂

Dear Madam with reference back to the advanced lesson on the opinion essay, I’m just wondering how to write a good one when IELTS opinion essay is followed by a direct question. (Test 3, Book # 8, IELTS Cambridge Series) Increasing the price of petrol is the best way to solve growing traffic and pollution problems. To what extent do you agree or disagree? What other measures do you think might be effective?

Each question will be answered in one body paragraph. So, one body paragraph will be your opinion and one will be solutions (but stick to no more than 2 solutions because otherwise it might read like a list).

Many thanks for your guidance.

Thanks for your reply.

Ma’am we don’t see you anymore on YouTube channel. Is everything alright? Your videos are very beneficial for all IELTS students and we want more from you. Thank You!

Thanks for your message. I’ve been battling a serious illness for many years. You can read my story here: https://ieltsliz.com/determination-my-story/ . This year is the first year where my health feels more stable. If my health continues to improve, I might make a couple of videos this year. But it will depend on my health. I’m glad there are people out in the world who still want my lessons 🙂

I only now found your website and just saw this very recent comment from you. I’m so sorry to hear this, but I’m glad that this year brought some health improvement and I wish you that this will continue to go on like that. Thanks for sharing your knowledge. Sending you positive vibes and some healing energy.

Thanks. I really appreciate your support

Hello Liz! Greetings from India, I hope you are doing well. Will you once come live on your youtube channel? So that your followers and well-wishers can see you. Thanks in advance mam.

Thanks for your message. It made me smile. I am currently planning a video but it is taking a lot of time because I can only do very small amounts of work each week due to illness. However, if you can be patient a bit longer, I hope to have a video ready in a few weeks or a couple of months.

Hi Liz, so sorry about your health, I hope you are fast recovering. Your lectures have been very helpful

please add more samples of each and type of essays . One sample isn’t enough okay . I will wait for your response

There are plenty of sample essays on the main writing task 2 page – just use the red menu bar at the top of the website to access the different sections of this website.

Hi Liz, I hope you’re doing well. I have a question regarding your e-book, does it provide model answers or only ideas and vocabulary?

The Ideas for Essay Topics is for ideas. It’s about gaining ideas for cover 150 common essay topics so that you don’t waste time trying to think of ideas in the test. The ideas can also be used in speaking part 3. The ideas are presented as vocabulary exercises to help you remember the ideas and learn vocabulary. For model essays, you can find some free ones in the main writing task 2 section of this website.

Hi Liz, Hope you are doing well. Kindly check my response (introduction paragraph) to a discussion essay on the topic:

Some people say that advertising is extremely successful at persuading us to buy things. Other people think that advertising is so common that we no longer pay attention to it. Discuss both these views and give your own opinion.

Response: It is considered by some people that advertisements for various goods persuade the public to purchase them while others believe that advertising does not grab any attention now as it has become a common practice. In my opinion, advertising is a useful tool to make people buy goods but making this a usual activity is not attracting the public much.

Your reply will be appreciated, Thank you.

You have the right techniques and content. The task now is to produce an essay which explains precisely what you mean with each point.

*I tried to improve my previous lengthy version* word count: 284 Whilst it is often believed by many that completing a tertiary education is essential in securing a well-paid job, I strongly believe that a robust job experience and interpersonal skills offer superior potential for success.

On the one hand, academic credentials are necessary for applying high paying jobs. Many employers often mandate university diplomas and degrees as a prerequisite for applying jobs. Therefore, individuals without them are forced to opt for more labour oriented jobs, with lower income and no potential for future advancement. Additionally, the likelihood of poverty rises significantly from the the lack of a steady stream of income. Almost 90% of the blue collar labourers in the US, for example, are either secondary or primary school dropouts. Their monthly average earnings of $2000 is unfortunately insufficient for many to lead a comfortable life.

On the other hand, some contend that work experience and acquired skills are far more beneficial. Instead of going to a university, people who enter into a workforce from a young age have better social skills and problem solving abilities. These workers learn how to handle arguments and criticism from colleagues and customers, which are invaluable skills in running businesses. Furthermore, workplaces allow the employees to learn decision making lessons from seniors to promote self-independence. These contribute to the overall success of an individual in handling various businesses ventures. For instance, many university dropouts like Bill Gates and Mark Zuckerbergs have built the wealthiest technological companies of the twenty-first century after working at other companies for decades.

In conclusion, although some might argue that university graduates can apply for more comfortable jobs, in my view, people learn invaluable lessons on managing businesses by solely working for a longer time.

Some people believe that teenagers should be required to do unpaid community work in their free time. This can benefit teenagers and the community as well. To what extent do you agree or disagree? It is an undeniable fact the students are the building blocks of the nation and they should be motivated to do some voluntary tasks which will be fruitful not only for them but also for the society. However, I strongly agree with the given notion and views will be discussed along with the relevant examples in the subsequent paragraphs. To initiate with, there are multifarious reasons that clarify the fcat of how trend can have positive outcomes. First and foremost, youth can teach the value of eductaion to the parents of those children who do not let them study and force them to work. Further, they can teach them free and encourage them to study. For example, people who belong to slum areas mostly drag their offsprings in the labour work like them. Hence, it is apparent how this can bring positive changes. In addition to this, Youngters can easily vanish some problems from the society as they are physically and mentally strong enough. They can be the part of some NGOs which help the needy. They can provide them knowledge of right and wrong so that they can stop doing such things on loop. To cite an example, crimes namely child labour, Female feticide are mostly commited by the uneducated one. So , youth can curb such issues to make their society crime free. On the other hand, there are number of individuals who refute the above mentioned notion and believe that this has many deterimental effects on both scoiety and youth. Firstly, they opine that this can not tell them the value of money and also break their confidence of working in the multinational companies. More so, they can be influenced by the comapny they will be the part of. To exemplify, many NGOs faced major consequences for the sake of changing or helping the society. To conclude, there is no denying fact that every decison of life has both positive or negative outcome. However, I strongly assert that this above mentioned notion has more positive points than its negatives. So, youth must be the part of some social works in their free time.

It is believed by some that university education is essential to acquire a good job whereas other thinks that soft skills and relevant experience in that field adds more value. In my opinion, University degree is necessary for academic jobs such as Teacher or Doctor and soft skill and experience is important for business. On the one hand, tertiary education is required to apply for a job in the field of science, research, education, medicine, administrative services. Without a college degree, one can’t do justice to his role as his work will be highly dependent on the education he has received. If we see the large no of students applying for college degree worldwide, is significant which highlight the role of university degree for success in academic jobs. On the other hand, soft skills and experience is highly in demand for business. For instance, if someone has skills and experience for craft, carpenter, mechanic, electrician etc. he can easily apply for these jobs without having a college degree. Also, people working as salesman or cashier in shops like Walmart, Costco may not need higher degree and experience will be sufficient to get the job. This is justified as college education has not practical implementation in these types of job. In conclusion, Students should aim to complete the college degree and acquire experience which will enable them to get high skilled jobs job very easily, however everyone can’t complete the college for any reason, they can train themselves in soft skills of their choice and gain some experience to apply for less skilled jobs.

Please as a beginning linker for my paragraphs… In place of “on the one hand” can I start the first body paragraph with “to begin with” then the second with “however”. Or can I maintain “on the one hand” for the first paragraph then “however” for the second

Your method of linking will always depend on your main points. One linking device is not a higher band score than another. As long as they are used appropriately, they are all good.

Some people thought that the best way for finding a good job is to have a higher education whereas others thought that the best way is to have experience and soft skills. I believe that completing university education is essential for academic positions while experience and soft skills are good for non academic ones.

Academic jobs need qualified people in terms of higher education. People who complete university education dig deeply in their field, thus, they become know the roots of their field and they can deliver the information in a good way. For instance, when teachers in schools and lecturers in universities apply for a job, they are selected depending on their education. Lecturers are chosen if they have a doctorate degree in addition to some research and teachers who have master’s degrees are more qualified to teaching in schools than those with the bachelor’s degrees. Thus, the competition between applicants in the academic jobs depends on their higher education.

On the other hand, non academic jobs like business, don’t require higher education in their fields. Non academic people tend to have more experience and soft skills related to their field rather than taking a master’s or a doctorate degree. This is due to the nature of their job since it just needs knowledge in the basics and then adding the skills to it. For example, people who study the bachelor’s degree in business can improve themselves by attending conferences and have a training in their field. Such experience is going to help them in finding a good job. As time goes on, they will become experts in their field although they don’t have a higher degree. Thus, non academic positions look for the experience and the soft skills of applicants regardless of their university education.

To conclude, the best way to get a good job depends on the nature of the job. If the job is academic, then higher education is a must to find a suitable job because having higher degrees are reflected when people do their job in an interesting way. While if the job is non academic, then experience and soft skills are more important than higher education because people can learn their jobs while they doing them. In general, having both higher education and experience in your field makes you very qualified person and you can find the best job.

Hello, Liz! Thank you for everythng you ae doing! I have a question regarding the essay! Is it ok to say “in my opinion, I believe…”. Is it not redundancy here? You don’t believe “in your opinion”, do you?

You can use it the way I’ve stated or just use simply “In my opinion” or “I believe that”. You can choose just one definitely.

Hi Liz It is a discussion essay, is it okay to write “in my opinion” in thesis statement of such type of essay where opinion is not required in question? Also is it okay to us “I” and “my” in introduction paragraph? I m confused.

This is a discussion essay which asks for your opinion: Discuss both sides and give your opinion. You should introduce all in the introduction and that means using I or my.

It is considered by some that best way to get a job can be done by completing tertiary education , while there are others who think that it is better to have job experience and improving soft skills plays more important. I consider that having university education and having soft skills both plays very important role in getting job.

On the one hand , having a bachelor degree is the crucial in order to get a job. In other words, most employers only choose the candidates who have a higher education because most jobs are required academic studies which only can be learnt in university and it is impossible to do that job without studying in undergraduate such as : medicine , law , engineering . Furthermore, students learn how to compete with their peers in university which makes them more competitive and deal with harsh conditions. For example, many project has to be done in specific date and students has to complete their homework before the deadline.

On the other hand , working in business require candidates to have some specific skills and experience in order to work rather than just a degree because there are so many candidates who has a university degree apply to position and having necessary experience and soft skills put one steps ahead than others. Another reason is that , nowadays, business model always change and requires employees to have experience or soft skills such as leadership , teamwork which can not be learnt in university. So , having these skills are crucial to get a job. Finally, I believe that having university degree and having experience are both crucial for getting a job . Take for example medicine, law. Employees can not handle the job requirement without having either necessary degree and softs skills . In conclusion, having degree or experience and soft skills are very important to get a job nowadays. I believe employee has to fulfill these requirements before applying to job.

Nowadays landing a dream job is like some achievement in life. For getting a good job it is necessary to have a good experience related to the studies and also soft skills plays a vital role in landing in a good job. Let us discuss this in detail in this essay. Firstly, in today’s competitive world education is the key to success to proceed way forward in our life for getting a good job with decent pay. To achieve an education from the university is not only the key factor but also other factors such as getting a good practical experience while studying and also it is important to develop individual soft skills such as communication, problem-solving, Leadership, and adaptability. Companies are highly in need of people with good technical skills as well as mentioned soft skills so that they can get the job done with good quality. So it is very indeed to develop the soft skills along with university education so the students can tune themselves to land into their dream job. Along with the education, students should have practical knowledge such as applying the theory in labs, and in real life so that creativity and innovation will come up which makes them epic among other students so that chances of getting a job is high when compared to other people. In an organization, it is vital to have good communication and leadership skills to execute the project in a successful manner, and also this will make them successful in their career and to achieve good heights in their job. In a conclusion, I would like to add that both education and practical experience along with soft skills make an individual as successful in their life by getting a good job with a good salary.

Many believe that the key to getting a great job is completing your tertiary education. However, others assume that it is more advantageous to get your hands dirty by doing real jobs that will make them learn real-world challenges, and will also upgrade their skill sets over time. I believe that finishing academics first, will lead grab the desired job.

Most insist that colleges play a paramount role in shaping students’ futures. Every student has dreamt of a job and certainly, some require specialized or specific certifications, it is mandatory to attend universities. For example, Dream jobs like Doctors, Engineers, or Scientists. Moreover, in colleges students will get hands-on experience under the supervision of their tutors.

Conversely, some assume that it is more advantageous to get hands dirty while working and gaining knowledge. Some jobs like marketing do not require any professional degree because in colleges you gain theoretical knowledge rather practical. A recent study shows that majority of successful people in the field of marketing and sales never attended universities. For instance, Apple’s late CEO Steve Jobs never went to college but, still, he brought a whole new dimension in the field of mobiles and laptops.

Consequently, I do agree that certificates or degrees are not the only paths to success, but it is not like everyone is Steve Jobs or Bill Gates, it is just like they were lucky enough to get opportunities which they were able to capitalize. Therefore I believe it is necessary to complete your education rather than directly go to the real world.

In conclusion, it is not like, to be successful a person has to be graduate, Nither not. But I believe that seeing the real-world scenarios, One should first complete their education and then explore jobs.

It is widely believed that having an academic degree is dramatically valuable in setting up a good career path, while some consider experience and soft skills are more significant. In my perspective, I suppose that either knowledge or experience and skills are essential factors which determine whether a potential applicant can be hired for a great job.

On the one hand, taking tertiary education has been the most classical method to prepare for entering the labor market. It can be seen that since the first university was established, there have been numerous students taking part in this academic institution in order to access a huge range of knowledge. Moreover, college life is considered one of the most crucial times in developing one’s characteristics and mindset. The only downside of university, however, is the opportunity costs that force students to waste several chances to get involved in other activities such as making money or traveling.

On the other hand, being well-qualified for the experiences and skills collected is not only remarkable but also puts the applicant one step ahead of others. Furthermore, if these acts, such as volunteering for a charity or learning leadership skills, are certified by a legit organization, it will be a huge step towards the success of getting a job. For example, nowadays, HR professionals from top-ranking companies have preferred the number of working experiences and related skills rather than just focus on the academic performance when filtering the resumes.

Finally, I strongly believe that the requirements of any job not only ask for these qualifications but also depend on the working conditions and the position that we aim for. For instance, a doctor or lawyer must have appropriate levels of knowledge in specific fields while a businessman needs more practical challenges.

In conclusion, preparing for a career is definitely an inevitable mission for everyone. To climb that career ladder, job-seekers should attempt both qualifications including the GPA and certifications for participating in other activities or acquiring any soft skill. Although it may vary in different companies and fields, illustrating an outstanding and comprehensive background can be significantly advantageous in impressing the recruiters.

Some of the people believe that University educations plays an essential role for attaining a good job, whereas others anticipate that soft skills and experience are they key factors for find a Job. In my opinion, education and experience together makes a person successful for earning perspective. It is considered by many people to University degree helps them to find work easily. In other words, the competition for enrolling students in institution each year illustrates that university degree helps one to get an easy Job such as doctors, engineers and lawyers. Therefore, many people first part to consider their higher studies after their High school according their desire and Job market. On the other hand, many people had a mind set to make their child in soft skills or get them engage in low Jobs in order to achieve experience. They believe that experience will make them familiar with Market strategy and soft skills will raise their demand in the Job opportunity. In addition, various industries the experiences are listed as mandate requirement for recruitment such as business & sales job offers. However, few cases are due to their financial conditions which opt the education and select job for their family survival. In my opinion, the leading indicators to be successful in earnings one shall possess higher education studies as well experiences. Although, the initial days will be on less wages but with passage of time they will be considered as pioneer of relevant field. For example, the doctor as expert surgeon when he posses hands of experience. To sum up all, it is mandatory one shall achieve higher education and get some experience in order to develop the required skills for performing. For a successful future, it is combination of both necessities University degree and relevant experiences.

It is considred by some that the best approach to obtain a decent job is through completion of university education, while there are others who thick that achieving the required experience and building up soft skills is more essential. This essay will briefly discuss both views and will draw my personal opinion.

On the one hand, many think that completing graduate and post-graduate studies will help them to obtain the most needed jobs. In their opinion, getting bachelor degree and even master degree will enable them to work in a more professional and academic jobs. In other words, without these degrees, it will be impossible for to be hired professional positions since nowadays there is a high competition to acquire these positions. For example, many jobs require completion of graduate studies including law, medicine, engineering and sciences.

On the other hand, many believe that it is more crucial to develop and enhance the person’s soft skills in addition to build up a good work experience. These people after graduation from high school will start immediately looking for jobs in order to accelerate their work experience and to acquire soft skills such as cummunications, interpersonal and leaderships skills. Moreover, they can work in different fields and expand their knowledge in many areas to meet certain jobs requirements such as multi field consultations, employment supervisions and management.

In conclusion, after a carefull analysis of both sides, the choice whether to continue college studies or to achieve experiences and soft skills is dependent on the person’s targeted job. In my opinion, continuation of graduate studies is necessary and it will open more opportunities in the future.

Some people believe that a university degree is the most effective way to attain a decent job. In contrast, other people argue that work fields need more experience and soft skills than educational background. In my perspective, university graduates fit the academic career whereas soft skills are more needed in technical jobs. University is the best place for people to develop their way of thinking. In college, students are taught to think scientifically. In order to attain this skill, students need to complete their studies by completing various tasks, such as daily assignments, group work, and final papers. Most of the subjects that are taught in university are theoretical. As a final result, university graduates are expected to not only mastering a particular knowledge but also a critical way of thinking. That is why university education is suitable for those who seek careers that require strong academic backgrounds, such as doctor, lawyer, judge, and teacher. On the other hand, some professions require experience and soft skills more rather than merely an educational background. Experience is needed especially in the work fields that produce utilized products such as business, manufacture, and software industry. In these industries, the works need people who technically master how to produce the product. Therefore, experienced ones with soft skills are more needed in this field. I believe that both educational background and experience with soft skills matter in terms of building our careers. Educational background can build our mindset to be critical and creative. On the other hand, experience and soft skills can support our hard skills to make ourselves more qualified. The thing that we should consider is which one we should emphasize more, which depends on the career path we wish to pursue. In summary, we should decide first what career we would like to seek, therefore we can decide what kind of educational background and other qualifications requirement we should attain.

Your website is very helpful in preparing for the IELTS writing section, and I really appreciate it. also, there is confusion, that it was told to me by my IELTS trainer and in few youtube videos that whenever we give an example to support the essay we shouldn’t be writing “for example” but here you’ve used that form so is it okay to do so because that’s how I prefer to write.

Of course it’s fine to use “For example”. It is 100% appropriate and suitable for essay writing. However, a good score for Coherence and Cohesion requires that you show flexibility and range – this means don’t repeat the same linking words unless there is no choice. There are many such linking words you can use as a paraphrase: such as, for instance, namely and so on. One linking word is not a higher score that the other. They are all suitable. Here is a link of linking words: https://ieltsliz.com/linking-words-for-writing/ and a link to my main writing task 2 page: https://ieltsliz.com/ielts-writing-task-2/

Some people consider having university degrees as the key to employment whereas others think building and developing soft skills and experience is an effective way to get a job. In my opinion, having both degree certificates and relevant skills is essential for getting the targeted position due to the growing competition. On the one hand, Most people strive for earning university credentials to get hired to the workplace of their choice. They consider so because some jobs typically require candidates to have qualifications related to the job position as employers may consider this as an essential tool to gauge applicant’s knowledge about their areas of work. Job postings, for example, doctors, teachers, professors, engineers, etc. require a certain level of knowledge about the concerned field which can only be reflected from the qualification of the job applicant. On the other hand, some people start working for building soft skills and experience rather than joining colleges and universities to crack their target job. Employers of some areas such as business, technical, IT basically look for candidates having relevant experience and soft skills rather than degree certificates for the post they want to hire ensuring low cost of hiring and quick adaptation of the new employees to their workplace. Thus, in response to such hiring trends, candidates get to indulge in training for soft skills development to reserve their position in a job market from their early stage of learning. However, both graduate degree certificates and essential skills are important factors in the competitive job market. Due to the growing number of university graduates and limited job positions, employers nowadays look for the best candidate who can competitively give a good return to the company after getting hired. For this reason, people work for earning both qualifications and skills to assure their future career. To give an example, the employer is more interested to hire a university graduate scholar with the computer, analytical, and organizing skills than the one having either of them. To recapitulate, both qualification and experience are equally crucial in getting a job depending upon the nature of the job people are looking for. Thus candidates should make sure about the emphasizing factor of getting hired before applying for employment. However, Earning both university degrees and relevant soft skills and experience is the best method to secure the demanded job position.

Your website is very helpful and I love all the lessons you provide. I have a question. In a discussion essay where do we need to keep the sequence in which the opinion is presented in the question. E.g. If I agree with the second opinion should my first body paragraph have the second opinion (and I restate that I agree with it) or should I follow the sequence as the question.

Also, can I use “you” in my essay e.g. “On the one hand, some people think that if a friend differs from some of your actions, he acts as a deterrent to the deeds that might turn out bad and I agree with that”

Is it correct?

The body paragraphs present the two sides in the order that you have written them in your introduction. Keep a logical order at all times so that the reader knows what is coming next. The pronoun “you” is rarely used because we mainly refer to the third person in formal essays. Your example is not written in a way that I can understand. Unfortunately, the meaning is not clear and I can’t help you with it. If you post a clear example, I’ll be able to help.

Please expert in the house help me vet this

Nowadays, people who move from one country to another for work. Some people think children of these families suffer because of this, while others think it is helpful to them.

Discuss both views and give your opinion.

It is recently believed by certain individuals that children whose families travel across the globe due to their nature of job suffer a lot while others think these children enjoy the benefits. In my opinion, such happening has both negative and positive impacts on them, however, it depends on whether the parents travel with their kids or not.

