Test section – Writing Task 2
Developing arguments
Activities
1. Understanding the question – True or False
2. Generating ideas
3. Organising a balanced argument
4. Writing the essay
Aims
• to help students understand how to prepare for writing
• to help students identify and write balanced arguments
Learning outcomes
• Students will have understood how to develop an argument through preparing to
write by analysing the question, and the generation of ideas.
• Students will have analysed two approaches to providing a balanced argument.
Information about this section of IELTS
In Writing Task 2, test takers will be asked to write an essay in response to a point of view,
argument or problem. They will be expected to write at least 250 words and are advised to
spend 40 minutes on this task. The essay should be written in formal, academic English.
Time 45 minutes
(90 if doing writing in class)
Level B1+
Class Suitable for groups / large classes
F2F / Online
Interaction Pair or group work
Individual work
Materials Worksheets x3 attached
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Page 1 of 9
Activity 1: Understanding the question
Material: Worksheet 1
Time: 15 minutes
Procedure:
• introduce focus of the lesson: Writing Task 2 – developing an argument.
• give each student a copy of Worksheet 1 and one minute to read the Task 2
question.
• elicit possible next steps before writing i.e. brainstorming ideas.
• draw attention to the True / False task and clarify the importance of spending time
with the question before rushing into an answer.
• give students time to work on T/F task alone before checking answers in pairs and
then open-class.
Answers
1 False. This is presented as fact and is not the area of debate.
2 False. The question is about the impact of nuclear energy as an alternative.
3 True. This is the focus of the debate.
4 True. Although you could write this response entirely one-sided, 100% agree, it is
important to provide some balance by including at least one argument from the
other side, even if it is to refute it.
5 False. This is not the area of debate.
6 True. It is appropriate to mention other alternatives as the question suggests that
only nuclear is realistic. However, the discussion of nuclear energy should be the
main focus of the response.
7 False. No expertise knowledge on any topic is required but examples from the
test taker’s awareness of the topic is fine. Citing studies or research is not what is
expected of the task.
8 False. See answer to 4.
9 True. See answer to 4.
10 True. See answer to 7.
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Page 2 of 9
Activity 2: Generating ideas
Material: Worksheet 1
Time: 10 minutes
Procedure:
• draw attention to the brainstorm table and the headings for both columns.
• students work alone matching the arguments to the appropriate column.
• give students another 2 minutes to think of their own arguments to add to
each column.
• students work in pairs or small groups to exchange arguments and add
further ideas to their table.
Activity 3: Organising a balanced argument
Material: Worksheet 2
Time: 20 minutes
Procedure:
• give each student a copy of Worksheet 2.
• draw attention to the paragraph, clarify that this is only 1 body paragraph and the
essay is likely to have more than one of these.
• working alone, students complete the gaps in the paragraph using the linking words
in the box provided.
• students work in pairs and compare their answers.
• get class feedback.
• working pairs or small groups, students discuss the analysis questions.
• get class feedback, elicit and focus on the structure used here.
Answers
Exercise 1
1 First of all, 2 Secondly, 3 Instead, 4 As a result, 5 Furthermore, 6 Finally
Exercise 2
The writer agrees with the statement (based on this one paragraph).
The paragraph contains only positive arguments in favour of nuclear energy.
The writer lists positive arguments and provides examples of these.
The writer provides examples based on their own knowledge of the topic – no
expertise required.
They will likely have another paragraph outlining some negatives before a
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Page 3 of 9
conclusion which clarifies their position (though do accept any logical responses to
this).
Procedure:
• repeat the procedure for the next paragraph.
• get class feedback, elicit and focus on the structure used here.
• elicit discussion on the two different structures used and which one students are
used to using / would like to try in their own response to the question.
Answers
Exercise 3
1 for instance, 2 while/although, 3 moreover, 4 causing, 5 despite, 6 while/although
The writer disagrees with the statement and is opposed to the use of nuclear energy.
The entire paragraph argues against the positive arguments for its use.
The writer presents a positive argument for nuclear energy and then refutes it.
They may have a second main body paragraph which outlines why other
alternative sources of energy are better than nuclear energy (though do accept
any logical responses to this).
Activity 4: Writing the essay
Material: Worksheet 3
Time: 40 minutes (at home practice)
Procedure:
• draw attention to Worksheet 3 and the essay question.
• you may wish to carry out the first 3 points in class if you have time. Alternatively,
you can ask students to submit their brainstorming table along with their completed
essay.