On the one hand, children whose parents move around nation to nation leaving them behind due to their job may be led into waywardness. In other words, the absence of proper guidance would result them into committing crimes and behaviors that are nonchalant. Consequently, they may get into troubles that would affect their entire lives such as being jailed or rusticated from school. Another point is that such kids would lack companionship because the primary people to display love to them are absent. For instance, a female child who is raped would want to discuss the matter with her mother but if she is unavailable, the kid would return to her shell and fight it alone. Thus, resulting to depression and suicidal because of absence of love and care.

On the other hand, exploring other traditions and cultures can also be beneficial to kids that travel with their families. This means that, they would have wide knowledge of what the cultural beliefs are in the other countries which will help them to network globally when they become adults. For example, kids expose to other traditions and beliefs does not usually experience cultural shock and therefore would be able to represent their nation at any point. Another plus side is that it will keep the family bond solid which means that children will not be far from their parents and other siblings.

Finally, in my opinion, whether children are affected negatively or positively when their families travel around the world depends on if they embark on the journey together. Take for example, kids that are around their families every time will not engage in actions that can affect their lives because they would be cautioned. In contrast, those that are far from their relatives can be easily controlled by peer pressure.

In conclusion, the plus side and downsides depend solely on families embarking on these journeys with their children.

Liz, I simply love your site. Thank you so much!

You’re welcome 🙂

Hello thank so much now I am using your books and they really help me😊✌️

Hello Liz, you mentioned before that one shouldn’t be impartial in an opinion essay and that you should agree or disagree but not something in between. i am sensing that this isn’t the case here in the model essay. it simply didn’t take one side.

if you feel it did, would it be possible that you give an example to a “wrong impartial” opinion to this essay topic? Thank you

I think you are confusing the term “impartial”. Being impartial means you are sitting on the fence. This means you are turning an opinion essay into a discussion essay with no clear opinion of what you really think – it’s just 50/50. An opinion essay requires a clear opinion or you will get a low score. This might be a one-sided opinion or it might be a partial agreement/disagreement or a specific opinion. Please see my advanced lessons to learn about this. It is available to purchase in my online store: https://elizabethferguson.podia.com/ . It takes me 1 hour to explain this essay in full in that advanced lesson.

Hi Mam! i hope you are doing good. I want to appreciate your effort for playing a positive role in helping to educate people free of cost in today’s era of materialism. thank you for all the tips and tricks to score high in ielts. Stay blessed. Reagrds

You’re very welcome. Happy 2021 !!

Dear Liz, Thank you for all your free classes and materials. Your grammar book helped me a lot.

I just had my LRW exam today and these were my questions for Task 1 and 2 Your post is not delivered yet ( forgot the exact wordings. Write a letter to the post office manager. State your details Describe the documents Say what you want them to do

Task 2 People argue that spending a lot of money on marriage parties, birthday parties, and other celebrations is a waste of money. Others, however, believe that these celebrations are important for individuals and society. Discuss both sides and give your opinion.

Thanks again Take care

Glad the Grammar E-book is useful. Good luck with your results !!

Dear Liz, I found your site by chance and it is amazing. Coud you look at my discussion essay and give ypur opinion please? Many thanks in advance!!!!!!!!

It is considered by some people that traditional shopping is the only way for making purchasing properly while there are others who prefer online shopping. In my opinion, it depends on many factors and premises. On the one hand, online shopping is more effortless. With just a click of a mouse or a tap on a screen, people can buy within seconds. Online shopping has become popular due to its convenience, accessibility and speed. With the continued success of e-commerce, many now question the existence of traditional stores. It is so great that you can shop anytime and anywhere. For example, you can easily visit the website, find the product you want to buy and wait for the product being delivered to you. If you need time to reconsider about the products, all you have to do is put the product in the virtual shopping bag or on the virtual wish list. On the other hand, only traditional shopping allows to touch, try and “smell” your purchase and understand whether you need this one or may be it is just an impulse. Besides, only real shopping gives the possibility to assess the quality and features of goods, while online shopping can be misleading in respect of authenticity of products to reality. One more problem of online shopping is the safety of online payments, which also might be an advantage in favor if traditional shopping since the payments are being controlled. In conclusion, both kinds of shopping have merits and shortages. The benefits of both shopping online and shopping in real stores are countless. However, it is true that sometimes merits could become shortages and vice versa, depending on the different perspectives that people hold.

Some people think doing the university education is the best way to get a good jobs. However, some other people believes that experience and improving the soft skill is more important than education for getting a better job. in today’s labor market both are important, in my opinion education is playing more important role at first to get the better job and carrier development. Education is an ability how to find jobs, learn to earn, as much you learn that much you earn, what a democracy, human can learn as much he or she wish to, this new technology make is very easy to access to the books, journal and all the social media, education is a great advantage teach you how to work, clarifies your favorite carrier path, it guide you how to grow and further develop your future and enjoy your favorite field of interest and so no….. Education and the experience is an interchangeable, whiles experience is to develop future what you have learn in the university, wider your understanding of knowledge, and deep dive on your carrier field, researches, inventions an innovations and so no, to grow to the highest level of the economy and knowledge in the world, in addition soft skill is import as others, but education is the first priority, gives you an opportunity make to you understand well the skills and knowledge. In conclusion, both educations and the experience is an opportunity to find the best job. without proper education cannot find the best jobs and without experience cannot grow and wider the knowledge. however, if we look to the history we have some scholars the touched the ceiling without school educations, now we study their principles in the schools, thy were hard worker and talents.

Thanks for the good work Liz, we are praying for you to get get back to your feet asap.

Ahead of the game sounds like an idiom, isn’t it?

Yes, “ahead of the game” in an idiom. Some idioms are suitable for writing task 2, but only a few. The idiomatic language that is safe to aim for are phrasal verbs that are clearly not informal.

Question: In some countries owning a home rather than renting one is very important for people. Why might that be the case? DO you think this is a positive or negative situation?

Answer: Buying your own apartment now becomes more familiar in certain countries than renting an apartment. However, I assume that this trend has positive aspects and it also has several benefits.

One of the lucrative benefits is that people would become owners of permanent accommodation by buying a home. Besides, it can be possible to get huge facilities for instance saving money. People have to pay relatively less money when they will have their own apartment. In addition, it is easy to furnish them according to their own ways as well as their own apartment is secure rather than renting. Because you will have no worries about moving to another renting house when you have your own apartment.

Another issue is there are several countries such as in Finland renting a house is much more costly. Every month people have to pay 800-900 euros per month if they want to rent a private family apartment. I think this is too much to afford. On the other hand, if I have my own apartment, at the same time I can save the rest of the money. In this case owning a home is much better and flexible than renting.

Finally, I would say owning an apartment has other benefits. For example, people can get a spacious living room with a beautiful veranda which provides huge daylight. Moreover, most of the private apartments have 2 bedrooms where rooms are larger than rented houses. It is possible to set up any furniture in the way that people want. Living in an apartment is much more relaxing, comfortable and cosy.

In conclusion, although people have different views about this issue, my opinion supports the positive side of owning an apartment rather than renting.

Governments give a lot of support to artists, even though some people think it is a waste of money that could have been used elsewhere.Discuss both views and give your opinion? An artist receives too much assistance from local government while some argued that money should be utilized on other neccessary matters rather than wasting on artists . I agree with this statement that government should take notice of important tasks on priority basis for a developed nation . On the one side , artists performs national representation at international level for earning name and fame in field through competition .As we know that not a single task is easy to master whether it is a game or dance, all this demands enthusiasm and dedication towards goal which is impossible for everyone to achieve . Therefore, this is not a big deal if a government is sending funds or prizes to artist because without money capability is nothing in today’s world . On the other side, for a developing nation such as India , discoveries in each and every field has been essential for the growth of a nation .Government should assist scientists for inventing treatment for death causing diseases such as cancer and free of cost treatment for every citizen so that nobody can die because of lack of money.In addition , free education to poor children must be provided so that they could stand on their feet one day . In conclusion, although artists represents a nation but fulfilling basic amenities of citizens in relation of food , education and health has been prioritized by the governments. Please review my essay mam

If the essay requirement says we need to discuss both sides and give our opinions (like this model essay), can I say that I prefer one option over another? Because in this model essay, the author suggests that both opinions are good and there is no preference. I’m just wondering if we would be marked on this.

Thank you so much

When you give your own opinion, you can choose any opinion you want – either one sided or balanced (partial/specific agreement) approach.

Hi Liz, I have been posting many essays to get your feedback …Can you please give me your feedback. thanks a lot. 🙂

To being with, many people think that the university education is important to get a decent job. Firstly, at universities, students learn and graduate in a desired specialization which is important to land up in a good job in that area. For example, if someone graduates as Chartered Accountant from a University, then they can get a good job in the Financial sector. Secondly, proponents of this theory believe that academics are important to carry out certain types of jobs which on the other hand cannot be done alone with gaining experience. For instance, doctors cannot perform surgeries without learning basic anatomy of the body which they learn though academics at Universities. Also, many universities offer internships programs in various companies which help the students to gain extra practical knowledge. This improves their chances to get a good job once they get graduated.

On the other hand, others believe that jobs can be a carried out by acquiring experience and soft skills. However, this holds applicable and true in certain types of jobs only. For example, jobs like housekeeping and driving, only relevant experience and some soft skills are required. Also, they believe that more experience they gain, more efficiently they can carry out their jobs and in-turn they can be more productive.

Hence, in conclusion, I believe that University education provides theoretical knowledge as well as hands-on practice through internships which tents to get a better job. I also agree that gaining experience and soft skills are equally important for getting a job in certain professions.

Sorry I do not offer this service. Please read the HOME page to learn more about how to use my site 🙂

Hi liz, My question is, can we write information that is completely made up to support our ideas? For example, “A recent study done by University of Melbourne shows that men who eat at least 10 grams chocolate a day can run faster than those who do not eat it.”

Why would you choose to do that? It won’t help your score. You never need to state the source of information and you don’t need to present numbers in your task 2 essay. Just explain your idea in your own language.

Dear mam, In opinion essay , when we give separate opinion on one side . Can we go both side in conclusion or should we have the same position in conclusion and opinion ? I am totally confuse in it. Please guide me. Thank you.

Please get my Advanced Lessons which will give you all your answers and lots of details: https://elizabethferguson.podia.com/

Also, I tend to have occasional long sentences, is it ok to use a semi-colon? Or do we just stick to comma and full stop for this test?

Thanks a bunch in advance!

Just stick to commas and full stops. To add information using clauses which are considered complex grammar features.

Thank you for the amazing model answers you provide, your website is really helpful! I finished watching your advanced video on the discussion essays and I have a question regarding writing them, since I want to follow your structure.

If I agree with one side of the argument, I understand from your video that I should state my opinion in the introduction, right? Because a teacher told me that I shouldn’t write my opinion in the introduction (even if the question says give your opinion) but should instead explain it throughout the BP of the essays and the conclusion. So I want to make sure, it is okay if I paraphrase the question (people’s arguments) in a statement then express my opinion in the next statement “In my opinion, I believe that….” and agree with either side?

Also coming to the BPs, I was told by that teacher that if I explain reasons for people’s arguments in BP1 and BP2 (even though I added “I agree” in the BP that I agree with) it will affect my CC and TR. They said that I should explain that I do not agree with one BP and giving reasons for the opinion of people that I don’t agree with would mess up my TR & CC. Is this true? In your video, you explained that it’s okay to explain reasons for both sides then simply add I agree in the BP you agree with. So I’m a little lost here, I wish you can tell me what is right in this point.

Thanks in advance. I really appreciate all your efforts.

Has your teacher completed the IELTS examiner training course? Possibly not. It is 100% fine to put your opinion in the introduction – you are introducing your opinion. It is also 100% ok to state you agree with whichever body paragraph you agree with – in that paragraph you will state that you and other people agree (or disagree) and then give reasons. You only need a separate body paragraph when your opinion does not agree fully with either side (a specific opinion/partial agreement). Is your teacher telling you IELTS rules? No. Your teacher is giving you advice based on their own opinion of IELTS. Always differentiate between rules and advice when it comes to IELTS. Always ask your teacher if they are giving you fixed rules for IELTS or just their own personal advice. There is a lot of conflicting information about IELTS because of exactly that problem.

Hi Liz thank you for your imformative website. I ‘ve got a question. Is the hook and general statement the same? Thank you

In the following link you will find a video lesson about writing an introduction. That lesson will explain about the hook and background statement: https://ieltsliz.com/ielts-writing-task-2/

Hi Liz, I had Ielts computer based based exam today, in the writing 2 task I had written nearly about 270 words, but in conclusion part when I was writing my last sentences, time is up and the computer shuted down. I could not finish my last senteces and there was some unsense words. Is it a huge problem or not? Also, thank you sharing your information with us.

The most important thing is that you wrote a conclusion, even if you didn’t finish it. Having a conclusion is crucial. An incomplete conclusion will not affect things as much as an absent conclusion. Don’t worry too much about it.

I am planning to start this essay with “Few people believe that…..” can we paraphrase “some” with “few”

The meaning of “few” is “not many”. It means a small number. “Few people” = a small number of people. This is not the same as “some”.

thank you liz

Hi Liz, Many thanks to you for the service!

My question is, if I start with one tense form, should I follow the same tense throughout the essay? Or can I use different tenses in the essay?

Thanks in advance!

It isn’t possible to use one tense all the way through. You might need to use a perfect tense or a passive or a conditional statement. The tense will depend on what you want to say. It isn’t something you can decide beforehand. See my model essays and review how many different tenses are used: https://ieltsliz.com/ielts-writing-task-2/

For Discussion Essays: Some books like IELTS Preparation & Practice, Reading & Writing Academic published by Oxfird suggest writing a 4 paragraph essay: intro+ first group+second group+conclusion(which restates the writes opinion). However you suggest a separate paragraph for the writer’s opinion(4th body paragraph). Does that mean that their style is wrong or could lead to a lower score?

It means that there are other options. There is no rule stating you must have 4 paragraphs in total. It is fine to have 5. You can get band 9 with either 4 or 5.

Hello liz, i have read in many books that the opinion discussive essay, the opinion is only given in the conclusion unlike the opinion personal view point( the agree or disagree type). The books write, this essay will discuss both sides and give a concluding view and rather give the opinion in the conclusion. Can you please clarify that for me, thank you

Unfortunately, I am not able to control what is written in other books. The instructions from IELTS do NOT state to “discuss both sides and conclude your opinion”.

Hullo Liz, Firstly I would like to thank you to help all of us selflessly…thanx to u. Today I gave my ielts in essay it was a discussion essay wherein I wrote my opinion in introduction as u say then main body paras Discussing both the sides but then I gave the conclusion n did not elaborate on my opinion… Will I lose marks? Plz tell…really worried. Thanx

I don’t understand. You said you gave your opinion in the introduction, body paragraphs and conclusion. At what point do you feel that you didn’t explain it?

Everybody told me that examples are not cardinal for essay but in some great ielts experts point of view like you mam and jay sir shows examples are vital. Through this students get more brand. Mam help me to solve my query.

Please mam help me my ielts exam on 17 August .

Please mam🙁🙁

I have never said examples are vital or 100% essential to an IELTS essay. I’m not sure what you are referring to. Examples are one way to support and illustrate a main point – you choose whether to illustrate that way or not. I suggest you review my model essays.

Hi Liz, From my observation of the given example, I understood that , in the conclusion especially for discussion essays, we have to give a brief of our view on the topic and we should not include anything from the other paragraphs. Is my understanding correct?

Your reply here would be much appreciated.

There is no such rule in IELTS. Your conclusion is a summary of the main points.

in the salad days of millenium, the society polarised into two groups. first, some people have a say that passing from University provide best to way to grab a good profession while other opinion that it is a bad to acquire proficiency and soft skills the following paragraphs would shed the light on both the approaches before making notes To commence with the first notion, there are Myriad things to be shared in its favour, first and foremost, it is undeniable education is essential part of one’s life. the majority of individuals believe that getting a degree from University Open the doors of word class opportunities and student can obtain a fine occupation for their future. In the other words, tertiary education help the students to understand the various concept which is related to their career which they have chosen by them. with the help of education they enhence their creativity on particular subject which is significant for future work opportunities

shifting towards the second school of thought, having experience of work and soft skills such as communication skills leadership skills and other interpersonal skills act as a boon for people to access a great livelihood. if individuals have a great proficiency in their skill which helps in getting a job as we all know more than half of companies prefer those employees who have a great experience in their work instead of University credentials. for instance if someone want to get a job in insurance company then they must be have a good communication skills for this job

Sorry, I don’t offer marking or comments on writing. However, I will say avoid learning phrases that you think will impress the examiner such as “in the salad days of millenium, the society polarised into two groups”. Such phrases damage your score. This is not creative writing. In a test, each sentence must be created by you in the test room. Also don’t use hook, it isn’t needed for IELTS essays and is a complete waste of time. Go to the main section for writing task 2 on this site and learn how to write an introduction for IELTS = click on the RED BAR at the top of the site. Or get my paid Advanced Lessons to learn more.

Hi Liz, Thank you so very much for your helpful blogs. I am following only you for my IELTS GT preparation. I have one doubt, I am aiming to score 7.5 or 8 band in writing. Is it fine if I write approx 300 words of essay? Definitely related to demand of question. I always try to write around 270-280 words but I feel that there is still something missing which I should add on to make it more accurate. Kindly suggest.

If you are adding words to your introduction or conclusion, it won’t help your score. If you are adding more to your body paragraphs, think carefully if it is actually 100% vital. More words open you to the possibility of more errors or a less focused essay.

It is considered by some people that finishing university education is the most effective way to get a decent job, however, have experience and developing soft skills are the keys for finding good jobs still thought by many people. In my opinion, although experience and developing soft skills are important for finding good jobs, I believe the completing university courses can improve the person’s knowledge and other skills in a very effective way as well as the best way for people to prepare their careers.

Attending the university courses can let people gain knowledge effectively, most universities offer high-quality courses both online and offline, students can achieve professional theory knowledge from different aspects through interaction with their professors, once they have questions they can get feedback and answers quickly. On the other hand, universities offer many practical classes which allow students gain experience, students also have plenty opportunities to discuss in their groups and cooperate with other students from other majors which also cultivate their social skills. Both knowledge and practical skills, as well as social skills, are very essential for finding a good job.

There is no doubt that work experience and developing soft skills or social skills are vital for finding jobs, the companies are more likely to employ the person who has job experience which people usually can find on job recruitments’ qualifications. When people find a job, he/she should be a good work player who is not only professional about her/his area but also should know how to communicate with others as well as cooperate with others. A report says that persons who have strong communication skills are much more welcomed in a work environment.

In conclusion, although both experience and developing soft skills are vital factors for finding jobs, I still believe that attending the universities is the best way for people who prepare their careers because people can gain experience and social skills in the campus as well.

hello ! thanks for your tips . And i have a question , is it okay to write ” in this following essay i will shed light on both views and state my own position” in last sentence ?

Never memorise a sentence to put in your essay. Each sentence should be entirely created by yourself in the test. If the instructions say “discuss both sides and give your opinion”, you do not need to repeat those instructions. The examiner knows what you are going to do – what the examiner doesn’t know is what ideas you will use. Use my model essays to guide you or get my Advanced lessons to learn in depth.

I just watched your advanced task 2 lesson and have couple questions on it. For the discussion essay, the balanced opinion seems more profound than one-sided opinion. Will I get lower band score if I choose to write one-sided opinion? Or will I get higher band if I choose to write balanced opinion. And can I choose one-sided opinion in any topics?

Thank you! 🙂

The balanced opinion essay means the discussion essay with specific opinion. Sorry for that. 🙂

I taught both options so that you would have a choice. The choice will depend on the question and the ideas you have for it. Sometimes a one-sided approach isn’t always the easiest option. No, you don’t get a higher or lower score for one or the other. Your score is not based on your choice of one-sided or specific view point. It is based on how relevant your ideas are and if you addressed the task with a clear opinion.

Thank you very much Liz!!!!:)

I am writing to seek your help with double views and opinion statement essay type.

Here is the question prompt I am practicing: Some people say that advertising encourages us to buy things that we rarely do not need. Others say that advertisements tell us about new products that may improve our lives. Which viewpoint do you agree with?

Here is the introductory paragraph I have written with my opinion: Aggressive product promotions are considered to be one of the efficient ways of attracting new customers. While some people believe that advertisements allures the buyers and instigates them to purchase the unnecessary items, the others consider it to be an effective method of promoting awareness about the latest trends – I second this thought.

Please guide, is it write way of supporting an argument in a formal way? If not, please suggest how can I improve.

Thanks Jasmeet Kaur

Paraphrase the statement given and then present your opinion. Two separate statements. Try writing that and post it. See this page if you don’t understand: https://ieltsliz.com/ielts-writing-task-2-how-to-write-an-introduction/

I’m struggling to reach a higher bandscore than 6.0 in writing. Therefore I bought your advanced writing lessons to spot some of my possible mistakes. Beside the fact that I have problems to structure my thoughts quickly, I’m sometimes confused by the question itself. After watching your lessons, I have tried to answer some essay questions and I came across with some I don’t know how I should organise them.

Firstly, for example, the discussion essay about the death penalty on your website. This question only mentions that I have to discuss both side. So, I’m not sure if I have to write a balanced view or can I also write a one-sided view? Moreover, I think I should not give my opinion, however, a one-sided view seems to reflect my personal point of view. How would you organise your essay?

Secondly, I’m really confused with the question “Do the advantages outweigh the disadvantages?” You said, it doesen’t matter whether there is a “do you think” include or not, because I have to make a choice which side outweigh the other…admittedly there are many official Model answer from IELTS books, which don’t give an opinion in terms of this question. Are there any differents I didn’t recognise?

I would be really grateful if you could help me.

Kind regards, Wiebke

In my Advanced lesson for the Discussion Essay there is a model essay for a Discussion without an opinion. Please take a look at it. Any question that is asking you to choose options will require an opinion – there are many ways to voice an opinion.

Dear Liz. Your advanced lessons are so helpful and clear.

Unfortunately I can’t say the same regarding the Official Cambridge Guide to IELTS which contains 8 full practice tests with sample answers for writing. I have to say that the sample answers for task 1 are very good but the ones for task 2 are so confusing. For instance, a discussion essay was turned into advantage disadvantage one.. the opinion is not mentioned in the introduction or in the BP, it is given in the conclusion… I wish I can send you a picture of it so you can mark it.

Another issue that confuses me; can we use questions in the essay? In one example of adv. Outweigh Disadv. they ended up the introduction with a question: is this a development we should welcome? The opinion is also put in the conclusion only… Thanks in advance

IT is not the task of IELTS to make their test easy. That is the task of teachers and ex-examiners. We provide the easy to follow models, not IELTS. About your second query, you should present supporting points which are statements, not questions. There isn’t enough length in the essay to start creating questions which will then need addressing further. Just stick with statements.

Hi liz In the introduction can I write “in this essay I will deliberately discuss the both views and formulate my opinion at the end of the essay ” instead answering directly in the introduction

Do not memorise sentences or phrases. You can learn words and linking devices. All sentences and phrases should be created by yourself. See my model essays.

then what do you recommend? and how do they examine grammar?

Grammar is marked by using a range of tenses that are suitable and appropriate to the essay and the subject. You can’t push a future prefect into your essay because you think it will give you a higher score. All tenses must be used correctly. The examiner will also pay attention to sentence structures, so you need to pay attention to not being too repetitive. Furthermore, the examiner will look at the density of grammar errors, for example band 5 = frequent errors, band 6 = some errors, band 7 = few errors. So, you can see your aim is to produce a range of suitable grammar and also reduce the errors you make. At all times, you only use the grammar you are familiar with to reduce errors. I am currently putting together a grammar e-book which will explain all this in great detail.

How can I buy your grammar book?

It won’t be available to buy for a few months. It is 90% complete, but it will take me a few months to edit it and get it ready for people to buy.

Hi Liz, thank you a lot for your useful advice and if it is possible, please give feedback, this is my first essay.

Instruction is simply to discuss not to give opinion.

In last decades, with the impact of growing globalization, it is noticed significant positive affects in the economy of the world, whereas this globe challenges brings some negative aspects with itself. Regarding the advantages of the globalization, a number of leading companies of the world gain more profits, while some affected countries are forced to lose their cultural values.

On the one hand, there is a competition between huge international companies over the world. They compete to produce products in better quality and lower prices. As a result, this overseas rivalry helps to boost world economy, at the same time, people all over the world take advantages in connection with buying more qualitative and less expenses products. For instance, it is obviously seems that the products which are manufactured by Samsung, Apple, Huawei and some other main companies have wide functions and simultaneously they are sold in lower prices.

On the other hand, there are some affected countries that people who live in these countries are obliged to get used to customs and traditions of the hegemon countries. In this manner, impacted society uses international languages, listens to singers who are famous all over the world and eats meals which are popular overseas and so on. To illustrate, McDonalds, KFC, Mado serve to people in more than half of the world countries, Justin Timberlake, Beyoncé, Rihanna are listened by at least one of three people and English, German, Russian languages have been more important than their native languages.

In conclusion, the monosemous acceptance of globalization is not proper approach. When this term is talked over, both sides should be taken into account.

Mam, why your advanced writing task 2 lessons have only 1) opinion, 2) discussion and 3) adv/disadvantages type essays lessons? What about a) problems/solutions, b) two-part (direct question) and c) positive/negative development type essays? Kindly reply, because I want to learn structure of each type of IELTS (GT) essay. Thank you.

Because I became too sick to make more videos.

First of all, thank you for your prompt reply, Hope you are doing well now. I will pray for your health and speedy recovery. Can I expect video lessons on those missing type essays in near future? Or do you think it is sufficient enough to just go through your sample essays on those type of essays to get an idea of written structure?

The three Advanced lessons available teach you enough skills to be able to apply the same logical. However, you will need to review model essays and other tips. Did you see my free writing task 2 lessons? See this page: https://ieltsliz.com/ielts-writing-task-2/ . Yesterday I put up a lesson about a mixed task essay with tips: https://ieltsliz.com/model-essay-for-tv-weight-problems/ . Just take a look around my site. It is unlikely I will make a new video soon. I’m still too sick for videos. But I post regular lessons on my site and am working on e-books “Ideas for IELTS Essays” and “Grammar for Writing Task 2”.

Yes, I already read the tips mentioned in the first link and just went through the second link now, both were so helpful. You are an indeed a blessing for students who are struggling with their IELTS score. Thank you for your help and tips. I am desperately waiting for your e-books. Best wishes and prayers for your health.

Thanks. I do plan to get back to making videos, but not until my health is completely recovered which might take a long time. As soon as I can, I’ll be making Advanced lessons for every single part of the IELTS test.

Hopefully you’ll be able to make more videos for your students very soon. Lot of respect and prayers for you mam. One of your students from other part of the world 🙂

Pleaaaase shed some light on the following: in the introduction of Task 2, what is the best waybto phrase that the X will be discussed in the essay. Do you say ‘This essay will discuss/This essay disagrees” or do you make use of pronouns such as ‘I’ “I agree that/ I will discuss X” . So confused as someone (online tutors) would say one thing, someone something different again. So now I don’t know which would be acceptable by an IELTS examiner.

You don’t need to use it at all. It is not required for IELTS. As you see, none of my model essays use that kind of sentence.

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Discussion Essay Questions in IELTS Writing Task 2

Learn how to answer Discussion essay questions in IELTS writing Task 2 with an overview, recommended approach and practice question. by Tim Martyn

Example question

Recommended approach, practice question.

Discussion essay questions are a common question type in IELTS writing Task 2. You’ll be presented with two opposing views on a topic and be asked to discuss both views and give your own opinion.

Here are some key points about Discussion essay questions:

• You should spend no more than 40 minutes on the task.
• You should write at least 250 words – you’ll be penalised if your answer is too short.
• Task 2 is worth two thirds of your total writing mark; Task 1 is worth one third.
• You must write in full sentences, not bullet points or note form.

Here’s an example Discussion essay question.

Write about the following topic: Some people believe that mobile phones are distracting and should be banned in school classrooms. Others, however, think that they are valuable learning tools that should be allowed. Discuss both these views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Here’s my recommended approach for answering Discussion essay questions. We’ll use the example question to go through the steps you need to take.

IMPORTANT: The overall approach is the same for all  Task 2  question types (i.e. discussion, opinion, advantages–disadvantages and two-part essay questions). This is important because, on test day, you could get a question that doesn’t fall neatly into any of these categories. However, if you learn and practise applying the overall approach, you should be able to respond flexibly to any question you’re presented with. Also, while I generally recommend writing 4-paragraph essays, there are other structures you can use to write an effective essay.

Step 1  >  Analyse the question

The first step is to analyse the question. This is crucial – if you don’t take the time to analyse the question properly, you may misunderstand what it’s asking you or fail to respond to key parts of the question. Here’s our question prompt again.

You can see that we’ve been given two opposing views:

• mobile phones are distracting and should be banned in school classrooms;
• they are valuable learning tools that should be allowed.

Notice that each view is quite specific. The first view isn’t simply that mobile phones are bad and should be banned – it’s saying that they’re distracting and should be banned. Likewise, the second view isn’t simply that mobile phones are good and should be allowed in classrooms – it’s that they’re valuable learning tools and should be allowed. You need to make sure you pay attention to these details in the question. Otherwise, it’s likely that you won’t fully answer the question. The second part of the question prompt tells us exactly what we have to do. Here, it’s asking us to:

• discuss both views;
• give our own opinion.

If you don’t cover all of these elements – e.g. you forget to give your own opinion, or you only discuss one side of the issue – you’ll have failed to fully respond to the question and you won’t be able to score higher than Band 5 for Task Response.

Step 2  >  Think of ideas

Once you fully understand the question and what you’re required to do, the next step is to spend a few minutes thinking of ideas for your essay. Don’t try to brainstorm as many ideas as you can – all you need is a few good ideas. If you’re having trouble coming up with ideas, try asking yourself these questions:

• What are the most obvious ideas?
• If you asked 100 people for their ideas, what do you think most of them would say?

For Discussion essay questions, you’re given two opposing views in the question, so all you really need to think of is some reasons why people may hold those views and decide which view you agree with.

Step 3  >  Make a plan

Once you’ve thought of some ideas, it’s time to make a plan. I’d recommend that you spend about 5 minutes on your plan. It doesn’t need to be very detailed, but it’s important to think about what examples you’ll use and how you’ll explain your points. If you think of these things in advance, you’ll be able to connect your ideas more effectively when you’re writing your essay. Don’t try to write in full sentences – you can use symbols and abbreviations. The important thing is just to get your ideas down on paper. The plan for this essay might look something like this.

Step 4  >  Write the introduction

Now that you’ve thought of ideas for your essay and made a plan, it’s time to write the introduction. IELTS doesn’t specify what you need to include in your introduction, but for Discussion essay questions, I recommend that you include:

• a broad statement about the topic;
• a paraphrase of the opposing views presented in the question that includes your own opinion.

Let’s look at each of these parts one by one.

1. A broad statement about the topic

An easy and effective way to start your introduction is to write a broad statement about the topic. What’s the topic? In our example, the topic is mobile phones in schools and the idea that their use is contentious, but not that they’re distracting or valuable learning tools – we’ll introduce that idea in the second part of the introduction. For Discussion essay questions, the easiest way to write a broad statement is to introduce the idea that there’s debate / a difference of opinion. In our example, we could write something like this: There are differing opinions as to whether schools should allow mobile phones to be used in class.

2. A paraphrase of the opposing views presented in the question that includes your own opinion

In the second part of the introduction, you should paraphrase the two views expressed in the question and make sure your own opinion is clear. Keep in mind that you mustn’t copy the exact wording used in the question. Instead, you need to use synonyms and other forms of paraphrasing. You won’t be able find synonyms for everything. In fact, some words shouldn’t be replaced because doing so would change the meaning.

Here are the key words from the question prompt with some possible synonyms.

Notice that I haven’t attempted to find a synonym for mobile phones . You might be tempted to use the US term (i.e. cell phone s), but that’s not necessary. You’ll also notice that, instead of trying to find synonyms for distracting and learning tools , I’ve made other changes to show the examiner that I can express the opposing views in my own words. The easiest way to include your own opinion is to use a phrase such as I tend to agree with those who . This makes your position clear to the reader. Our paraphrase could be something like this: While some argue that mobile phones should be prohibited because they are a distraction, I tend to agree with those who see them as useful learning tools that should be embraced.

If we put the two parts of the introduction together, this is what we have.

There are differing opinions as to whether schools should allow mobile phones to be used in class. While some argue that mobile phones should be prohibited because they are a distraction, I tend to agree with those who see them as useful learning tools that should be embraced.

Step 5  >  Write the body paragraphs

The next step is to write the body paragraphs. Your first body paragraph should be about the view you don’t agree with. To make it clear that it’s the view of others, you can use phrases such as Some people , They say that and According to those who . Your second paragraph should be about the view you do agree with. A word such as While or However can help you introduce the contrasting view. Make sure it’s clear that you share this view. Don’t be afraid to use phrases such as I believe that and I am of the view that . Here are some possible body paragraphs for our example.

Some people hold the view that mobile phones have no place in school classrooms because they distract students from the lesson. They point to the many apps available on students’ phones, including games and social media apps. They argue that the temptation to use such apps during class time is difficult for the majority of students to resist. For example, if students are working on a group project, the less engaged members of the group may take out their phones to quickly check social media, watch a video on YouTube or do something else on their phones that is not related to what they are supposed to be doing. According to those who are opposed to the use of mobile phones in class, such distraction has a negative impact on learning outcomes. While I accept that there is a risk of distraction, like others, I believe that mobile phones should be permitted in class because of the many educational benefits they offer. Firstly, there is a wide variety of apps that teachers can use to make their lessons more engaging. One example of such an app is Kahoot, which allows teachers to create highly engaging, interactive quizzes that students can complete in teams. Such apps are beneficial because learning is more effective when students are engaged. Secondly, access to mobile phones in class can encourage students to become independent learners. Without their phones, students have to rely on information provided by the teacher, but if they are given access to their phones, they can do their own research and find answers for themselves.

Step 6  >  Write the conclusion

The next step is to write the conclusion. All you need to do here is summarise the two opposing views and, again, make it clear what your own opinion is. Don’t just copy the words you used in other parts of the essay – use synonyms and paraphrasing as much as you can. Start your conclusion with In conclusion or To conclude . Here’s a possible conclusion for our example.

In conclusion, while students do need guidelines on how to use their mobile phones responsibly in class, I am of the view that they should be permitted because of the positive impact they can have on students’ learning.

Step 7  >  Check your work

The final step is to check your work. At this stage, you won’t have time to make any major changes, but it’s still an important step. Things to check for:

• whether you’ve used an adequate range of grammar and vocabulary;
• your word count.

Now it’s your turn to practise. Try the Discussion essay question below using the approach outlined above.

Write about the following topic: Some people believe that homework is an important part of children’s education. Others say that children should not be given homework. Discuss both these views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience.

↕  scrollable window

Click below for a sample answer.

Despite homework being a common component of children’s education, not everyone agrees on its value. While some people believe that children should not be required to do homework, I generally side with those who see it as a crucial aspect of learning.

Some people argue that homework is unnecessary and should not be given to children. Children already spend a significant portion of their day in school, they say, and adding more academic work after school hours can prevent them from engaging in extracurricular activities, pursuing hobbies and enjoying essential downtime. They also argue that the effectiveness of many common homework tasks is questionable as they can often involve rote memorisation and completion for the sake of completion. Finally, a common argument against homework is the fact that it can put an unnecessary burden on parents because they have to ensure that their children are actually completing it.

However, I agree with those who see homework as an important part of children’s education. First of all, homework plays a vital role in reinforcing classroom learning. It provides students with an opportunity to practise and apply what they have learnt in the classroom, solidifying their understanding of concepts. For example, if students have learnt about a scientific concept in class, their homework could be to conduct a simple scientific experiment based on that concept at home. Homework also allows parents to be more engaged in their child’s education as they can review assignments and support their child’s learning journey. Finally, homework teaches children discipline, which can prepare them for the demands of higher education and the workforce.

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How to Write a Discussion Essay

Last Updated: June 27, 2023 Fact Checked

This article was co-authored by Jake Adams . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. There are 14 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 444,254 times.

Discussion Essay Outline and Example

Planning Your Essay

• For instance, maybe the question is, "Immigration has been a heated topic on the national level for many years. With issues like the DREAM Act and President Trump's stances on policy, it's likely to remain a central issue. Using authoritative resources to back up your argument, take a stance on immigration policy, establishing whether you think it should be more or less strict and why."
• You can establish that the main topic is immigration policy from the sentence, "Take a stance on immigration policy."
• If you're having trouble understanding the question, don't be afraid to talk to the professor. They can help you better understand what they're asking for.

• If your essay will be based off a discussion had in class, ask your instructor if you can use class notes as a primary source.
• Look for respected news sources, as well as websites with ".edu" and ".gov" extensions.
• You may need to look up information on the DREAM Act or President Trump's policies to help you understand the question, for example. For this part, you don't need to take extensive notes, as you're just trying to get a feel for the subject.

• If you were given a text to base your essay on, make sure that text has enough evidence to support your chosen position.

• Use Roman numerals on your page to mark your main ideas. Write a main point by each Roman numeral. You should only cover 3 to 4 main points in a relatively short essay, such as one that's 3 to 5 pages.

• Your main sources should be books or ebooks, journal articles from academic journals, and credible websites. You can also use high quality news articles if they're applicable to your topic.

• For a book, you should include the author's name, the editor's name (if applicable), the title of the book, the publication year, the publication city, the edition, and the title of the book chapter in an anthology by multiple authors.
• For a journal, include the author's name, the journal title, the article title, the digital object identifier (DOI), the ISSN, the publication date, the volume (if applicable), the issue (if applicable), and the page numbers for the journal article.
• If you're searching in a database, you can often ask the database to save this information for you, but you should include identifiers on your notes.

• For example, if one of your main points is "Immigration increases diversity," some of your points underneath might be "Brings in new cuisines," and "Brings in new art."
• Find examples from your research, and add notes to each point to fill them in.

Writing the Introduction

• For an example or anecdote, start by telling a short story about something relevant to your topic. For instance, you might write the following for an essay on immigration, "When I was 4-years-old, my parents told me we were going on a long trip. After a bus ride, we spent nights walking, my dad carrying me most of the way. One day, we crossed a river. That day marked our first day in our new country."

• For example, you might write, "Immigration is a highly-debated issue. It is controversial because some people fear how it affects the resources of the country the people are immigrating to, while others believe the improved quality of life for immigrants is what’s most important."

• For instance, your thesis statement might be, "Immigration is good for the country because it increases diversity, infuses the country with new talent, and broadens the population's perspective, and it should be encouraged with a few basic safeguards in place."

Composing the Body of Your Essay

• For instance, if you're writing a short research paper, one paragraph might be your main point "Immigration increases diversity," where you cover all your bullet points in that paragraph.
• If you're digging deeper, you might create a section about diversity, and then use a paragraph to cover "brings in new cuisines," another to cover "brings in new art," and so on.

• Try not to set up a "straw man" argument, where you don't give the other side a fair chance. You should be able to support your position without purposefully creating a weak position on the other side.

• For instance, maybe you want to transition between a section about increasing diversity to one about bringing in new talent. You might write a sentence like, "Increasing diversity in our country doesn't just bring in new cuisines and art, it also brings in hard workers that have fresh perspectives on old problems in the workforce."

• You can paraphrase other ideas or use direct quotes, but only use a direct quote if the author said something in a unique way. Otherwise, put it in your own words.
• You may want to begin body paragraphs with a quote from a relevant source. Then, explain or provide commentary on the quote and show how it supports your position.
• You can also use statistics to back up your research. For instance, if one of your arguments is that immigration doesn't increase crime, use statistics to back that up.

Concluding Your Essay

• For instance, you might write, "A truly great country is one that celebrates differences and welcomes new ideas and perspectives. While immigration has some negative effects on a country, overall, allowing people from other countries to come in helps to spark new ideas and make the country a better and more interesting place to live. Rather than being a drain on society, immigrants are motivated to work hard and our citizens can only benefit from listening to their perspectives."

• Once you have the flow down, read it again to check for grammatical mistakes and typos. It can help to read it aloud, as it slows you down and forces you to read every word.

Expert Q&A

• Remember you can't research forever. Often, the research stage absorbs a student so fully that the upcoming submission date seems unimportant. Make sure to leave yourself at least a few days to write your essay. Thanks Helpful 1 Not Helpful 0

You Might Also Like

• ↑ Jake Adams. Academic Tutor & Test Prep Specialist. Expert Interview. 20 May 2020.
• ↑ https://student.unsw.edu.au/answering-assignment-questions
• ↑ https://student.unsw.edu.au/essay-and-assignment-planning
• ↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-11-developing-a-convincing-argument/
• ↑ https://student.unsw.edu.au/organising-your-ideas
• ↑ https://writingcenter.unc.edu/tips-and-tools/introductions/
• ↑ https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/parts-of-an-essay/essay-introductions
• ↑ https://wts.indiana.edu/writing-guides/how-to-write-a-thesis-statement.html
• ↑ https://www.student.unsw.edu.au/writing-your-essay
• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/establishing_arguments/organizing_your_argument.html
• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/establishing_arguments/research_and_evidence.html
• ↑ https://writingcenter.unc.edu/tips-and-tools/conclusions/
• ↑ https://libguides.usc.edu/writingguide/conclusion
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

To write a discussion essay, start by taking a side on the issue you're writing about, like "Immigration is good for the country." Then, outline the main points that made you decide to take that position and do research to find evidence that backs them up. Look for credible sources that can help you make your argument, and don't forget to cite them. Then, when you're writing your essay, devote 1 paragraph to each main point and include your evidence. For help writing the introduction and conclusion to your essay, scroll down! Did this summary help you? Yes No

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• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

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How to Critically Discuss in An Essay

Published by Carmen Troy at September 19th, 2023 , Revised On January 5, 2024

Writing an essay often involves more than just relaying information or expressing an opinion. For many academic and professional purposes, you are required to critically discuss topics, demonstrate an understanding of various perspectives and showcase your analytical skills. 

So, what does it mean to critically discuss something in an essay? And more importantly, how can you do it effectively?

What is Critical Discussion?

Before diving into the how-to, grasping what critical discussion entails is essential. Essay writing help often emphasises the importance of this step. Critical discussion requires a deeper level of analysis where you explain a topic and evaluate and dissect its various facets.

Imagine an object in the middle of a room, with observers standing at different points around it. Each person sees the object from a unique angle. Similarly, when you critically discuss a topic, you are trying to view it from multiple angles, considering various perspectives and arguments and avoiding biases where certain perspectives might be overlooked.

How to Critically Discuss

Consider the following steps to critically discuss an essay. 

Start with Thorough Research

To critically discuss a topic, you need to understand its nuances. This requires in-depth research:

• Diverse Sources: Instead of relying on a single type of source, such as books, expand your horizons. Use academic journals, reputable news articles, podcasts, interviews, and more. Essay services can be an invaluable tool in this stage for collating resources.
• Contrasting Opinions: Deliberately seek out sources that disagree with each other. This will provide a more holistic view of the topic and help you understand the key debates in the field. 