Follow-up activities
Draw attention to how preparing to write might affect their band score in Task response
and Coherence and cohesion.
https://takeielts.britishcouncil.org/sites/default/files/ielts_writing_band_descriptors.pdf
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Page 4 of 9
Writing Task 2 Worksheet 1
Understanding the question
Example question
The rising cost and decreasing supply of fossil fuels such as oil and gas, along with
environmental concerns, means that their continued use as our main source of
energy is impractical and alternative sources must be found. The only realistic
alternative is nuclear energy.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Write at least 250 words.
Look at the question above and decide if the following statements are True or False.
1 The question asks whether or not fossil fuels are impractical. ___
2 You should give a detailed description of how fossil fuels cause global warming. ___
3 The question asks whether nuclear energy is a good alternative to fossil fuels. ___
4 You should discuss the arguments for and against nuclear energy. ___
5 You should discuss the arguments for and against fossil fuels. ___
6 You should mention other alternative energy resources. ___
7 You should give detailed historical accounts of nuclear disasters. ___
8 You should only mention your opinions. ___
9 You should express your opinions, but show awareness of others. ___
10 You should include relevant facts that help to support your opinions. ___
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Page 5 of 9
Generating ideas
1 Put the following ideas into the correct column.
a. There are other alternatives to fossil fuels, such as wind and solar power, which
pose fewer risks.
b. Modern nuclear power stations are designed with many safety features.
c. Nuclear power is a much more economical way to produce energy.
d. Nuclear power offers an almost limitless supply of energy.
Reasons I agree that the only realistic Reasons I disagree with the statement
alternative is nuclear energy. that the only realistic alternative is
nuclear energy.
2 Add your own arguments to each column.
3 Compare your ideas with a partner. Try to add further arguments to the table.
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Page 6 of 9
Writing Task 2 Worksheet 2
Organising a balanced argument
1 Connect the ideas in the example paragraph below with words from the box.
As a result Finally First of all Furthermore Instead Secondly
There are a number of arguments in favour of using nuclear energy as an alternative to
fossil fuels. [1] FIRST OF ALL, it is an economical source of energy. The power
generated by nuclear power stations costs much less to produce than from coal or oil
fired stations. [2] SECONDLY , unlike traditional power stations, nuclear power plants
do not pollute the atmosphere with their waste. [3] INSTEAD, the waste is stored in safe
containers deep underground. [4] AS A RESULT, a move to nuclear power will reduce
greenhouses gases that are responsible for global warming in the atmosphere. [5]
FURTHERMORE, power stations have been shown to be safer places for people to
work than coalfired power stations. [6] FINALLY, nuclear power can potentially supply
all our energy needs for many centuries to come.
2 Read the completed paragraph and answer the questions below with a partner.
What is the writer’s position?
How do you know?
How have they organised their argument?
What support have they provided?
What do you think the rest of the essay looks like?
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Page 7 of 9
3 Connect the ideas in the example paragraph below with words from the box.
causing despite for instance although moreover while
The claims made by those in favour of nuclear power do not stand up to close
examination. It is often said, [1] FOR INSTANCE, that nuclear power does not harm the
environment. [2] WHILE/ALTHOUGH it is true that greenhouse gases are not produced
by the use of nuclear energy, mining for uranium causes real environmental damage. [3]
MOREOVER, many reactors use rivers for cooling. This raises temperatures in the river
water, [4] CAUSING harm to life in and around those rivers. It is also argued that the
technology of modern reactors makes accidents almost impossible. [5] DESPITE these
claims, accidents have happened most famously at Chernobyl. No amount of
technology can prevent human error, carelessness or laziness. [6] ALTHOUGH/WHILE
these types of accidents are incredibly rare, their consequences have devastating,
lifelong effects.
4 Read the completed paragraph and answer the questions below with a partner.
What is the writer’s position?
How do you know?
How have they organised their argument?
What support have they provided?
What do you think the rest of the essay looks like?
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Page 8 of 9
Writing Task 2 Worksheet 3
Writing the essay
Work through the steps covered today to write your essay.
1 Analyse the question
2 Brainstorm possible ideas
3 Plan which ideas to write about and the structure of your paragraphs
The teaching of Information Technology is a standard part of the
school curriculum in most secondary schools. The same is now
happening in primary schools, where children as young as six are
learning how to use computers. However, there is a danger that IT
skills are being taught at the expense of more basic skills.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from
your own knowledge or experience.
Write at least 250 words.
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Page 9 of 9