Organise your Thoughts

Begin by brainstorming. Jot down the key points, arguments, counterarguments, and evidence you have gathered. Categorise them and try to identify connections or patterns.

Structure your Essay for Critical Discussion

Critical discussion typically follows this essay structure :

• Introduction of an Essay : Introduce the topic and highlight its significance. Outline the main points you intend to discuss, backed up by scholarly source references.
• Main Body: This is where the meat of your critical discussion will lie and where techniques like the rhetorical analysis of an essay can be invaluable.
• Present Different Angles: Every paragraph should tackle a unique perspective or argument. Discuss its strengths and weaknesses. If you are discussing a controversial topic, you might delve into the argumentative essay.
• Use Evidence: Always back up your statements with evidence. Quotations, statistics, and examples can bolster your claims.
• Contrast and Compare: Highlight how different perspectives agree or differ from one another. This comparative approach will enrich your analysis.
• Conclusion: Summarise the main points discussed and reiterate their significance. You might also want to mention areas for further research or exploration.

Question Everything

When critically discussing, you are essentially playing the devil’s advocate. Some questions to pose include:

• What are the underlying assumptions here?
• How might someone oppose this perspective?
• Are there any weaknesses or limitations?
• What real-world implications does this have?

Avoid Bias and Stay Objective

While it is challenging to be entirely free from biases, strive for objectivity. Remember, a critical discussion is not about what you believe; it’s about presenting a rounded view of the topic.

Write with Clarity

Complex topics demand clear writing. Avoid jargon unless it is essential, and ensure your sentences are concise and straightforward. Each paragraph should have a clear focus, and the flow from one paragraph to another should be logical.

Incorporate Feedback

Once you have written your essay, share it with peers, mentors, or tutors. Their feedback will provide fresh perspectives and highlight areas requiring more clarity or depth.

Revise and Refine

Like any essay, the first draft might not be perfect. Dedicate time to revising your work, refining your arguments, and ensuring the essay flows smoothly.

Conclude with Forward-Thinking

A hallmark of an excellent critical discussion is leaving the reader with something to ponder. Highlight areas where research is still ongoing, or propose questions that have not been addressed adequately.

What Critical Discussion is Not

Critical discussion is essential for deepening understanding, stimulating creative thought, and promoting a collaborative environment. However, certain behaviors and attitudes are not conducive to critical discussion. Here is what critical discussion is not:

Ad Hominem Attacks

A critical discussion does not involve attacking a person’s character, motives, or other personal attributes. The focus should be on the content of the argument, not on the person making it.

Appeal to Emotion

While emotions can be involved, a critical discussion should not be based solely on emotional appeals, nor should it be used to manipulate participants.

Straw Man Fallacy

Misrepresenting or oversimplifying an opponent’s argument to make it easier to attack is not genuine discussion.

Dodging questions, changing the topic abruptly, or not addressing the central issues is not a part of critical discussion.

Closed-mindedness

A true critical discussion requires participants to be open to new ideas and willing to change their minds if presented with compelling evidence.

Talking Over Others

Dominating the conversation, interrupting, or not allowing others to speak does not foster a healthy discussion.

Confirmation Bias

Only seeking out or acknowledging information that confirms one’s pre-existing beliefs is not the essence of critical discussion.

Appeal to Authority

Simply stating that an authority figure believes something does not make it true or end the discussion.

Overgeneralisations

Making broad statements without sufficient evidence or specifics undermines a constructive dialogue.

False Dichotomies

Presenting issues as if there are only two sides or solutions when there might be a spectrum of possibilities, in reality, is not conducive to critical exploration.

Circular Arguments

Arguing a point by merely restating it in different words does not add depth or clarity to a discussion.

Unwillingness to Listen

Entering a discussion with the intent to lecture rather than also to listen, learn, and potentially adjust your views stifles genuine discourse.

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Critical Discussion Example

let’s set up a scenario for a critical discussion:

Topic: The Impact of Social Media on Mental Health

Participants: Alex and Jamie

Alex: I have read a lot of articles recently that suggest social media has a negative impact on the mental health of users, particularly young people. There’s a correlation between increased social media use and increased rates of depression, anxiety, and loneliness.

Jamie: That is a valid point, Alex. There have been studies that suggest that. However, correlation does not imply causation. People who are already feeling lonely or depressed may be simply more likely to spend time on social media. How do we know that social media is the cause and not just a symptom?

Alex: That is a fair point. Some studies have shown that excessive use of social media can lead to feelings of inadequacy, especially when people compare their lives to others. The constant barrage of highlight reels from other people’s lives can make users feel like they’re not doing enough or not leading fulfilling lives.

Jamie: True, comparison can be detrimental. But social media also has its benefits. It is a way for people to connect, especially those who might feel isolated in their real lives. For some, it offers a community and a sense of belonging. Shouldn’t we consider these positive aspects as well?

Alex: Absolutely, I agree that social media can provide vital connections for many. But there is also the element of screen time. Being constantly connected can disrupt sleep patterns and reduce face-to-face social interactions, which are crucial for emotional and social development.

Jamie: Yes, moderation is key. Users need to be self-aware and ensure that their online interactions enhance their lives rather than detract from them. Healthy social media use education might be more beneficial than demonising the platforms.

This is a simplified example, but it highlights some features of critical discussion, similar to what you would find in a discursive essay :

• Respectful Exchange: Both participants listened to each other’s viewpoints.
• Exploration of Ideas: The participants delved into the complexities of the issue.
• Use of Evidence: Alex and Jamie provided reasons and evidence for their perspectives.
• Open-Mindedness: Both were open to adjusting their views or considering the other’s viewpoint.

Seeking Understanding: Instead of trying to “win” the argument, they aimed for a clearer understanding of the topic.

Frequently Asked Questions

What does critically discuss mean.

“Critically discuss” means analysing and evaluating a topic or argument thoroughly, considering its strengths and weaknesses. It involves a detailed assessment rather than a mere description, often requiring one to question assumptions, recognise biases, and provide evidence to support the analysis. It is a deep, balanced examination of a subject.

How to answer a critically discuss question?

To answer a “critically discuss” question:

• Introduce the topic briefly.
• Present key arguments or points.
• Analyse the strengths and weaknesses of each.
• Use evidence to support your analysis.
• Consider alternative viewpoints.
• Conclude with a balanced assessment.
• Ensure clarity, coherence, and proper referencing throughout.

How to critically discuss a theory?

To critically discuss a theory:

• Outline the theory’s main propositions.
• Examine its historical and academic context.
• Evaluate its strengths and weaknesses.
• Compare with alternative theories.
• Highlight empirical evidence supporting or refuting it.
• Analyse underlying assumptions.
• Conclude with a balanced perspective, acknowledging its relevance and limitations.

How to critically discuss a topic?

To critically discuss a topic:

• Introduce the topic succinctly.
• Present key facts or arguments.
• Analyse strengths and limitations.
• Reference relevant evidence or research.
• Consider opposing views or counterarguments.
• Assess the implications or significance.
• Conclude with an informed perspective, reflecting a comprehensive understanding.

How to critically discuss in psychology?

• Introduce the psychological concept/theory.
• Detail its historical development and key proponents.
• Evaluate empirical evidence supporting and opposing it.
• Examine methodological strengths and limitations.
• Compare with alternative theories or explanations.
• Discuss real-world implications or applications.
• Conclude, reflecting on its overall validity and relevance.

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Psychology Discussion

Essay on language and communication | human behaviour | psychology.

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In this essay we will discuss about language and communication.

Essay on Language:

Language is often described as the sine-qua-non or the most important and distinguishing characteristic of a culture or civilisation. There has been a the consistent relationship between the level of advancement of a society and the complexity and development of its language. In fact, one may say that civilisation or for that matter the very idea of knowledge is closely intertwined with language.

Scientists interested in the study of the evolution of behaviour of societies point out that there are four distinct features which have made the human organism distinctly superior to the highest evolved sub-human organisms like the chimpanzee. These are, attainment of an erect posture, the growth of the cerebral cortex and its complexity, the prolonged period of socialisation, and finally the acquisition of advanced and complex linguistic capacities and abilities.

While the first three are purely biological or related to biological factors this is not the case with language. Language skills of the human being have been growing and will continue to grow. In fact, while the brain structure, erect posture and socialisation have essentially remained the same throughout human history, the story is different in the case of language.

Languages have grown in complexity, quality, flexibility, finesse and versatility. While animals and to some extent even the earliest human beings mostly depended on gestures and movements, in contemporary society, verbal language is the most characteristic medium of interaction.

This verbal language has come to engulf our lives in every sphere and today one cannot think of advances or development in any sphere of life without the involvement of language. Thus, human society has evolved music as a language, the numerical system as a language, dance as a language, Morse code and today a variety of computer languages.

Nature of Language:

Language is essentially a set of signs and symbols which have certain fixed meanings, evolved in each society. It is this fixed denotation which makes languages so essential and crucial.

The signs or symbols may be sounds, words, light signals, gestures, facial expressions, geometrical signs, and body postures. These signs can be verbal or non-verbal, visual or auditory, animate or inanimate. Thus a traffic light is an inanimate visual sign.

The telephone bell is an inanimate and auditory symbol while the expression of a dancer is a visual and animate symbol. When you get up to interrupt your teacher while he is teaching, he makes a gesture and you sit down. This is visual and animate. Thus, we see that when we talk of a language, it is just not the mere verbal language that we mean though that represents the most complex and advanced from of language behaviour.

It is obvious that any language can develop only in a society or social context. So, the nature of the society and social interactions play a very crucial role in determining several aspects of language, particularly the linguistic form of language. This is true both at a collective level, the evolution of a language, and also at the level of an individual, the acquisition of language abilities.

Of course, there is a view that certain forms of language structure are universal and innate and that even some animals exhibit some sort of language behaviour. But, even if there are innate and universal language structures, it is undeniable that verbal language is very much a product of social life interaction and social evolution.

It is estimated that human beings have used some form or the other of a spoken language for more than a million years or even three million years. However, written language is estimated to be only about 7,000 years old. This latter perhaps is an underestimation, and even written language is probably older than this.

This clearly shows that language behaviour in a spoken or written form has been very closely associated with the whole evolution of human societies. Languages appears to have played a very crucial role in social evolution, the emergence of civilisation and unfolding of social life in all its aspects including social degeneration.

If an individual who lived in this world a million years ago and who was speaking some language of his period were to come alive again, he will be amazed at the complexity of modern languages. Perhaps, he will not be able to recognise them as languages. Thus, modern languages have become much more complex, complicated, rich in vocabulary and above all show variance from one language to another, some with a long vocabulary. Idioms and sentences are combinations and re-combinations of a limited number of basic sound units called phonemics corresponding to vowels and sentences though not exactly the same.

The number of basic phonemics used by different languages in the world are limited and range between 15 to 85, the English language using about 45 such phonemics. Combination of these phonemics in different ways and manners leads to the formation of morphemes which some linguists compare to words though morphemes are not exactly similar to words and certainly not identical.

It is sometimes estimated that a very highly educated individual learns to recognise about 1, 00,000 morphemes out of the basic 45 phonemics the average being around 10,000. A few studies by Templin and Irwin have shown that there are very wide individual variations depending on socio-economic status, educational background, intelligence, availability of learning opportunities, etc.

A number of other factors also seem to contribute to these variations. Thus, we may see how fantastic languages are in that, though their basic units are limited, their combinations in various ways have resulted in the generation of unlimited number of morphemes. We may thus say that language is an open system, even mild variations in the intonations of these phonemics can result in new morphemes.

Evolution of Language:

One observation which has been engaging the attention of life scientists including psychologists is that many of the activities which we see at the human level are also seen in the behaviour of sub-human organisms. This interest is a direct result of the Darwinian theory of evolution.

Stated simply the question runs as follows:

Do sub-human organisms exhibit and employ a particular activity or activities seen at the human level, and if so how far down the levels of the evolution ladder this activity is seen?

Further, if these activities are found to be present at the lower levels do they serve the same purposes as they do at the human level? Do they show the same degree of complexity and individual variations? Are the differences between sub-human forms of such activities and human forms different only in degree or are they also qualitatively different?

This search for the presence of human level activities at the level of the lower organisms has been extended to languages also. Scholars have been trying to explore whether there exists some forms of social interaction among animals based on languages. Some of the earliest and classical studies of Wheeler and Fabre have shown evidence for the existence of some elementary forms of social organisation among animals and insects.

It has also been shown that some forms of social interaction and communication exist among birds. A number of studies have been undertaken on sub-human organisms at higher levels like apes and chimpanzees who are the immediate evolutionary ancestors of the human beings.

Such studies have shown that they live in clans and also possess embryonic forms of power hierarchy. This being so, it is only logical for forms of communication to exist among these animals, may be these forms of communication are not linguistic.

If we define language as essentially a system of signs used for expressing and communicating, then there certainly appears to be some form of language though not necessarily phonetic in form. A number of studies involving observation of animals in situations involving coping with certain crises situations have shown that at the levels of animals while one may not find linguistic and verbal communication, nevertheless a variety of body movements, sounds and even emission of certain odours exist and play a definite communicative role and perform functions including expression, influencing, signalling, etc.

Thus, certain sounds are made when an enemy is seen as an expression of a felt threat which in turn acts as a communication to other members of the group, thereby influencing their action and making them run away. Such sounds or actions constitute ‘display or exhibitionistic language’ to communicate with other members.

Among the geese, a set of vocal displays have been repeatedly observed to prepare to escape as a group. Vocalization or other forms of sounds have been found in birds during hatching seasons and these vocalizations set in motion a general reaction to make other birds react in a similar manner. Touch language is also prevalent as preliminary to mating between two members of the same species – one male and the other a female.

Animals at the higher levels of the animal world like apes and chimpanzees have the ability to acquire, store and retrieve information to a much simpler extent than in the case of the human. If this is the case then, at-least at the level of the chimpanzee, there should be some elementary form of language.

A strong case for the presence of such a basic language at the level of the apes has been made out by investigators like C.R. Carpenter. Carpenter and many others have identified anywhere between 9 to 20 sounds with different meanings used by apes. But the one observation has been that while such a sound language may initiate action in other members of the species, nevertheless there is no dialogue or conversation.

The language and communication seems to operate one way. Further, they are found to be used only in emotion led situations and are very situation specific as in attracting a mate or signalling the arrival of an enemy. Thus, situationised considerations of direction and guiding physiological action seem to be the main functions of such sounds. Of course, there is nothing purely verbal and in that sense nonverbal language, speech or communication among members of lower organisms seems to exist.

One may then conclude, if we look at language purely as a tool of expression and communication directed to influence the behaviour of others, there does seem to be adequate evidence to indicate the existence of some rudimentary forms of language among animals and this is in parts in the form of physical movements or sounds or directly involve display, situation specific and one way. Animals do not know how to use a word or a sentence or for that matter any form of verbiage.

Certain investigators however, have gone a little further and tried to find out whether even if there is evidence in the case of higher level animals like gorillas or chimpanzees about their having a language, do they have the structural capacity of the brain? This has been doubted by another group of investigators.

Similarly, one can raise the question, can we teach human language to the apes? A few interesting studies have been undertaken in this regard. In a very interesting study along these lines, Keith Hays and Cathy Hays adopted an infant chimpanzee Vicki and brought her up as a human child.

Despite intensive efforts they found that all attempts to teach Vicki to speak like a human child were futile, Vicki being able to utter hardly three barely recognisable words or sounds after three years of teaching. But at the same time, they found that although Vicki could not utter these words, she was able to comprehend many more words of the English language. Thus, in many other chimpanzees who were studied, it was found that though there is no ability on the part of the animals to utter or speak, they were able to understand and interpret.

In view of this, it was concluded that human language is unique to the human species because they are distinct from animals. But very soon the Pandora’s box was opened again. Reacting to the earlier findings that even man’s closest animal cousin, the chimpanzee could not learn the languages, critics started asking that while the chimpanzee may not be able to speak, speech is not the only component of language and that there should be other aspects of language like comprehension, interpretation, etc., and it is possible that as in the case of speech, if these processes were also investigated then the chimpanzee may be found to be more capable.

Human infants are not capable of producing many speech sounds. It has been found that this is because of their underdeveloped vocal tracts and memory and also because of their inability to make certain articulate movements needed for speech production. Lie Beevan and others found that many mature non-human primates faced the same problem as human infants.

Their vocal tracts are smaller like those of human infants. On the other hand, studies intending to find out whether primates perceive the speech sounds, in ways similar to the ways perceived by human beings, have produced mostly negative results or at any rate results which are not clear.

Overall, there appears to be a broad consensus, perhaps, tentative that primates including chimpanzees are not well endowed with the capacity to acquire the ability to communicate using speech. But, what about other aspects like comprehension?

Children who are not able to speak certainly appear to be quick in other aspects like responding, interpreting, comprehending, etc. as observed by Lenneberg and Maclean and Ruches. Beatrice and Garner undertook a pioneering investigation attempting to teach American sign language to Owashowe – a chimpanzee. Owashowe was brought up in the house trailer, interacting with a number of human beings who while in her presence never spoke verbal languages but used sign communication extensively.

Signs were used to communicate objects; questions were asked in sign form. In the beginning the progress was very slow. But by the end of about 22 weeks Owashowe could acquire a vocabulary of nearly 34 signs and use these under appropriate situations.

Though like human infants, Owashowe’s sign language initially was not very descriptive and clear, gradually situation appropriate and specific sign language was achieved. More remarkably, Owashowe after a number of minutes could combine such signs to produce sentences like “you drink”, “key open” etc.

According to many investigators like Brown, Owashowe’s language was very similar to what human children in the first stage of speech have. Other investigators like Premark based on their studies on chimpanzees arrived at more interesting conclusions.

The task involved here was slightly different. Here, the chimpanzee Sara had to learn to equate certain utterances with a set of distinctly coloured and shaped plastic pieces arranged in a pattern and stuck to a plastic board. The utterances were a pattern of sticking together a set of such pieces. Results were really surprising and the chimpanzees could learn this language to a very high degree of complexity.

Here, the attempt by the experimenter does not require the animal to translate the language into human language terms. She only had to learn a non-verbal way of uttering what was uttered by the investigator. Researches like this show that while chimpanzees may not go far in learning a human language and speak the same, their ability to code, encode and decode symbolic cognitive inputs like colour pieces, cannot be written off.

Research in this area has certainly pointed out that even at the higher level of evolution, the animals are not very capable of learning and speaking the human type language and produce speech sounds. But, because of this, one cannot say with the same degree of certainty that they do not comprehend language symbols, or forms of relations among them.

The adult human beings’ capacity for mastery of human speech is infinitely superior to that of an adult chimpanzee, but at the same time there is a lot of similarity between the vocabulary of a human infant and a chimpanzee. A chimpanzee can learn a language of different types.

Of course, it does not mean much, but one or two sounds become clear. The nature and structure of the brain and the vocal apparatus at the human level thus make a qualitative and quantitative difference in the language behaviour of sub-human organism and the human being.

Apart from this basic biological structure, there are greater number of language based interactions, and also more numerous opportunities for mastering a language, at the disposal of the human being which definitely make for a difference between human language and sub-human language.

Functions of Language:

If language is such an important part of human life, then it certainly must have served human beings very well and also useful purposes. What are the various functions of language? Essentially, as a common man sees, language has two obvious functions; first it serves a person to express oneself and then communicate.

Through an expression one is able to inform, request, persuade, threaten or influence others. This means one is able to relate one’s experiences, fears, wishes, to others and similar experiences of others. This is the beginning of social life. When people are able to express to each other, naturally they are able to interact with each other and understand what others are saying or doing. Based on such an interpretation there is the beginning of action.

This phenomenon goes on. Thus, we may see that language helps in expressing, understanding, interpreting and communicating events those inside a person and when there is a reciprocal action one can see how social interaction starts. The entire fabric of social life is thus based on an ability to express, interpret, understand and influence, first reciprocally, then in an extended manner.

Thus, one may see that language is at the very foundation of human civilisation. Perhaps, this is a very simple statement of what is happening. When I say I understand and interpret, there is a cognitive function; when I say, make others accept or act, there is a social function, one of relating myself to others.

When I talk and smile, this is an affective function. Language helps people to develop, shape perception, share interpretations, share expectations, and share expressions and also feelings and emotions. We may now briefly examine some of the basic functions of language. Some of these are obvious and others are not so obvious.

Let us for a moment imagine that a sub-human organism or a primitive human being faces for the first time a condition of hunger or fear, sees another strange animal or hears a sudden noise. Cutting across all these one would have faced a condition of disturbed equilibrium which might have resulted in the feeling of fear, surprise, joy, delight, hunger, or whatever it is.

However scientific our modern researches may be, common sense tells us that the earliest form of linguistic reaction must have originated under such a situation. A classical example is the birth cry of a new born child.

In all these instances, it may be seen that the origins of language lay in an articulation or expression of the state of the organism; but while being an act of expression, it also becomes an act of trying to understand and interpret the strange feelings or state of affairs.

Now, we may begin our attempts to understand various usages, and functions served by language or linguistic behaviour which includes the sound language of some animals and also the sign language used in various categories.

The functions of language can be classified under two or three broad categories – 1. Expressive and Communicative Functions 2. Interpretative Functions 3. Control function 4. The Functions of Remembering and Thinking 5. The Discovery of One’s Name 6. Social Functions of Language 7. Creative Functions.  

Specificities of Languages:

Various languages spoken by different groups of people differ in as many dimensions as there are to language behaviour. The simple language of a stone-age tribal community is far different from one of the developed and complex languages of today. Not only this, languages also change, grow and evolve.

For example, some languages like Latin or Sanskrit are referred to as dead languages in that they have not changed over a time because of not being actively used, particularly in speech, and also because they have not interacted with other languages. But, amidst all these variations across space, and over time, are there any universal characteristics and structures of language?

Here again there is a debate with one group of scholars who argue for the existence of universal characteristics, others deny the existence of any such universal characteristics. But the controversy notwithstanding, there are some universal characteristics of language.

Some of these are as follows:

a. Discreteness :

The message (words and sentences), in any language are brought out from a limited number of units. For example even if you utter a word like ‘brother’ in different ways the listener will understand the word in the same way. Thus in-spite of differences between American spelling and British spelling of the word ‘colour’, it means the same to all those who know English.

b. Arbitrariness:

Language terms are arbitrary. No one can explain why an elephant should be called an elephant and a man by the word man. There is no reason, or if there is any reason, we do not know. Of course, there are some words in every language where one can see a similarity between a word and the object, it denotes.

For example the word ‘kaka’ in Tamil means a crow. This word is based on the sound of the crow crowing. Such a connection is called onomatopoeic – similarity in sound. This means that tomorrow if we decide to call a cat as a cow and a cow as a cat, there is nothing to stop it.

c. Openness :

As pointed out, in every language new terms, words and messages are generated easily. Every language grows, and the number of words, sentences and idioms keep on growing depending on experience, increasing complexity of life and interaction with other people and other languages. This means no one can claim that he or she has completely learnt or mastered a certain language or the messages in a particular language.

These three characteristics-discreteness, arbitrariness and openness are universal features of all languages. The presence of such universal features has raised the question as to whether there is a certain universal language or linguistic structures present in all human beings cutting across languages and therefore, not language specific.

A leading advocate of such a view is Chomsky. According to Chomsky there are some universal structures or formal operations in languages, which underline the semantic or meaning aspect. These theorists have been trying to identify certain universalities, similarities and regularities in language behaviour across language and cultural variations.

It is hoped that such research can ultimately help in building up a universal grammar. Once such universal grammar is developed, then it is easier for one person to learn another language. But more than this, if this possibility becomes true it will help us to achieve a better understanding of the entire system of cognitive processes including speech, memory, learning, thinking and perception.

Such a view would help us to understand the innate biological processes and necessities which condition language behaviour. According to Chomsky, language behaviour is not purely learnt by accident or conditioning and much of it is biological and species-specific.

Bio-Neurological Bases of Language:

The human being is basically a biological organism, born as a biological creature becoming a social and psychological organism. Certainly, some views hold that the human being is inherently social.

Assuming that the adult human being is more social than merely physiological, it may be pointed out that, elementary forms of social behaviour are evident even in lower animals. While the human being may be much more social and complex, social nature of behaviour is not an exclusive privilege of the human organism.

Secondly, all social actions of the human organism take place only through the available bio-physiological mechanisms and if human social behaviour is much more advanced than that of the lower organisms, this is very much because of the highly advanced and developed body system he or she is endowed with, particularly the human brain.

All human actions therefore, have their basis in physiological and neurological possibilities. This is true of language behaviour including speech behaviour. The question is, how far is language behaviour including speech is determined by biological endowments. Here theories of language behaviour differ, in the degree of importance they attain biological mechanism.

Though no theory questions the essential minimal requirements of the biological equipment and mechanisms for achieving normal and effective language behaviour, some scientists like Chomsky argue that there are innately endowed biological language structures which are universal. Lenneberg believes that the unique human pattern of communication is possible only because of certain biological propensities and possibilities for complex language behaviour, particularly speech.

According to Lenneberg, there must be clear specialisation in the brain in relation to its anatomical structure and other speech related mechanisms. Further, the fact that children across the culture and sub-culture show a lot of similarities in language and speech behaviour indicates that there should be a regular and uniform pattern of development in children regardless of socio-cultural variations. Lenneberg further states that there ought to be innate and biological processes of the system which makes language development possible in spite of many handicaps and disabilities.

The failure of sub-human organisms to acquire comparable language and speech abilities, according to Lenneberg is a further proof of the unique and distinct structure and specialised characteristics of the human body particularly the cerebral cortex. Finally, Lenneberg cites the existence of language universality in phonology, syntax, grammar, etc. as evidence for the existence of universal and strong biological bases.

Essay on Communication:

One of the basic functions of language is communication. Communication plays a very important role in our lives. We communicate with members of our family who are living with us, with our friends, with our colleagues, with our bosses and everyone including a pet-dog. Let us not forget that we communicate with ourselves.

Of course, this is not the same as talking to oneself. We communicate with people who are present with us. Thus, when your mother, or the father or the teacher says something to you, this is called direct communication.

Similarly, when you talk to your friend on the telephone, this is also called direct communication. But if you are leaving on some urgent work and ask your brother to pass on a message to your parents or some other friends, this is indirect communication.

Here you are passing on a message to one person through some other person. This communication is not direct, but indirect. Similarly, a teacher teaching to a class of pupils is engaged in direct communication. This is communication between an individual on one side and a group of people on the other.

So is the case where a chief executive officer of a company calls for a meeting of his senior colleagues and addresses them; this is again direct communication with a group. On the other hand when the same chief, instructs these senior executives to pass on a message to other officers of various branches, this is an individual communicating with a group, but indirect.

Thus, in direct communication we communicate with those for whom a message is meant and in indirect communication we communicate with those to whom there is a message through somebody else and the concerned people do not receive the message themselves from us.

Now what is communication? Essentially communication is a form of social interaction where two or more people are involved. There is a transmission and exchange of information, knowledge or message. When you go to a railway booking office and find out whether accommodation is available by a certain train, you get the answer as to whether it is there or not.

Here you are seeking some information and you get the same. But in a classroom, the teacher passes on not only information but also knowledge. Newspapers provide information. But, if you are reading a book on a particular subject, you get knowledge. On the other hand if you are writing a letter to a friend or talking to him on the telephone informing him that you will be reaching him the next day at a particular place and time, this is a message.

Generally, the term communication is used to describe the kind of interaction between two or more individuals where one person or a set of people interacts with others with the intention of influencing the opinions or actions, of the latter. Thus, an advertisement is a piece of communication where the advertiser wants to influence people to buy a particular product. Clearly there is an intention behind a communication.

Along with the intention, there is also an expectation as to whether the other person or persons would do what you want them to do. Thus, when you leave a message for your friend that you would be meeting him at a particular place and time, you have the intention of asking him to wait for you and also expect him to wait for you or call you back to tell you whether it is possible or not. The degree of expectation varies.

The advertiser, for example, cannot be certain that everybody who reads his advertisement will buy his product. But when a boss sends a message to a subordinate asking him to wait for him, his expectation is more. Thus the degree of certainty is decided by intention and expectation. And even if the intentions are strong, and the expectation is low, the communication may not take place. On the other hand, if both are strong, communication will take place.

Thus, whether communication occurs or not is decided by the strength of intention and the certainty of expectation. We may say that communication arises whenever there is an intention or need. Of course, factors like availability of means also decide whether communication will take place or not.

Communication involves symbols and signs. Thus, every communication involves words, gestures, movements, etc. At the human level, communication is to a large extent verbal or involves words, numbers, symbols, etc.

This type of communication involving language or related symbols is known as verbal communication. But a large part of our communication also uses non-verbal symbols like gestures, movements, lights, sounds, etc.

The traffic signal is a clear example of non-verbal communication using light symbols. The horn of an automobile behind you is an example of a non-verbal communication with a sound symbol where the driver behind intends to overtake and expects you to give him the side clearance.

Gestures are also commonly employed as in the case of the traffic constable who gestures with his hand to the vehicles coming from a particular direction to stop or move. Similarly, you are sitting in a class and your friend standing outside is asking you to come out with a gesture and you ask the friend to wait for sometime with a gesture. The umpire on the cricket field raises his finger to communicate to the batsman i.e. out, and expects him to leave. Touch is also a means of communication.

If you are sleeping in the classroom and the teacher is about to notice the same, your friend touches you and you get up. You touch or fondle a little child or a pet to show your affection. In lower organisms, even smell is used as a communication. Thus we see that the communication can make use of any sensory modality, visual, auditory, touch and smell and can involve words, sounds, figures, lights, signals, gestures, etc.

Non-Verbal Communication and Body Language:

Though verbal language is our major medium of communication, there are other forms of communication and also that, any speech is not a piece of communication. Further, in many situations we speak not only with our mouths, or words but also through our body movements, expressions of the eye, posture, etc. A speaker uses a lot of gestures, modulations of voice, movements like bending, pacing up and down and does many other things to make the communication more effective.

In recent years, there have been a lot of research studies trying to understand the role of non-verbal communication including body movement, expressions, etc. on the effectiveness of communication. Such movements, expressions, gestures, etc. have all come to be known together as ‘body language’.

The study of the role of gestures, and body movements in the process of communication has resulted in the emergence of a specialised field of study called ‘kinesis’. Attempts have been made to prepare a dictionary giving a list of body movements and the meaning they generally convey.

An American anthropologist, B.T. Hall based on a very careful study of postures, degree of bending, angle of vision, etc. employed by people of different cultures, has argued for a discipline of study called proxemics which is interested in the study of how people use timing, body posture, and distance to make the communication effective.

Body language is widely employed by lower organisms and it is also used more extensively in simple human societies where verbal language has not developed to a very high degree. People employ body language very often not as a part of conscious effort. This just flows as a supplement to reinforce and strengthen the verbal communication. However, today body communication experts are attempting to train people to use body language selectively and more effectively. In fact, dance is a learnt and organised form of body language.

Non-verbal or body language communication has been evident in arts like dance, sculpture, music, etc. from ancient times. But the disciplines which study its status as a means of communication today are linguistics, anthropology, history, clinical psychology, etc.

Some of the scientists of these disciplines brought together a long list of expressive movements in the form of a dictionary, thus, trying to associate specific meanings, motives, etc., which underline them. Some of these movements are blinking, fingering the nose, crossing the finger, finger or knuckle cracking, loosening the collar, shrugging the shoulders, shaking a leg or legs, etc. However, this type of research has a long way to go.

Psychoanalytic literature, beginning with the writings of Freud, contains many explanations of the relationship between expressive movement or gesture and an unconscious motive. For instance, according to them, blinking the eyelids may indicate a desire to conceal something or the desire to hide from others. Dittmann studied pattern of movements composed of interaction between head, hands and legs for five different moods.

The frequency of movement within each of the body segments was arrived at from motion pictures of a patient during psychotherapy. The moods were judged in accordance with what the patient was expressing verbally. It was found that anger correlated with increased movements of the head and legs, with the hands remaining inactive while a depressed mood correlated with increased leg motion, both head and hands being inactive.

Wilhelm Reich, a leading psychoanalyst, after years of working as a therapist, began to notice that people’s facial expressions, gestures, posture- their body language -often told him more about their feelings than their words. Shaking a leg while talking about one’s wife’s temper tantrums, a drooping mouth when talking about a dead child, blinking frequently and closing eyes for a longer duration, holding the lips tight when talking about sex, etc. – all these movements were extremely revealing.

Pursuing this observation, Reich began to see muscle tension as the bodily equivalent of psychological blocks and defences. Tension protects a person from threats and the dangers he does not think about consciously. People hold their breath, stiffen their arms, tense their necks and shoulder muscles when they are on the defensive.

Rigidity not only protects the person from external threats but also prevents the free flow of emotions. Reich began looking for a way to relieve these tensions. Ida Rolf, who was trained as a bio-chemist, arrived at much the same conclusion through her work in physiology.

When a person is injured, the muscles in the area tighten to compensate for the injury. Often compensation becomes habitual and persists long after the injury has healed, i.e. the tightened muscles lose flexibility. Perhaps the body reacts to emotional traumas in the same way it reacts to physical traumas. Ida Rolf began to look for a way of restoring ‘structural integration’.

Both Reich and Rolf found, to their surprise, that when they treated knotted muscles with massage, clients invariably became intensely emotional. Fears, traumas, old anger and old pain stays ‘locked in their muscles’. For many people, physical therapy seemed to promote much deeper emotional release than verbal expression which is the essence of psychoanalytic therapy.

Interest in this approach seems to be growing day by day, but it needs to go a very long way before it can shake, let alone topple, the concept of ‘verbal expression’ as an ‘exclusive emotional releaser’.

Effectiveness of Communication:

Communication is normally initiated by some individual or a group with the aim or intention of influencing the behaviour of somebody else by sending a message through a channel or a medium. It was further noted that communication plays a very crucial role in our lives.

Of course, there are instances where people get influenced by communication not specifically directed towards them, but overheard by them. Similarly, there are also instances where a communication intended to influence some particular person or persons, influences people who are not intended to be influenced. By and large every communication has an intention of influencing the ideas and behaviour of some specific set of people.

This intention can be achieved only if the process of communication takes care of certain requirements. A communication which is able to influence people in the intended manner is said to be effective. Of course, communications vary in degree of effectiveness. Some communications are more effective than others that too for sometime and not always.

The effectiveness of a communication varies depending on a number of factors. These factors have been studied extensively and certain findings have emerged which have enabled people, particularly in organisations to make communication more effective.

In every communication there is a source, a person or persons who initiate the communication, a channel like a letter or a telephonic message or signal, etc., a message which is the essence which conveys to the other person what is to be done and a receiver or audience, a person or group of persons to whom the message is directed and who are intended to be influenced. Source, channel, message and the receiver are the four important components of a communication process and all of them are important in deciding how far a particular communication is effective.

We may briefly examine how these four components can be carefully planned and built into a communication process so that the communication can achieve what it intends, to a large degree. A company may become more effective in making the people buy its products, and a political leader may influence people to vote for his party; all these can be achieved better by designing the process of communication in an effective manner.

1. Source Characteristics:

It has been found that a number of characteristics of the source contribute to the effectiveness of the communication. One such factor is credibility. Credibility refers to the perceived importance of the person. Thus, when the Prime Minister or any other highly placed person makes an appeal, people respond.

This is because the person is accepted as genuine and sincere and also capable of carrying out what he says he can do. Thus, when an expert on a subject gives some new information we accept it. When a highly qualified doctor prescribes a treatment, the patient accepts it.

We accept the authority, legitimacy, sincerity and competence of the person. In an experiment students were shown a passage of poetry and asked them to rate the same. Two groups were involved. One group was told that the poem was written by some unknown person and the other group was told that it was written by a great poet.

The second group rated the poem as of a much higher quality. But a question has been raised as to whether this credibility is very specific or general. For example, if we attribute an article on economics to a leading poet, will this have an effect on the rating of the article? On this question, research studies have brought out contradictory findings.

Some studies show that the credibility factor is specific and that an article on economics will not be rated higher if it is attributed to a poet or a film star whose credibility may be high in influencing us to buy a hair cream.

However, there are studies, which argue that there is a general effect of credibility and people will accept a film star’s advice, even on whether India should manufacture nuclear weapons, or whether the constitution should be amended to declare film stars as super citizens.

Closely related to credibility is trustworthiness. A person may be an expert. But if earlier communications from the person were found to be unrealistic and misleading, then there may be a lack of trustworthiness and this may counteract against the factor of credibility.

Thus, if a person who is perceived as corrupt tries to influence the moral behaviour of people or asks them to contribute to a welfare programme, the effect may not be much, even though he may be perceived as competent or having a position. Other things being equal, if a source is perceived as a person who can reward or punish, this may have an effect on the effectiveness of the communication.

Yet, another factor appears to be the factor of similarity between the person who sends the communication, the source, and the receiver. Thus young people are generally more influenced by sources which are similar in educational background, age, background and status. Thus, it has been shown that characteristics relating to the sources do have a crucial influence on the effectiveness of the communication.

2. Channel Characteristics :

Channel is the medium by which the message is passed and presented. The channel may be direct and personal or through media like telephone, radio, newspaper, etc. The choice of the channel or medium depends on a number of factors like the nature of message, its coverage, importance, whether it is private, the size of the audience, their characteristics, etc.

Research studies have shown that direct communication is more effective especially as it permits use of body language like the expressions of the eyes, posture, etc. In terms of distance, a distance of about four meters between the source and the receiver has been found to be effective. Here again a number of factors have to be taken into account. For example, in a classroom a teacher cannot maintain a distance of four meters from all students. Nor is it possible in any direct audience situation.

One issue which has been investigated in more detail and depth relates to the question whether films or audio-visual aids are always more effective. Some studies have shown that films are more effective in communicating factual information and sometimes also in bringing about attitudinal changes, but there have been other studies which have shown that if the receiver is more educated and mature, printed communication is more effective.

The fact appears to be that effectiveness of a channel or medium seems to depend upon a number of factors like the nature and size of the audience, the nature of the message, the time available, the urgency of the message, etc.

3. Message:

The message is the core component of any communication. If there is no message, there is no communication, even though people may be talking. Some studies have attempted to study some of the necessary characteristics that may contribute to more effective communication. One important characteristic is known as loading which refers to the amount of information in that communication.

For example, if a boss wants to ask one of his own subordinates to go and meet and discuss a particular issue with somebody, he may simply say “regarding the matter, please meet Mr. A. at 3.30 p.m. today and talk to him”.

This is simple, brief and direct but adequate. If he says “I was with Mr. A yesterday and we had dinner. While talking to him I found that he has lot of experience in matters related to the issue which we discussed two days ago. You try to meet him and see if he can help us.”

Here we can see that the amount of unnecessary information is much more than what is necessary for the young person to act and it is possible that the message is too elaborate and confusing and the receiver misses the essential part. Such a lengthy communication with too much of unnecessary details is said to be overloaded.

On the other hand the boss may tell the young person, “meet Mr. A, and I want to have a discussion with him”. This is certainly brief but not very clear to the person who is expected to discuss with Mr. A. He is not sure about what to discuss with A, where and when. Such communications will create a need for a series of further communications on various aspects.

This is an example of what is called communication under-loading. The message should be optimally loaded while clearly communicating whatever information the receiver needs to carry out the instruction contained in the message. Thus, ‘loading’ is found to be a very important characteristic.

Messages may be of different types. Some of them may be a ‘one-way matter’. The source may expect the receiver to do something only once, but there could also be a message where a choice of action or response becomes necessary among different alternatives. This is very true of communication relating to work organizations.

It is very common that a particular person is involved in a number of transactions which are interrelated. The boss may find it necessary to send a message to him to take a particular action on a particular issue or matter. It is also possible that sometimes there are conditional messages.

For example, the boss may instruct the receiver as follows “meet Mr. A and find out what is happening. If there is some problem, ask him to talk to me and if he is not there meet Mr. R”. In such instances, it becomes difficult or even impossible for the respondent to get the message clearly unless the message is con-texted properly by clearly giving the necessary background and details.

Very often an organisation may be involved in a number of transactions involving the same client or party. So unless the background relating to a particular transaction on which action is to be taken is made clear, there may be a delay or even a wrong action at the end of the receiver.

This involves not only clarity of what to do, but also on what matter the action is to be taken. The message must provide the necessary details for the receiver to clearly identify the concerned issue. We may call this factor as “contesting or embedding”. Yet another characteristic refers to explicitness or implicitness or we may even call them degrees of explicitness.

Suppose a client is filing a legal case and his lawyer after studying all the details, comes to the conclusion that there is very little chance for the client to win the case. He may convey this directly to him and straightaway advise him to withdraw his case and arrive at a compromise. This will be an example of explicit communication.

On the other hand, the lawyer may explain to him all the details and also instances of similar cases he has handled in the past and leave the client to arrive at his own decision. This is an instance of implicit communication. Here again in-spite of a number of studies, no definite conclusion appears to be available.

Some studies by Hovland and Mandel on influencing American public opinion on the need for devaluing the dollar found that presenting an explicit conclusion was found to be more effective, but equally strong is the evidence in support of the strategy, where the message is presented without an explicit conclusion leaving it to the receiver to arrive at the conclusion. A classic example of this latter type is the oration of Mark Anthony on the death of Caesar where without explicitly inciting the people to revolt, he succeeded in making them do it.

Another message characteristic that has been investigated is with regard to the couching of the message in emotional appeals, emotional overtones and invoking reactions like love, loyalty, patriotism as part of the message. There are a number of studies on employing fear as an overtone. Extreme fear appears to have been occasionally found to be effective, but not always.

According to Janis effectiveness of fear appears to be associated with a number of factors. Appeals for dental care and hygiene were found to influence attitudes and behaviour relating to dental hygiene in inverse proportion to the degree of fear. This was shown by Janis and Fish back who found that the more intense the fear appeals were the less was the effectiveness.

One the other hand, association of moderate fear appears to be more effective. On the other hand studies by Levianthal and Nice and Singer on appeals in connection with traffic safety rules and traffic signal observance, showed that intensity of fear appeals had a greater effect.

By and large it appears fair to conclude that on the whole moderate fear appeals have a greater effect on more people, than extremely high fear or extremely low fear appeals Yet another finding was that messages for change of attitudes along with fear appeals were more effective when the message in the communication suggested ways to overcome the fearful situation.

Other aspects of the message including length, dramatization, medium, etc. have also been studied from the point of view of effectiveness in .bringing about changes in attitudes. The factors of primacy and recency, whether a communication received earlier or more recently is more effective has also been researched upon and the findings are far from conclusive let alone unanimous.

The contribution of each of the factors seems to depend on many other factors like nature of the content, demographic background of the audience, the perceived importance and even personality factors of the receiver. However, these studies have certainly exploded some myths like the universal effectiveness of emotional appeals, primacy, etc.

4. Receiver:

The receiver is the ultimate user of any type of communication. Communications are generally directed towards influencing the receiver, his opinions, attitudes, behaviour, etc. All receivers are not similar. There are group differences and individual differences. The susceptibility of the receiver to the influence of communications is called persuasibility which indicates the proneness of an individual to change in response to a communication.

Sensing and Brehm based on a series of studies have argued that after a certain stage, there emerges a condition which may be called ‘reactance’ marked by resistance to succumb to persuasion. This reactance can vary from simple indifference to positive hostility. This is a very important point for those who believe that mere volume and intensity of persuasive appeals can persuade anyone and everyone.

Educated and intelligent receivers are more difficult to persuade through emotional appeals. Some studies have shown that personality factors like high neuroticism make people less responsive.

On the basis of a series of studies Janis found that people who are either over assertive or very submissive, and who are more inner directed are more difficult to persuade. On the other hand, those who are moderately aggressive and not inner directed, less intelligent, etc., are more easily persuaded. People with more imagination have been found to be more susceptible.

From the point of view of the source initiating communication, it is necessary to make sure that the receiver attends and receives the communication, comprehends it and understands what he or she is supposed to do. The communication should be clear, brief, yet adequate and above all, it should be able to hold the interest of the receiver and provide the necessary directions and information for action.

If this is not done, the message may not have the intended effects. If such messages are repeated, the consequence may be the emergence of general apathy or even resistance or reactance. It is also necessary to develop what may be called a communicating culture where people get accustomed to receiving and sending communications.

This is particularly true in instances where the target audience involves groups of people, continuous communication and who differ in many respects. In most instances of communication, particularly in organizations, the source may send across a communication and expect a return communication.

This is particularly true of work situations and organisations where reciprocal and even multilateral communications are involved. Choosing the appropriate time for communication is an important factor. If an important communication is sent to a large number of people towards the end of the day when they are tired, the message may not register on many people.

A common occurrence found in Indian organisations particularly government organisations is that communications are often sent to people who are not at all concerned. If such irrelevant communications are frequently sent, then even a relevant subsequent communication is likely to be ignored. For instance, governments letters are very long and the real message comes at the end, if at all there is one.

5. Feedback:

How does one come to know that one’s communication has been effective and has achieved the desired purpose? As may be evident, the effectiveness of communication depends on a number of factors. Further the degree of effectiveness varies from time to time and situation to situation.

An important point is that on most occasions, there is a scope for improving the effectiveness of communication particularly in organisations. This depends on the existence of a system to asses the degree of effectiveness of the communication process and making attempts to improve the communication.

A basic requirement here is the need to establish a system of feedback on the responses and reactions of the receivers on various aspects of the communication processes, the message, the channel, the clarity or overloading or under-loading, etc.

In organisations where there is a continuous process of communication it becomes absolutely essential to provide for a system of feedback at regular intervals. Similarly, whenever a new process of communication is to be initiated, it is better to test the same on an experimental scale and get the feedback.

The feedback may be obtained directly from the receiver or indirectly through others who are in a position to observe the receiver’s behaviour. Sometimes feedback may not be verbal and may be non­verbal. Organisations should have a system whereby as complete a feedback as possible is obtained.

6. Boomerang Effects :

Researchers on communication effectiveness have come across an interesting phenomenon called boomerang effect. It has been noticed that very often communication results in an effect which is exactly antithetical to the intended effect. This has been named the boomerang effect.

One factor which appears to be associated with this is the occurrence of a direct interaction or confrontation with a person towards whom the receive has a negative attitude. One investigation to identify this type of effect was that of Mansion. For example, if an individual “A” is trying to persuade a group of people to change their attitude or behaviour, and if another person “B” who is unpopular with the group happens to be there, then boomerang effect may occur.

Similarly, when attempts are made to change the attitudes of people who have strong negative attitudes in a sudden manner, we may witness the emergence of boomerang effect leading to hostility and total rejection of not only their message but even the source.

7. Sleeper Effect :

Sleeper effect is said to occur when the effect of the process of communication is not evident for a long time and then suddenly becomes evident. According to Hove land this happens when comprehension and assimilation of a message takes a long time, and depends on a process of consolidation which is time-consuming. This possibility is very likely where the communication is long and complex.

The sleeper effect appears to be more likely when an individual has a base of earlier attitudes which are fairly strong and have to be reviewed in the light of the communication that has been presented. But sleeper effect has not been found to occur very frequently.

Barriers to Communication:

Why is it that communication is effective on certain occasions and not on others? There are also certain other factors which influence the effectiveness of communication. One important factor is what is known as noise. While physical noise either at the source or at the receiver’s end, certainly can affect the effectiveness of communication, the term ‘noise’ means any irrelevant stimulation present at the same time or at the time of initiation of or receiving the communication.

Thus, if somebody conveys a message to you on the telephone, while you are busy studying or discussing something important with your friends, you are in a hurry and do not wait to understand the telephonic message clearly. Noise here means anything that does not permit you to attend to and listen to the message with full concentration and understand it completely and clearly, because at the moment you are engaged in some activity which is more important.

It may be seen here that it is not merely the factor of being physically engaged in some other activity, but even the psychological factor of ‘perceived importance’ and ‘interest’ play a crucial role. Apart from this, one may mention a factor known as “frame of reference”.

The source or the initiator may ask the receiver to do something or not to do something which according to the source may be important. But the receiver may not perceive this as important. Discrepancies in any of these between the source and the receiver may make the communication ineffective.

At the end of our discussion, perhaps the reader is in a position to appreciate the complexity of the process of communication and the various factors which influence the effectiveness of communication. But in-spite of all these, people communicate with each other across distances and on many matters. It is impossible to think of a world where people do not communicate.

This is an indication of importance of communication in our lives. One cannot imagine how people can live and live together, if communication processes are not so robust and function in-spite of the fact that many factors are involved in it. It is this ability to communicate which has made it possible for human beings to control and master the environment. The reader may wonder, why is communication so important!

It is important because communication serves many functions. Some of these are:

1. It helps us to express our ideas, feelings, reactions, hopes, etc. Pure verbal language may not serve this purpose in all situations of life. For example, children may not have acquired vocabulary to express their feelings and express through body language. In fact, the pet dog communicates its feelings very effectively.

2. To transmit or convey information to others.

3. To change the attitudes, behaviours and actions of others, and respond or reciprocate in such a way as to achieve something or accomplish something, reach a goal or target.

4. To establish bonds, relationship with others in terms of authority, control, camaraderie, etc.

5. To establish order and predictability in behaviour where a number of people are involved as in the case of organisations.

6. To hold together, a society, a group, or organization’s culture and values which are essential to provide meaning and usefulness to actions of people. Communication, therefore, is another most important function which differentiates living from the non-living and human from sub-human.

Today we know that very crucial developments in science and technology are taking place in the field of communication and the importance of such developments is very obvious. If one should think of any single distinct characteristic of contemporary human society, certainly it is communication. Modern society is a communicating society, though it may not be rational as Aristotle thought or pleasure-seeking as other philosophers thought.

An important development these days is the rapid advances in communication technology. The information or message can be passed on in no time. In fact, the occurrence of event and its awareness are almost simultaneous. Further today one often finds more emphasis on communication.

A few years ago one could not have thought of a teleconference or a continuous chat with an astronaut who is orbiting in the outer space. Communication, is probably the lifeline of society. This is now more true of modern society which is increasingly becoming an information based society.

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• Published: 19 June 2024

Detecting hallucinations in large language models using semantic entropy

• Sebastian Farquhar   ORCID: orcid.org/0000-0002-9185-6415 1   na1 ,
• Jannik Kossen 1   na1 ,
• Lorenz Kuhn 1   na1 &
• Yarin Gal   ORCID: orcid.org/0000-0002-2733-2078 1  

Nature volume  630 ,  pages 625–630 ( 2024 ) Cite this article

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Large language model (LLM) systems, such as ChatGPT 1 or Gemini 2 , can show impressive reasoning and question-answering capabilities but often ‘hallucinate’ false outputs and unsubstantiated answers 3 , 4 . Answering unreliably or without the necessary information prevents adoption in diverse fields, with problems including fabrication of legal precedents 5 or untrue facts in news articles 6 and even posing a risk to human life in medical domains such as radiology 7 . Encouraging truthfulness through supervision or reinforcement has been only partially successful 8 . Researchers need a general method for detecting hallucinations in LLMs that works even with new and unseen questions to which humans might not know the answer. Here we develop new methods grounded in statistics, proposing entropy-based uncertainty estimators for LLMs to detect a subset of hallucinations—confabulations—which are arbitrary and incorrect generations. Our method addresses the fact that one idea can be expressed in many ways by computing uncertainty at the level of meaning rather than specific sequences of words. Our method works across datasets and tasks without a priori knowledge of the task, requires no task-specific data and robustly generalizes to new tasks not seen before. By detecting when a prompt is likely to produce a confabulation, our method helps users understand when they must take extra care with LLMs and opens up new possibilities for using LLMs that are otherwise prevented by their unreliability.

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‘Hallucinations’ are a critical problem 9 for natural language generation systems using large language models (LLMs), such as ChatGPT 1 or Gemini 2 , because users cannot trust that any given output is correct.

Hallucinations are often defined as LLMs generating “content that is nonsensical or unfaithful to the provided source content” 9 , 10 , 11 but they have come to include a vast array of failures of faithfulness and factuality. We focus on a subset of hallucinations which we call ‘confabulations’ 12 for which LLMs fluently make claims that are both wrong and arbitrary—by which we mean that the answer is sensitive to irrelevant details such as random seed. For example, when asked a medical question “What is the target of Sotorasib?” an LLM confabulates by sometimes answering KRASG12 ‘C’ (correct) and other times KRASG12 ‘D’ (incorrect) despite identical instructions. We distinguish this from cases in which a similar ‘symptom’ is caused by the following different mechanisms: when LLMs are consistently wrong as a result of being trained on erroneous data such as common misconceptions 13 ; when the LLM ‘lies’ in pursuit of a reward 14 ; or systematic failures of reasoning or generalization. We believe that combining these distinct mechanisms in the broad category hallucination is unhelpful. Our method makes progress on a portion of the problem of providing scalable oversight 15 by detecting confabulations that people might otherwise find plausible. However, it does not guarantee factuality because it does not help when LLM outputs are systematically bad. Nevertheless, we significantly improve question-answering accuracy for state-of-the-art LLMs, revealing that confabulations are a great source of error at present.

We show how to detect confabulations by developing a quantitative measure of when an input is likely to cause an LLM to generate arbitrary and ungrounded answers. Detecting confabulations allows systems built on LLMs to avoid answering questions likely to cause confabulations, to make users aware of the unreliability of answers to a question or to supplement the LLM with more grounded search or retrieval. This is essential for the critical emerging field of free-form generation in which naive approaches, suited to closed vocabulary and multiple choice, fail. Past work on uncertainty for LLMs has focused on simpler settings, such as classifiers 16 , 17 and regressors 18 , 19 , whereas the most exciting applications of LLMs relate to free-form generations.

The term hallucination in the context of machine learning originally comes from filling in ungrounded details, either as a deliberate strategy 20 or as a reliability problem 4 . The appropriateness of the metaphor has been questioned as promoting undue anthropomorphism 21 . Although we agree that metaphor must be used carefully with LLMs 22 , the widespread adoption of the term hallucination reflects the fact that it points to an important phenomenon. This work represents a step towards making that phenomenon more precise.

To detect confabulations, we use probabilistic tools to define and then measure the ‘semantic’ entropy of the generations of an LLM—an entropy that is computed over meanings of sentences. High entropy corresponds to high uncertainty 23 , 24 , 25 —so semantic entropy is one way to estimate semantic uncertainties. Semantic uncertainty, the broader category of measures we introduce, could be operationalized with other measures of uncertainty, such as mutual information, instead. Entropy in free-form generation is normally hard to measure because answers might mean the same thing (be semantically equivalent) despite being expressed differently (being syntactically or lexically distinct). This causes naive estimates of entropy or other lexical variation scores 26 to be misleadingly high when the same correct answer might be written in many ways without changing its meaning.

By contrast, our semantic entropy moves towards estimating the entropy of the distribution of meanings of free-form answers to questions, insofar as that is possible, rather than the distribution over the ‘tokens’ (words or word-pieces) which LLMs natively represent. This can be seen as a kind of semantic consistency check 27 for random seed variation. An overview of our approach is provided in Fig. 1 and a worked example in Supplementary Table 1 .

a , Naive entropy-based uncertainty measures variation in the exact answers, treating ‘Paris’, ‘It’s Paris’ and ‘France’s capital Paris’ as different. But this is unsuitable for language tasks for which sometimes different answers mean the same things. Our semantic entropy clusters answers which share meanings before computing the entropy. A low semantic entropy shows that the LLM is confident about the meaning. b , Semantic entropy can also detect confabulations in longer passages. We automatically decompose a long generated answer into factoids. For each factoid, an LLM generates questions to which that factoid might have been the answer. The original LLM then samples  M possible answers to these questions. Finally, we compute the semantic entropy over the answers to each specific question, including the original factoid. Confabulations are indicated by high average semantic entropy for questions associated with that factoid. Here, semantic entropy classifies Fact 1 as probably not a confabulation because generations often mean the same thing, despite very different wordings, which a naive entropy would have missed.

Intuitively, our method works by sampling several possible answers to each question and clustering them algorithmically into answers that have similar meanings, which we determine on the basis of whether answers in the same cluster entail each other bidirectionally 28 . That is, if sentence A entails that sentence B is true and vice versa, then we consider them to be in the same semantic cluster. We measure entailment using both general-purpose LLMs and natural language inference (NLI) tools developed specifically for detecting entailment for which we show direct evaluations in Supplementary Tables 2 and 3 and Supplementary Fig. 1 . Textual entailment has previously been shown to correlate with faithfulness 10 in the context of factual consistency 29 as well as being used to measure factuality in abstractive summarization 30 , especially when applied at the right granularity 31 .

Semantic entropy detects confabulations in free-form text generation across a range of language models and domains, without previous domain knowledge. Our evaluations cover question answering in trivia knowledge (TriviaQA 32 ), general knowledge (SQuAD 1.1; ref. 33 ), life sciences (BioASQ 34 ) and open-domain natural questions (NQ-Open 35 ) derived from actual queries to Google Search 36 . In addition, semantic entropy detects confabulations in mathematical word problems (SVAMP 37 ) and in a biography-generation dataset, FactualBio, accompanying this paper.

Our results for TriviaQA, SQuAD, BioASQ, NQ-Open and SVAMP are all evaluated context-free and involve sentence-length answers (96 ± 70 characters, mean ± s.d.) and use LLaMA 2 Chat (7B, 13B and 70B parameters) 38 , Falcon Instruct (7B and 40B) 39 and Mistral Instruct (7B) 40 . In the Supplementary Information , we further consider short-phrase-length answers. Results for FactualBio (442 ± 122 characters) use GPT-4 (ref. 1 ). At the time of writing, GPT-4 (ref. 1 ) did not expose output probabilities 41 or hidden states, although it does now. As a result, we propose a discrete approximation of our estimator for semantic entropy which allows us to run experiments without access to output probabilities, which we use for all GPT-4 results in this paper and which performs similarly well.

Our confabulation detection with semantic entropy is more robust to user inputs from previously unseen domains than methods which aim to ‘learn’ how to detect confabulations from a set of example demonstrations. Our method is unsupervised, meaning that we do not need labelled examples of confabulations. By contrast, supervised methods detect confabulations by learning patterns behind examples of confabulations, assuming that future questions preserve these patterns. But this assumption is often untrue in new situations or with confabulations that human overseers are unable to identify (compare Fig. 17 of ref. 24 ). As a strong supervised baseline, we compare to an embedding regression method inspired by ref. 24 which trains a logistic regression classifier to predict whether the model correctly answered a question on the basis of the final ‘embedding’ (hidden state) of the LLM. We also use the P (True) method 24 which looks at the probability with which an LLM predicts that the next token is ‘True’ when few-shot prompted to compare a main answer with ‘brainstormed’ alternatives.

Confabulations contribute substantially to incorrect answers given by language models. We show that semantic entropy can be used to predict many incorrect model answers and to improve question-answering accuracy by refusing to answer those questions the model is uncertain about. Corresponding to these two uses, we evaluate two main metrics. First, the widely used area under the receiver operating characteristic (AUROC) curve for the binary event that a given answer is incorrect. This measure captures both precision and recall and ranges from 0 to 1, with 1 representing a perfect classifier and 0.5 representing an un-informative classifier. We also show a new measure, the area under the ‘rejection accuracy’ curve (AURAC). This studies the case in which the confabulation detection score is used to refuse to answer the questions judged most likely to cause confabulations. Rejection accuracy is the accuracy of the answers of the model on the remaining questions and the area under this curve is a summary statistic over many thresholds (representative threshold accuracies are provided in Supplementary Material ). The AURAC captures the accuracy improvement which users would experience if semantic entropy was used to filter out questions causing the highest entropy.

Detecting confabulations in QA and math

In Fig. 2 , we show that both semantic entropy and its discrete approximation outperform our best baselines for sentence-length generations. These results are averaged across datasets and provide the actual scores on the held-out evaluation dataset. We report the raw average score across held-out evaluation datasets without standard error because the distributional characteristics are more a property of the models and datasets selected than the method. Consistency of relative results across different datasets is a stronger indicator of variation in this case.

Semantic entropy outperforms leading baselines and naive entropy. AUROC (scored on the y -axes) measures how well methods predict LLM mistakes, which correlate with confabulations. AURAC (likewise scored on the y -axes) measures the performance improvement of a system that refuses to answer questions which are judged likely to cause confabulations. Results are an average over five datasets, with individual metrics provided in the Supplementary Information .

Semantic entropy greatly outperforms the naive estimation of uncertainty using entropy: computing the entropy of the length-normalized joint probability of the token sequences. Naive entropy estimation ignores the fact that token probabilities also express the uncertainty of the model over phrasings that do not change the meaning of an output.

Our methods also outperform the supervised embedding regression method both in- and out-of-distribution. In pale-yellow bars we show that embedding regression performance deteriorates when its training data do not match the deployment distribution—which mirrors the common real-world case in which there is a distribution shift between training and deployment 42 —the plotted value is the average metric for embedding regression trained on one of the four ‘off-distribution’ datasets for that evaluation. This is critical because reliable uncertainty is most important when the data distribution shifts. Semantic entropy also outperforms P (True) which is supervised ‘in-context’; that is, it is adapted to the deployment task with a few training examples provided in the LLM prompt itself. The discrete variant of semantic entropy performs similarly to our standard estimator, despite not requiring exact output probabilities.

Averaged across the 30 combinations of tasks and models we study, semantic entropy achieves the best AUROC value of 0.790 whereas naive entropy (0.691), P (True) (0.698) and the embedding regression baseline (0.687) lag behind it. Semantic entropy performs well consistently, with stable performance (between 0.78 and 0.81 AUROC) across the different model families (LLaMA, Falcon and Mistral) and scales (from 7B to 70B parameters) which we study (we report summary statistics for each dataset and model as before). Although semantic entropy outperforms the baselines across all model sizes, P (True) seems to improve with model size, suggesting that it might become more competitive for very capable honest models in settings that the model understands well (which are, however, not the most important cases to have good uncertainty). We use ten generations to compute entropy, selected using analysis in Supplementary Fig. 2 . Further results for short-phrase generations are described in Supplementary Figs. 7 – 10 .

The results in Fig. 2 offer a lower bound on the effectiveness of semantic entropy at detecting confabulations. These evaluations determine whether semantic entropy and baseline methods can detect when the answers of the model are incorrect (which we validate against human correctness evaluations in Supplementary Table 4 ). In addition to errors from confabulations (arbitrary incorrectness), this also includes other types of mistakes for which semantic entropy is not suited, such as consistent errors learned from the training data. The fact that methods such as embedding regression are able to spot other kinds of errors, not just confabulations, but still are outperformed by semantic entropy, suggests that confabulations are a principal category of errors for actual generations.

Examples of questions and answers from TriviaQA, SQuAD and BioASQ, for LLaMA 2 Chat 70B, are shown in Table 1 . These illustrate how only semantic entropy detects when the meaning is constant but the form varies (the first row of the table) whereas semantic entropy and naive entropy both correctly predict the presence of confabulations when the form and meaning vary together (second row) and predict the absence of confabulations when the form and meaning are both constant across several resampled generations (third row). In the final row, we give an example in which semantic entropy is erroneously high as a result of overly sensitive semantic clustering relative to the reference answer. Our clustering method distinguishes the answers which provide a precise date from those which only provide a year. For some contexts that would have been correct but in this context the distinction between the specific day and the year is probably irrelevant. This highlights the importance of context and judgement in clustering, especially in subtle cases, as well as the shortcomings of evaluating against fixed reference answers which do not capture the open-ended flexibility of conversational deployments of LLMs.

Detecting confabulations in biographies

Semantic entropy is most natural for sentences that express a single proposition but the idea of semantic equivalence is trickier to apply to longer passages which express many propositions which might only agree partially 43 . Nevertheless, we can use semantic entropy to detect confabulations in longer generations, such as entire paragraphs of text. To show this, we develop a dataset of biographical generations from GPT-4 (v.0613) for 21 individuals notable enough to have their own Wikipedia page but without extensive online biographies. From each biography generated by GPT-4, we automatically extract propositional factual claims about the individual (150 factual claims in total), which we manually label as true or false.

Applying semantic entropy to this problem is challenging. Naively, one might simply regenerate each sentence (conditioned on the text so far) and then compute semantic entropy over these regenerations. However, the resampled sentences often target different aspects of the biography: for example, one time describing family and the next time profession. This is analogous to the original problem semantic entropy was designed to resolve: the model is uncertain about the right ordering of facts, not about the facts themselves. To address this, we break down the entire paragraph into factual claims and reconstruct questions which might have been answered by those claims. Only then do we apply semantic entropy (Fig. 1 ) by generating three new answers to each question (selected with analysis in Supplementary Figs. 3 and 4 ) and computing the semantic entropy over those generations plus the original factual claim. We aggregate these by averaging the semantic entropy over all the questions to get an uncertainty score for each proposition, which we use to detect confabulations. Unaggregated results are shown in Supplementary Figs. 5 and 6 .

As GPT-4 did not allow access to the probability of the generation at the time of writing, we use a discrete variant of semantic entropy which makes the further approximation that we can infer a discrete empirical distribution over semantic meaning clusters from only the generations ( Methods ). This allows us to compute semantic entropy using only the black-box outputs of an LLM. However, we were unable to compute the naive entropy baseline, the standard semantic entropy estimator or the embedding regression baseline for GPT-4 without output probabilities and embeddings.

In Fig. 3 we show that the discrete variant of semantic entropy effectively detects confabulations on this dataset. Its AUROC and AURAC are higher than either a simple ‘self-check’ baseline—which just asks the LLM whether the factoid is likely to be true—or a variant of P (True) which has been adapted to work for the paragraph-length setting. Discrete semantic entropy has better rejection accuracy performance until 20% of the questions have been rejected at which point P (True) has a narrow edge. This indicates that the questions predicted to cause confabulations are indeed more likely to be wrong.

The discrete variant of our semantic entropy estimator outperforms baselines both when measured by AUROC and AURAC metrics (scored on the y -axis). The AUROC and AURAC are substantially higher than for both baselines. At above 80% of questions being answered, semantic entropy has the highest accuracy. Only when the top 20% of answers judged most likely to be confabulations are rejected does the answer accuracy on the remainder for the P (True) baseline exceed semantic entropy.

Our probabilistic approach, accounting for semantic equivalence, detects an important class of hallucinations: those that are caused by a lack of LLM knowledge. These are a substantial portion of the failures at present and will continue even as models grow in capabilities because situations and cases that humans cannot reliably supervise will persist. Confabulations are a particularly noteworthy failure mode for question answering but appear in other domains too. Semantic entropy needs no previous domain knowledge and we expect that algorithmic adaptations to other problems will allow similar advances in, for example, abstractive summarization. In addition, extensions to alternative input variations such as rephrasing or counterfactual scenarios would allow a similar method to act as a form of cross-examination 44 for scalable oversight through debate 45 .

The success of semantic entropy at detecting errors suggests that LLMs are even better at “knowing what they don’t know” than was argued by ref. 24 —they just don’t know they know what they don’t know. Our method explicitly does not directly address situations in which LLMs are confidently wrong because they have been trained with objectives that systematically produce dangerous behaviour, cause systematic reasoning errors or are systematically misleading the user. We believe that these represent different underlying mechanisms—despite similar ‘symptoms’—and need to be handled separately.

One exciting aspect of our approach is the way it makes use of classical probabilistic machine learning methods and adapts them to the unique properties of modern LLMs and free-form language generation. We hope to inspire a fruitful exchange of well-studied methods and emerging new problems by highlighting the importance of meaning when addressing language-based machine learning problems.

Semantic entropy as a strategy for overcoming confabulation builds on probabilistic tools for uncertainty estimation. It can be applied directly to any LLM or similar foundation model without requiring any modifications to the architecture. Our ‘discrete’ variant of semantic uncertainty can be applied even when the predicted probabilities for the generations are not available, for example, because access to the internals of the model is limited.

In this section we introduce background on probabilistic methods and uncertainty in machine learning, discuss how it applies to language models and then discuss our contribution, semantic entropy, in detail.

Uncertainty and machine learning

We aim to detect confabulations in LLMs, using the principle that the model will be uncertain about generations for which its output is going to be arbitrary.

One measure of uncertainty is the predictive entropy of the output distribution, which measures the information one has about the output given the input 25 . The predictive entropy (PE) for an input sentence x is the conditional entropy ( H ) of the output random variable Y with realization y given x ,

A low predictive entropy indicates an output distribution which is heavily concentrated whereas a high predictive entropy indicates that many possible outputs are similarly likely.

Aleatoric and epistemic uncertainty

We do not distinguish between aleatoric and epistemic uncertainty in our analysis. Researchers sometimes separate aleatoric uncertainty (uncertainty in the underlying data distribution) from epistemic uncertainty (caused by having only limited information) 46 . Further advances in uncertainty estimation which separate these kinds of uncertainty would enhance the potential for our semantic uncertainty approach by allowing extensions beyond entropy.

Joint probabilities of sequences of tokens

Generative LLMs produce strings of text by selecting tokens in sequence. Each token is a wordpiece that often represents three or four characters (though especially common sequences and important words such as numbers typically get their own token). To compute entropies, we need access to the probabilities the LLM assigns to the generated sequence of tokens. The probability of the entire sequence, s , conditioned on the context, x , is the product of the conditional probabilities of new tokens given past tokens, whose resulting log-probability is \(\log P({\bf{s}}| {\boldsymbol{x}})={\sum }_{i}\log P({s}_{i}| {{\bf{s}}}_{ < i},{\boldsymbol{x}})\) , where s i is the i th output token and s < i denotes the set of previous tokens.

Length normalization

When comparing the log-probabilities of generated sequences, we use ‘length normalization’, that is, we use an arithmetic mean log-probability, \(\frac{1}{N}{\sum }_{i}^{N}\log P({s}_{i}| {{\bf{s}}}_{ < i},{\boldsymbol{x}})\) , instead of the sum. In expectation, longer sequences have lower joint likelihoods because of the conditional independence of the token probabilities 47 . The joint likelihood of a sequence of length N shrinks exponentially in N . Its negative log-probability therefore grows linearly in N , so longer sentences tend to contribute more to entropy. We therefore interpret length-normalizing the log-probabilities when estimating the entropy as asserting that the expected uncertainty of generations is independent of sentence length. Length normalization has some empirical success 48 , including in our own preliminary experiments, but little theoretical justification in the literature.

Principles of semantic uncertainty

If we naively calculate the predictive entropy directly from the probabilities of the generated sequence of tokens, we conflate the uncertainty of the model over the meaning of its answer with the uncertainty over the exact tokens used to express that meaning. For example, even if the model is confident in the meaning of a generation, there are still usually many different ways for phrasing that generation without changing its meaning. For the purposes of detecting confabulations, the uncertainty of the LLM over meanings is more important than the uncertainty over the exact tokens used to express those meanings.

Our semantic uncertainty method therefore seeks to estimate only the uncertainty the LLM has over the meaning of its generation, not the choice of words. To do this, we introduce an algorithm that clusters model generations by meaning and subsequently calculates semantic uncertainty. At a high level this involves three steps:

Generation: sample output sequences of tokens from the predictive distribution of a LLM given a context x .

Clustering: cluster sequences by their meaning using our clustering algorithm based on bidirectional entailment.

Entropy estimation: estimate semantic entropy by summing probabilities of sequences that share a meaning following equation ( 2 ) and compute their entropy.

Generating a set of answers from the model

Given some context x as input to the LLM, we sample M sequences, { s (1) , …,  s ( M ) } and record their token probabilities, { P ( s (1) ∣ x ), …,  P ( s ( M ) ∣ x )}. We sample all our generations from a single model, varying only the random seed used for sampling from the token probabilities. We do not observe the method to be particularly sensitive to details of the sampling scheme. In our implementation, we sample at temperature 1 using nucleus sampling ( P  = 0.9) (ref. 49 ) and top- K sampling ( K  = 50) (ref. 50 ). We also sample a single generation at low temperature (0.1) as an estimate of the ‘best generation’ of the model to the context, which we use to assess the accuracy of the model. (A lower sampling temperature increases the probability of sampling the most likely tokens).

Clustering by semantic equivalence

To estimate semantic entropy we need to cluster generated outputs from the model into groups of outputs that mean the same thing as each other.

This can be described using ‘semantic equivalence’ which is the relation that holds between two sentences when they mean the same thing. We can formalize semantic equivalence mathematically. Let the space of tokens in a language be \({\mathcal{T}}\) . The space of all possible sequences of tokens of length N is then \({{\mathcal{S}}}_{N}\equiv {{\mathcal{T}}}^{N}\) . Note that N can be made arbitrarily large to accommodate whatever size of sentence one can imagine and one of the tokens can be a ‘padding’ token which occurs with certainty for each token after the end-of-sequence token. For some sentence \({\bf{s}}\in {{\mathcal{S}}}_{N}\) , composed of a sequence of tokens, \({s}_{i}\in {\mathcal{T}}\) , there is an associated meaning. Theories of meaning are contested 51 . However, for specific models and deployment contexts many considerations can be set aside. Care should be taken comparing very different models and contexts.

Let us introduce a semantic equivalence relation, E (  ⋅  ,  ⋅  ), which holds for any two sentences that mean the same thing—we will operationalize this presently. Recall that an equivalence relation is any reflexive, symmetric and transitive relation and that any equivalence relation on a set corresponds to a set of equivalence classes. Each semantic equivalence class captures outputs that can be considered to express the same meaning. That is, for the space of semantic equivalence classes \({\mathcal{C}}\) the sentences in the set \(c\in {\mathcal{C}}\) can be regarded in many settings as expressing a similar meaning such that \(\forall {\bf{s}},{{\bf{s}}}^{{\prime} }\in c:E({\bf{s}},{{\bf{s}}}^{{\prime} })\) . So we can build up these classes of semantically equivalent sentences by checking if new sentences share a meaning with any sentences we have already clustered and, if so, adding them into that class.

We operationalize E (  ⋅  ,  ⋅  ) using the idea of bidirectional entailment, which has a long history in linguistics 52 and natural language processing 28 , 53 , 54 . A sequence, s , means the same thing as a second sequence, s ′, only if the sequences entail (that is, logically imply) each other. For example, ‘The capital of France is Paris’ entails ‘Paris is the capital of France’ and vice versa because they mean the same thing. (See later for a discussion of soft equivalence and cases in which bidirectional entailment does not guarantee equivalent meanings).

Importantly, we require that the sequences mean the same thing with respect to the context—key meaning is sometimes contained in the context. For example, ‘Paris’ does not entail ‘The capital of France is Paris’ because ‘Paris’ is not a declarative sentence without context. But in the context of the question ‘What is the capital of France?’, the one-word answer does entail the longer answer.

Detecting entailment has been the object of study of a great deal of research in NLI 55 . We rely on language models to predict entailment, such as DeBERTa-Large-MNLI 56 , which has been trained to predict entailment, or general-purpose LLMs such as GPT-3.5 (ref. 57 ), which can predict entailment given suitable prompts.

We then cluster sentences according to whether they bidirectionally entail each other using the algorithm presented in Extended Data Fig. 1 . Note that, to check if a sequence should be added to an existing cluster, it is sufficient to check if the sequence bidirectionally entails any of the existing sequences in that cluster (we arbitrarily pick the first one), given the transitivity of semantic equivalence. If a sequence does not share meaning with any existing cluster, we assign it its own cluster.

Computing the semantic entropy

Having determined the classes of generated sequences that mean the same thing, we can estimate the likelihood that a sequence generated by the LLM belongs to a given class by computing the sum of the probabilities of all the possible sequences of tokens which can be considered to express the same meaning as

Formally, this treats the output as a random variable whose event-space is the space of all possible meaning-classes, C , a sub- σ -algebra of the standard event-space S . We can then estimate the semantic entropy (SE) as the entropy over the meaning-distribution,

There is a complication which prevents direct computation: we do not have access to every possible meaning-class c . Instead, we can only sample c from the sequence-generating distribution induced by the model. To handle this, we estimate the expectation in equation ( 3 ) using a Rao–Blackwellized Monte Carlo integration over the semantic equivalence classes C ,

where \(P({C}_{i}| {\boldsymbol{x}})=\frac{P({c}_{i}| {\boldsymbol{x}})}{{\sum }_{c}P(c| {\boldsymbol{x}})}\) estimates a categorical distribution over the cluster meanings, that is, ∑ i P ( C i ∣ x ) = 1. Without this normalization step cluster ‘probabilities’ could exceed one because of length normalization, resulting in degeneracies. Equation ( 5 ) is the estimator giving our main method that we refer to as semantic entropy throughout the text.

For scenarios in which the sequence probabilities are not available, we propose a variant of semantic entropy which we call ‘discrete’ semantic entropy. Discrete semantic entropy approximates P ( C i ∣ x ) directly from the number of generations in each cluster, disregarding the token probabilities. That is, we approximate P ( C i ∣ x ) as \({\sum }_{1}^{M}\frac{{I}_{c={C}_{i}}}{M}\) , the proportion of all the sampled answers which belong to that cluster. Effectively, this just assumes that each output that was actually generated was equally probable—estimating the underlying distribution as the categorical empirical distribution. In the limit of M the estimator converges to equation ( 5 ) by the law of large numbers. We find that discrete semantic entropy results in similar performance empirically.

We provide a worked example of the computation of semantic entropy in Supplementary Note  1 .

Semantic entropy is designed to detect confabulations, that is, model outputs with arbitrary meaning. In our experiments, we use semantic uncertainty to predict model accuracy, demonstrating that confabulations make up a notable fraction of model mistakes. We further show that semantic uncertainty can be used to improve model accuracy by refusing to answer questions when semantic uncertainty is high. Last, semantic uncertainty can be used to give users a way to know when model generations are probably unreliable.

We use the datasets BioASQ 34 , SQuAD 33 , TriviaQA 32 , SVAMP 37 and NQ-Open 35 . BioASQ is a life-sciences question-answering dataset based on the annual challenge of the same name. The specific dataset we use is based on the QA dataset from Task B of the 2023 BioASQ challenge (11B). SQuAD is a reading comprehension dataset whose context passages are drawn from Wikipedia and for which the answers to questions can be found in these passages. We use SQuAD 1.1 which excludes the unanswerable questions added in v.2.0 that are deliberately constructed to induce mistakes so they do not in practice cause confabulations to occur. TriviaQA is a trivia question-answering dataset. SVAMP is a word-problem maths dataset containing elementary-school mathematical reasoning tasks. NQ-Open is a dataset of realistic questions aggregated from Google Search which have been chosen to be answerable without reference to a source text. For each dataset, we use 400 train examples and 400 test examples randomly sampled from the original larger dataset. Note that only some of the methods require training, for example semantic entropy does not use the training data. If the datasets themselves are already split into train and test (or validation) samples, we sample our examples from within the corresponding split.

All these datasets are free-form, rather than multiple choice, because this better captures the opportunities created by LLMs to produce free-form sentences as answers. We refer to this default scenario as our ‘sentence-length’ experiments. In Supplementary Note  7 , we also present results for confabulation detection in a ‘short-phrase’ scenario, in which we constrain model answers on these datasets to be as concise as possible.

To make the problems more difficult and induce confabulations, we do not provide the context passages for any of the datasets. When the context passages are provided, the accuracy rate is too high for these datasets for the latest generations of models to meaningfully study confabulations.

For sentence-length generations we use: Falcon 39 Instruct (7B and 40B), LLaMA 2 Chat 38 (7B, 13B and 70B) and Mistral 40 Instruct (7B).

In addition to reporting results for semantic entropy, discrete semantic entropy and naive entropy, we consider two strong baselines.

Embedding regression is a supervised baseline inspired by the P (IK) method 24 . In that paper, the authors fine-tune their proprietary LLM on a dataset of questions to predict whether the model would have been correct. This requires access to a dataset of ground-truth answers to the questions. Rather than fine-tuning the entire LLM in this way, we simply take the final hidden units and train a logistic regression classifier to make the same prediction. By contrast to their method, this is much simpler because it does not require fine-tuning the entire language model, as well as being more reproducible because the solution to the logistic regression optimization problem is not as seed-dependent as the fine-tuning procedure. As expected, this supervised approach performs well in-distribution but fails when the distribution of questions is different from that on which the classifier is trained.

The second baseline we consider is the P (True) method 24 , in which the model first samples M answers (identically to our semantic entropy approach) and then is prompted with the list of all answers generated followed by the highest probability answer and a question whether this answer is “(a) True” or “(b) False”. The confidence score is then taken to be the probability with which the LLM responds with ‘a’ to the multiple-choice question. The performance of this method is boosted with a few-shot prompt, in which up to 20 examples from the training set are randomly chosen, filled in as above, but then provided with the actual ground truth of whether the proposed answer was true or false. In this way, the method can be considered as supervised ‘in-context’ because it makes use of some ground-truth training labels but can be used without retraining the model. Because of context-size constraints, this method cannot fit a full 20 few-shot examples in the context when input questions are long or large numbers of generations are used. As a result, we sometimes have to reduce the number of few-shot examples to suit the context size and we note this in the  Supplementary Material .

Entailment estimator

Any NLI classification system could be used for our bidirectional entailment clustering algorithm. We consider two different kinds of entailment detector.

One option is to use an instruction-tuned LLM such as LLaMA 2, GPT-3.5 (Turbo 1106) or GPT-4 to predict entailment between generations. We use the following prompt:

We are evaluating answers to the question {question} Here are two possible answers: Possible Answer 1: {text1} Possible Answer 2: {text2} Does Possible Answer 1 semantically entail Possible Answer 2? Respond with entailment, contradiction, or neutral.

Alternatively, we consider using a language model trained for entailment prediction, specifically the DeBERTa-large model 56 fine-tuned on the NLI dataset MNLI 58 . This builds on past work towards paraphrase identification based on embedding similarity 59 , 60 and BERT-style models 61 , 62 . We template more simply, checking if DeBERTa predicts entailment between the concatenation of the question and one answer and the concatenation of the question and another answer. Note that DeBERTa-large is a relatively lightweight model with only 1.5B parameters which is much less powerful than most of the LLMs under study.

In Supplementary Note 2 , we carefully evaluate the benefits and drawbacks of these methods for entailment prediction. We settle on using GPT-3.5 with the above prompt, as its entailment predictions agree well with human raters and lead to good confabulation detection performance.

In Supplementary Note  3 , we provide a discussion of the computational cost and choosing the number of generations for reliable clustering.

Prompting templates

We use a simple generation template for all sentence-length answer datasets:

Answer the following question in a single brief but complete sentence. Question: {question} Answer:

Metrics and accuracy measurements

We use three main metrics to evaluate our method: AUROC, rejection accuracy and AURAC. Each of these is grounded in an automated factuality estimation measurement relative to the reference answers provided by the datasets that we use.

AUROC, rejection accuracy and AURAC

First, we use the AUROC curve, which measures the reliability of a classifier accounting for both precision and recall. The AUROC can be interpreted as the probability that a randomly chosen correct answer has been assigned a higher confidence score than a randomly chosen incorrect answer. For a perfect classifier, this is 1.

Second, we compute the ‘rejection accuracy at X %’, which is the question-answering accuracy of the model on the most-confident X % of the inputs as identified by the respective uncertainty method. If an uncertainty method works well, predictions on the confident subset should be more accurate than predictions on the excluded subset and the rejection accuracy should increase as we reject more inputs.

To summarize this statistic we compute the AURAC—the total area enclosed by the accuracies at all cut-off percentages X %. This should increase towards 1 as given uncertainty method becomes more accurate and better at detecting likely-inaccurate responses but it is more sensitive to the overall accuracy of the model than the AUROC metric.

In Supplementary Note  5 , we provide the unaggregated rejection accuracies for sentence-length generations.

Assessing accuracy

For the short-phrase-length generation setting presented in Supplementary Note  7 , we simply assess the accuracy of the generations by checking if the F1 score of the commonly used SQuAD metric exceeds 0.5. There are limitations to such simple scoring rules 63 but this method is widely used in practice and its error is comparatively small on these standard datasets.

For our default scenario, the longer sentence-length generations, this measure fails, as the overlap between the short reference answer and our long model answer is invariably too small. For sentence-length generations, we therefore automatically determine whether an answer to the question is correct or incorrect by using GPT-4 to compare the given answer to the reference answer. We use the template:

We are assessing the quality of answers to the following question: {question} The expected answer is: {reference answer} The proposed answer is: {predicted answer} Within the context of the question, does the proposed answer mean the same as the expected answer? Respond only with yes or no.

We make a small modification for datasets with several reference answers: line two becomes “The following are expected answers to this question:” and the final line asks “does the proposed answer mean the same as any of the expected answers?”.

In Supplementary Note 6 , we check the quality of our automated ground-truth evaluations against human judgement by hand. We find that GPT-4 gives the best results for determining model accuracy and thus use it in all our sentence-length experiments.

In this section we describe the application of semantic entropy to confabulation detection in longer model generations, specifically paragraph-length biographies.

We introduce a biography-generation dataset—FactualBio—available alongside this paper. FactualBio is a collection of biographies of individuals who are notable enough to have Wikipedia pages but not notable enough to have large amounts of detailed coverage, generated by GPT-4 (v.0613). To generate the dataset, we randomly sampled 21 individuals from the WikiBio dataset 64 . For each biography, we generated a list of factual claims contained in each biography using GPT-4, with 150 total factual claims (the total number is only coincidentally a round number). For each of these factual claims, we manually determined whether the claim was correct or incorrect. Out of 150 claims, 45 were incorrect. As before, we apply confabulation detection to detect incorrect model predictions, even though there may be model errors which are not confabulations.

Prompting and generation

Given a paragraph-length piece of LLM-generated text, we apply the following sequence of steps:

Automatically decompose the paragraph into specific factual claims using an LLM (not necessarily the same as the original).

For each factual claim, use an LLM to automatically construct Q questions which might have produced that claim.

For each question, prompt the original LLM to generate M answers.

For each question, compute the semantic entropy of the answers, including the original factual claim.

Average the semantic entropies over the questions to arrive at a score for the original factual claim.

We pursue this slightly indirect way of generating answers because we find that simply resampling each sentence creates variation unrelated to the uncertainty of the model about the factual claim, such as differences in paragraph structure.

We decompose the paragraph into factual claims using the following prompt:

Please list the specific factual propositions included in the answer above. Be complete and do not leave any factual claims out. Provide each claim as a separate sentence in a separate bullet point.

We found that we agreed with the decompositions in all cases in the dataset.

We then generate six questions for each of the facts from the decomposition. We generate these questions by prompting the model twice with the following:

Following this text: {text so far} You see the sentence: {proposition} Generate a list of three questions, that might have generated the sentence in the context of the preceding original text, as well as their answers. Please do not use specific facts that appear in the follow-up sentence when formulating the question. Make the questions and answers diverse. Avoid yes-no questions. The answers should not be a full sentence and as short as possible, e.g. only a name, place, or thing. Use the format “1. {question} – {answer}”.

These questions are not necessarily well-targeted and the difficulty of this step is the main source of errors in the procedure. We generate three questions with each prompt, as this encourages diversity of the questions, each question targeting a different aspect of the fact. However, we observed that the generated questions will sometimes miss obvious aspects of the fact. Executing the above prompt twice (for a total of six questions) can improve coverage. We also ask for brief answers because the current version of GPT-4 tends to give long, convoluted and highly hedged answers unless explicitly told not to.

Then, for each question, we generate three new answers using the following prompt:

We are writing an answer to the question “{user question}”. So far we have written: {text so far} The next sentence should be the answer to the following question: {question} Please answer this question. Do not answer in a full sentence. Answer with as few words as possible, e.g. only a name, place, or thing.

We then compute the semantic entropy over these answers plus the original factual claim. Including the original fact ensures that the estimator remains grounded in the original claim and helps detect situations in which the question has been interpreted completely differently from the original context. We make a small modification to handle the fact that GPT-4 generations often include refusals to answer questions. These refusals were not something we commonly observe in our experiments with LLaMA 2, Falcon or Mistral models. If more than half of the answers include one of the strings ‘not available’, ‘not provided’, ‘unknown’ or ‘unclear’ then we treat the semantic uncertainty as maximal.

We then average the semantic entropies for each question corresponding to the factual claim to get an entropy for this factual claim.

Despite the extra assumptions and complexity, we find that this method greatly outperforms the baselines.

To compute semantic entailment between the original claim and regenerated answers, we rely on the DeBERTa entailment prediction model as we find empirically that DeBERTa predictions result in higher train-set AUROC than other methods. Because DeBERTa has slightly lower recall than GPT-3.5/4, we use a modified set-up for which we say the answers mean the same as each other if at least one of them entails the other and neither is seen to contradict the other—a kind of ‘non-defeating’ bidirectional entailment check rather than true bidirectional entailment. The good performance of DeBERTa in this scenario is not surprising as both factual claims and regenerated answers are relatively short. We refer to Supplementary Notes 2 and 3 for ablations and experiments regarding our choice of entailment estimator for paragraph-length generations.

We implement two baselines. First, we implement a variant of the P (True) method, which is adapted to the new setting. For each factoid, we generate a question with answers in the same way as for semantic entropy. We then use the following prompt:

Question: {question} Here are some brainstormed ideas: {list of regenerated answers} Possible answer: {original answer} Is the possible answer true? Respond with “yes” or “no”.

As we cannot access the probabilities GPT-4 assigns to predicting ‘yes’ and ‘no’ as the next token, we approximate this using Monte Carlo samples. Concretely, we execute the above prompt ten times (at temperature 1) and then take the fraction of answers which was ‘yes’ as our unbiased Monte Carlo estimate of the token probability GPT-4 assigns to ‘yes’.

As a second, simpler, baseline we check if the model thinks the answer is true. We simply ask:

Following this text: {text so far} You see this statement: {proposition} Is it likely that the statement is true? Respond with ‘yes’ or ‘no’.

It is interesting that this method ought to perform very well if we think that the model has good ‘self-knowledge’ (that is, if “models mostly know what they don’t know” 24 ) but in fact semantic entropy is much better at detecting confabulations.

Data availability

The data used for the short-phrase and sentence-length generations are publicly available and the released code details how to access it. We release a public version of the FactualBio dataset as part of the code base for reproducing the paragraph-length experiments.

Code availability

We release all code used to produce the main experiments. The code for short-phrase and sentence-length experiments can be found at github.com/jlko/semantic_uncertainty and https://doi.org/10.5281/zenodo.10964366 (ref. 65 ). The code for paragraph-length experiments can be found at github.com/jlko/long_hallucinations and https://doi.org/10.5281/zenodo.10964366 (ref. 65 ).

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Acknowledgements

We thank G. Irving, K. Perlin, J. Richens, L. Rimell and M. Turpin for their comments or discussion related to this work. We thank K. Handa for his help with the human evaluation of our automated accuracy assessment. We thank F. Bickford Smith and L. Melo for their code review. Y.G. is supported by a Turing AI Fellowship funded by the UK government’s Office for AI, through UK Research and Innovation (grant reference EP/V030302/1), and delivered by the Alan Turing Institute.

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These authors contributed equally: Sebastian Farquhar, Jannik Kossen, Lorenz Kuhn

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Sebastian Farquhar, Jannik Kossen, Lorenz Kuhn & Yarin Gal

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S.F. led the work from conception to completion and proposed using bidirectional entailment to cluster generations as a way of computing entropy in LLMs. He wrote the main text, most of the Methods and Supplementary Information and prepared most of the figures. J.K. improved the mathematical formalization of semantic entropy; led the extension of semantic entropy to sentence- and paragraph-length generations; wrote the code for, and carried out, all the experiments and evaluations; wrote much of the Methods and Supplementary Information and prepared drafts of many figures; and gave critical feedback on the main text. L.K. developed the initial mathematical formalization of semantic entropy; wrote code for, and carried out, the initial experiments around semantic entropy and its variants which demonstrated the promise of the idea and helped narrow down possible research avenues to explore; and gave critical feedback on the main text. Y.G. ideated the project, proposing the idea to differentiate semantic and syntactic diversity as a tool for detecting hallucinations, provided high-level guidance on the research and gave critical feedback on the main text; he runs the research laboratory in which the work was carried out.

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Correspondence to Sebastian Farquhar .

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S.F. is currently employed by Google DeepMind and L.K. by OpenAI. For both, this paper was written under their University of Oxford affiliation. The remaining authors declare no competing interests.

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Extended data figures and tables

Extended data fig. 1 algorithm outline for bidirectional entailment clustering..

Given a set of outputs in response to a context, the bidirectional entailment answer returns a set of sets of outputs which have been classified as sharing a meaning.

Supplementary information

Supplementary information.

Supplementary Notes 1–7, Figs. 1–10, Tables 1–4 and references. Includes, worked example for semantic entropy calculation, discussion of limitations and computational cost of entailment clustering, ablation of entailment prediction and clustering methods, discussion of automated accuracy assessment, unaggregated results for sentence-length generations and further results for short-phrase generations.

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Farquhar, S., Kossen, J., Kuhn, L. et al. Detecting hallucinations in large language models using semantic entropy. Nature 630 , 625–630 (2024). https://doi.org/10.1038/s41586-024-07421-0

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• 100-200 level

ENGL 151.S01: Introduction to English Studies

Tuesday and Thursday, 11 a.m.-12:15 p.m.

Sharon Smith

ENGL 151 serves as an introduction to both the English major and the discipline of English studies. In this class, you will develop the thinking, reading, writing and research practices that define both the major and the discipline. Much of the semester will be devoted to honing your literary analysis skills, and we will study and discuss texts from several different genres—poetry, short fiction, the novel, drama and film—as well as some literary criticism. As we do so, we will explore the language of the discipline, and you will learn a variety of key literary terms and concepts. In addition, you will develop your skills as both a writer and researcher within the discipline of English.

ENGL 201.ST1 Composition II: The Mind/Body Connection

In this section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the mind, the body and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the efficacy of sex education programs; the degree to which beliefs about race and gender influence school dress codes; and the unique mental and physical challenges faced by college students today. In this course, you will be learning about different approaches to argumentation, analyzing the arguments of others and constructing your own arguments. At the same time, you will be honing your skills as a researcher and developing your abilities as a persuasive and effective writer.

ENGL 201.S10 Composition II: Environmental Writing   

Monday/Wednesday/Friday 1-1:50 p.m.

Gwen Horsley

English 201 will help students develop the ability to think critically and analytically and to write effectively for other university courses and careers. This course will provide opportunities to develop analytical skills that will help students become critical readers and effective writers. Specifically, in this class, students will:

• Focus on the relationships between world environments, land, animals and humankind.
• Read various essays by environmental, conservational and regional authors.
• Produce student writings. 

Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in "Literature and the Environment " and other sources. They may use "The St. Martin’s Handbook," as well as other sources, to review grammar, punctuation, mechanics and usage as needed.

ENGL 201.13 Composition II: Writing the Environment

Tuesday and Thursday 9:30-10:45 a.m.

Paul Baggett

For generations, environmentalists have relied on the power of prose to change the minds and habits of their contemporaries. In the wake of fires, floods, storms and droughts, environmental writing has gained a new sense of urgency, with authors joining activists in their efforts to educate the public about the grim realities of climate change. But do they make a difference? Have reports of present and future disasters so saturated our airwaves that we no longer hear them? How do writers make us care about the planet amidst all the noise? In this course, students will examine the various rhetorical strategies employed by some of today’s leading environmental writers and filmmakers. And while analyzing their different arguments, students also will strengthen their own strategies of argumentation as they research and develop essays that explore a range of environmental concerns.

ENGL 201 Composition II: Food Writing

S17 Tuesday and Thursday 12:30-1:45 p.m.

S18 Tuesday and Thursday 2-3:15 p.m.

Jodi Andrews

In this composition class, students will critically analyze essays about food, food systems and environments, food cultures, the intersections of personal choice, market forces and policy and the values underneath these forces. Students will learn to better read like writers, noting authors’ purpose, audience organizational moves, sentence-level punctuation and diction. We will read a variety of essays including research-intensive arguments and personal narratives which intersect with one of our most primal needs as humans: food consumption. Students will rhetorically analyze texts, conduct advanced research, reflect on the writing process and write essays utilizing intentional rhetorical strategies. Through doing this work, students will practice the writing moves valued in every discipline: argument, evidence, concision, engaging prose and the essential research skills for the 21st century.

ENGL 221.S01 British Literature I

Michael S. Nagy

English 221 is a survey of early British literature from its inception in the Old English period with works such as "Beowulf" and the “Battle of Maldon,” through the Middle Ages and the incomparable writings of Geoffrey Chaucer and the Gawain - poet, to the Renaissance and beyond. Students will explore the historical and cultural contexts in which all assigned reading materials were written, and they will bring that information to bear on class discussion. Likely themes that this class will cover include heroism, humor, honor, religion, heresy and moral relativity. Students will write one research paper in this class and sit for two formal exams: a midterm covering everything up to that point in the semester, and a comprehensive final. Probable texts include the following:

• The Norton Anthology of English Literature: The Middle Ages. Ed. Alfred David, M. H. Abrams, and Stephen Greenblatt. 9th ed. New York: W. W. Norton & Company, 2012.
• The Norton Anthology of English Literature: The Sixteenth Century and Early Seventeenth Century. Ed. George M. Logan, Stephen Greenblatt, Barbara K Lewalski, and M. H. Abrams. 9th ed. New York: W. W. Norton & Company, 2012.
• The Norton Anthology of English Literature: The Restoration and the Eighteenth Century. Ed. George M. Logan, Stephen Greenblatt, Barbara K Lewalski, and M. H. Abrams. 9th ed. New York: W. W. Norton & Company, 2012.
• Gibaldi, Joseph. The MLA Handbook for Writers of Research Papers. 6th ed. New York: The Modern Language Association of America, 2003.
• Any Standard College Dictionary.

ENGL 240.S01 Juvenile Literature Elementary-5th Grade

Monday, Wednesday and Friday noon-12:50 p.m.

April Myrick

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 240.ST1 Juvenile Literature Elementary-5th Grade

Randi Anderson

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the K-5 grade level. We will read a large range of works that fall into this category, as well as information on the history, development and genre of juvenile literature.

Readings for this course include classical works such as "Hatchet," "Little Women", "The Lion, the Witch and the Wardrobe" and "Brown Girl Dreaming," as well as newer works like "Storm in the Barn," "Anne Frank’s Diary: A Graphic Adaptation," "Lumberjanes," and a variety of picture books. These readings will be paired with chapters from "Reading Children’s Literature: A Critical Introduction " to help develop understanding of various genres, themes and concepts that are both related to juvenile literature and also present in our readings.

In addition to exposing students to various genres of writing (poetry, historical fiction, non-fiction, fantasy, picture books, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race and gender. Students’ understanding of these works and concepts will be developed through readings, research, discussion posts, exams and writing assignments designed to get students to practice analyzing poetry, picture books, informational books and transitional/easy readers.

ENGL 241.S01: American Literature I

Tuesday and Thursday 12:30-1:45 p.m.

This course provides a broad, historical survey of American literature from the early colonial period to the Civil War. Ranging across historical periods and literary genres—including early accounts of contact and discovery, narratives of captivity and slavery, poetry of revolution, essays on gender equality and stories of industrial exploitation—this class examines how subjects such as colonialism, nationhood, religion, slavery, westward expansion, race, gender and democracy continue to influence how Americans see themselves and their society.

Required Texts

• The Norton Anthology of American Literature: Package 1, Volumes A and B Beginnings to 1865, Ninth Edition. (ISBN 978-0-393-26454-8)

ENGL 283.S01 Introduction to Creative Writing

Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve a research project. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

ENGL 283.S02 Introduction to Creative Writing

Jodilyn Andrews

This course introduces students to the craft of writing, with readings and practice in at least two genres (including fiction, poetry and drama).

ENGL 283.ST1 Introduction to Creative Writing

Amber Jensen, M.A., M.F.A.

This course explores creative writing as a way of encountering the world, research as a component of the creative writing process, elements of craft and their rhetorical effect and drafting, workshop and revision as integral parts of writing polished literary creative work. Student writers will engage in the research practices that inform the writing of literature and in the composing strategies and writing process writers use to create literary texts. Through their reading and writing of fiction, poetry and creative nonfiction, students will learn about craft elements, find examples of those craft elements in published works and apply these elements in their own creative work, developed through weekly writing activities, small group and large group workshop and conferences with the instructor. Work will be submitted, along with a learning reflection and revision plan in each genre and will then be revised and submitted as a final portfolio at the end of the semester to demonstrate continued growth in the creation of polished literary writing.

• 300-400 level

ENGL 424.S01 Language Arts Methods grades 7-12  

Tuesday 6-8:50 p.m.

Danielle Harms

Techniques, materials and resources for teaching English language and literature to middle and secondary school students. Required of students in the English education option.

AIS/ENGL 447.S01: American Indian Literature of the Present 

Thursdays 3-6 p.m.

This course introduces students to contemporary works by authors from various Indigenous nations. Students examine these works to enhance their historical understanding of Indigenous peoples, discover the variety of literary forms used by those who identify as Indigenous writers, and consider the cultural and political significance of these varieties of expression. Topics and questions to be explored include:

• Genre: What makes Indigenous literature indigenous?
• Political and Cultural Sovereignty: Why have an emphasis on tribal specificity and calls for “literary separatism” emerged in recent decades, and what are some of the critical conversations surrounding such particularized perspectives?
• Gender and Sexuality: What are the intersecting concerns of Indigenous Studies and Women, Gender and Sexuality Studies, and how might these research fields inform one another?
• Trans-Indigeneity: What might we learn by comparing works across different Indigenous traditions, and what challenges do such comparisons present?
• Aesthetics: How do Indigenous writers understand the dynamics between tradition and creativity?
• Visual Forms: What questions or concerns do visual representations (television and film) by or about Indigenous peoples present?

Possible Texts

• Akiwenzie-Damm, Kateri and Josie Douglas (eds), Skins: Contemporary Indigenous Writing. IAD Press, 2000. (978-1864650327)
• Erdrich, Louise, The Sentence. Harper, 2021 (978-0062671127)
• Harjo, Joy, Poet Warrior: A Memoir. Norton, 2021 (978-0393248524)
• Harjo, Sterlin and Taika Waititi, Reservation Dogs (selected episodes)
• Talty, Morgan. Night of the Living Rez, 2022, Tin House (978-1953534187)
• Wall Kimmerer, Robin. Braiding Sweet Grass, Milkweed Editions (978-1571313560)
• Wilson, Diane. The Seed Keeper: A Novel. Milkweed Editions (978-1571311375)
• Critical essays by Alexie, Allen, Cohen, Cox, King, Kroeber, Ortiz, Piatote, Ross and Sexton, Smith, Taylor, Teuton, Treuer, Vizenor, and Womack.

ENGL 472.S01: Film Criticism

Tuesdays 2-4:50 p.m.

Jason McEntee

Do you have an appreciation for, and enjoy watching, movies? Do you want to study movies in a genre-oriented format (such as those we typically call the Western, the screwball comedy, the science fiction or the crime/gangster, to name a few)? Do you want to explore the different critical approaches for talking and writing about movies (such as auteur, feminist, genre or reception)?

In this class, you will examine movies through viewing and defining different genres while, at the same time, studying and utilizing different styles of film criticism. You will share your discoveries in both class discussions and short writings. The final project will be a formal written piece of film criticism based on our work throughout the semester. The course satisfies requirements and electives for all English majors and minors, including both the Film Studies and Professional Writing minors. (Note: Viewing of movies outside of class required and may require rental and/or streaming service fees.)

ENGL 476.ST1: Fiction

In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence, and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.

ENGL 479.01 Capstone: The Gothic

Wednesday 3-5:50 p.m.

With the publication of Horace Walpole’s "The Castle of Otranto " in 1764, the Gothic officially came into being. Dark tales of physical violence and psychological terror, the Gothic incorporates elements such as distressed heroes and heroines pursued by tyrannical villains; gloomy estates with dark corridors, secret passageways and mysterious chambers; haunting dreams, troubling prophecies and disturbing premonitions; abduction, imprisonment and murder; and a varied assortment of corpses, apparitions and “monsters.” In this course, we will trace the development of Gothic literature—and some film—from the eighteenth-century to the present time. As we do so, we will consider how the Gothic engages philosophical beliefs about the beautiful and sublime; shapes psychological understandings of human beings’ encounters with horror, terror, the fantastic and the uncanny; and intervenes in the social and historical contexts in which it was written. We’ll consider, for example, how the Gothic undermines ideals related to domesticity and marriage through representations of domestic abuse, toxicity and gaslighting. In addition, we’ll discuss Gothic texts that center the injustices of slavery and racism. As many Gothic texts suggest, the true horrors of human existence often have less to do with inexplicable supernatural phenomena than with the realities of the world in which we live. 

ENGL 485.S01: Undergraduate Writing Center Learning Assistants 

Flexible Scheduling

Nathan Serfling

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations, and develop a richer sense of writing as a complex and negotiated social process.

Graduate Courses

Engl 572.s01: film criticism, engl 576.st1 fiction.

In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.

ENGL 605.S01 Seminar in Teaching Composition

Thursdays 1-3:50 p.m.

This course will provide you with a foundation in the pedagogies and theories (and their attendant histories) of writing instruction, a foundation that will prepare you to teach your own writing courses at SDSU and elsewhere. As you will discover through our course, though, writing instruction does not come with any prescribed set of “best” practices. Rather, writing pedagogies stem from and continue to evolve because of various and largely unsettled conversations about what constitutes effective writing and effective writing instruction. Part of becoming a practicing writing instructor, then, is studying these conversations to develop a sense of what “good writing” and “effective writing instruction” might mean for you in our particular program and how you might adapt that understanding to different programs and contexts.

As we read about, discuss and research writing instruction, we will address a variety of practical and theoretical topics. The practical focus will allow us to attend to topics relevant to your immediate classroom practices: designing a curriculum and various types of assignments, delivering the course content and assessing student work, among others. Our theoretical topics will begin to reveal the underpinnings of these various practical matters, including their historical, rhetorical, social and political contexts. In other words, we will investigate the praxis—the dialogic interaction of practice and theory—of writing pedagogy. As a result, this course aims to prepare you not only as a writing teacher but also as a nascent writing studies/writing pedagogy scholar.

At the end of this course, you should be able to engage effectively in the classroom practices described above and participate in academic conversations about writing pedagogy, both orally and in writing. Assessment of these outcomes will be based primarily on the various writing assignments you submit and to a smaller degree on your participation in class discussions and activities.

ENGL 726.S01: The New Woman, 1880–1900s 

Thursdays 3–5:50 p.m.

Katherine Malone

This course explores the rise of the New Woman at the end of the nineteenth century. The label New Woman referred to independent women who rebelled against social conventions. Often depicted riding bicycles, smoking cigarettes and wearing masculine clothing, these early feminists challenged gender roles and sought broader opportunities for women’s employment and self-determination. We will read provocative fiction and nonfiction by New Women writers and their critics, including authors such as Sarah Grand, Mona Caird, George Egerton, Amy Levy, Ella Hepworth Dixon, Grant Allen and George Gissing. We will analyze these exciting texts through a range of critical lenses and within the historical context of imperialism, scientific and technological innovation, the growth of the periodical press and discourse about race, class and gender. In addition to writing an argumentative seminar paper, students will complete short research assignments and lead discussion.

ENGL 792.ST1 Women in War: Female Authors and Characters in Contemporary War Lit

In this course, we will explore the voices of female authors and characters in contemporary literature of war. Drawing from various literary theories, our readings and discussion will explore the contributions of these voices to the evolving literature of war through archetypal and feminist criticism. We will read a variety of short works (both theoretical and creative) and complete works such as (selections subject to change): "Eyes Right" by Tracy Crow, "Plenty of Time When We Get Home" by Kayla Williams, "You Know When the Men are Gone" by Siobhan Fallon, "Still, Come Home" by Katie Schultz and "The Fine Art of Camouflage" by Lauren Johnson.