What Is a Discussion Essay in IELTS Writing Task 2?
A discussion essay — also known as a "both views" essay — asks you to examine two contrasting perspectives on a topic and then state your own opinion. The instruction always reads: "Discuss both views and give your own opinion." Unlike an opinion essay where you defend one position from the outset, a discussion essay requires you to represent both sides fairly before concluding where you stand.
Discussion prompts account for approximately 20–25% of all IELTS Writing Task 2 questions, making them the second most common type after agree/disagree essays (British Council IELTS Preparation resources, 2024). Candidates who mistake this type for an opinion essay and neglect one side will be penalised immediately under Task Achievement.
How to Identify a Discussion Essay Prompt
The key differentiator is the instruction phrase. Discussion essays always contain:
- "Discuss both views and give your own opinion."
- "Discuss both sides of this argument and give your opinion."
- "Some people think … Others believe … Discuss both views."
If the prompt presents two contrasting groups ("some people," "others") and asks you to discuss, it is a discussion essay. If it ends with "To what extent do you agree or disagree?", it is an opinion essay — a distinction that changes your entire structural approach.
How a Discussion Essay Differs from an Opinion Essay
| Feature | Opinion Essay | Discussion Essay |
|---|---|---|
| Instruction phrase | "To what extent do you agree or disagree?" | "Discuss both views and give your own opinion." |
| Body Paragraph 1 | Your first supporting argument | Arguments for View A (not necessarily your view) |
| Body Paragraph 2 | Your second argument or concession | Arguments for View B (the opposing view) |
| Where opinion appears | Introduction and throughout | Introduction thesis + conclusion (can appear throughout) |
| Balance requirement | Not required | Both views must be represented fairly |
The critical point: in a discussion essay, your personal opinion does not need to dominate both body paragraphs. You present both sides objectively and reserve your judgment for the introduction thesis and the conclusion. This structure rewards intellectual balance — something examiners at Band 7 and above specifically look for.
The 4-Paragraph Discussion Essay Structure
High-scoring discussion essays follow a consistent four-paragraph framework. Attempting five or six paragraphs typically produces underdeveloped arguments within the 40-minute time limit. The underlying architecture is the same as for all Task 2 essay types — review the complete essay structure guide if you need a reminder of how to build each paragraph.
| Paragraph | Purpose | Approximate word count |
|---|---|---|
| Introduction | Paraphrase topic + state your opinion briefly | 45–55 words |
| Body Paragraph 1 | Develop the arguments for View A | 90–110 words |
| Body Paragraph 2 | Develop the arguments for View B | 90–110 words |
| Conclusion | State your opinion clearly + summarise both sides | 35–50 words |
Step 1 — Plan for 4 minutes
Identify View A and View B from the prompt. Write two reasons for each view. Decide which view you personally support — this determines the emphasis in your conclusion. A discussion essay where you secretly agree with View B but present it more weakly than View A creates an inconsistency the examiner will detect.
Step 2 — Write the introduction
The introduction has two sentences. The first paraphrases the topic context. The second — the thesis — signals that there are two perspectives and briefly indicates which you find more convincing. Stating your opinion upfront is not penalised; it actually strengthens coherence by creating a thread the examiner can follow throughout.
Example thesis: "While both positions have merit, I believe the long-term benefits of remote work for individual well-being outweigh the productivity concerns raised by employers."
Step 3 — Body Paragraph 1: Present View A
Use PEEL structure (Point, Explanation, Example, Link). Your job here is to argue View A as strongly as possible — even if it is not your personal view. Examiners reward candidates who can represent a perspective they disagree with accurately and fairly. A weak representation of one side suggests limited critical thinking.
Step 4 — Body Paragraph 2: Present View B
Mirror the structure of Body Paragraph 1. If View B is the one you personally support, it is acceptable to develop it slightly more — but both paragraphs should be broadly comparable in length and depth. A paragraph that is half the length of the other signals neglect of one side, which is a Task Achievement error.
Step 5 — Write the conclusion
The conclusion is where your personal opinion must appear clearly if it was only briefly mentioned in the introduction. Summarise the key argument from each side in one sentence, then state your final position explicitly. Vague conclusions ("both sides have valid points") are marked down as failing to "present a clear position" — a Band 6 characteristic.
Band 9 Sample Essay with Annotations
Prompt: "Some people think that children should begin formal education at a very early age. Others believe that they should not start school until they are older. Discuss both views and give your own opinion."
Introduction: There is ongoing debate about the most appropriate age for children to enter formal schooling, with opinions divided between those who advocate for early enrolment and those who favour a delayed start. While I recognise the developmental arguments for later schooling, I am persuaded that structured early education, when delivered appropriately, provides foundational cognitive and social benefits that are difficult to replicate at a later stage.
Annotation: The background sentence paraphrases the prompt without copying it. The thesis signals both views will be discussed and states a clear personal position — satisfying Task Achievement at Band 9 from the first paragraph.
Body Paragraph 1 (View A — early formal education): Proponents of early schooling argue that children's brains exhibit heightened neuroplasticity between the ages of three and six, making this a critical window for acquiring language, numeracy, and social skills. Research conducted by the Brookings Institution in 2023 indicates that children who attended high-quality pre-primary education programmes were 25% more likely to perform at grade-level benchmarks by age ten compared to those who had no formal early schooling. Early structured environments also teach children to follow routines, collaborate with peers, and manage short-term tasks — competencies that underpin academic success throughout their school years. This evidence suggests that the early years represent a uniquely productive period for guided learning.
Annotation: This paragraph presents View A with genuine strength, using a specific external source and quantified evidence. The Point is clear in the first sentence. The Explanation and Example are developed across three sentences. The Link returns to the paragraph's central claim.
Body Paragraph 2 (View B — delayed formal start): On the other hand, many child development specialists contend that imposing academic expectations on very young children can generate unnecessary stress and undermine intrinsic motivation. Countries such as Finland, which consistently ranks among the top performers in the OECD's PISA assessments, do not begin formal literacy instruction until age seven — three years later than most English-speaking nations. Finnish educators argue that child-led play during the early years builds resilience, creativity, and self-regulation more effectively than structured lessons. From this perspective, an earlier school start may sacrifice long-term engagement with learning in exchange for short-term measurable outcomes.
Annotation: View B receives equal structural treatment to View A, with a named country, a reputable international benchmark (PISA), and a logical explanation. Neither side is dismissed or trivialised, which is essential for Band 9 Task Achievement.
Conclusion: In conclusion, while the case for delaying formal schooling is supported by compelling evidence from high-performing education systems, I maintain that thoughtfully designed early education programmes deliver lasting cognitive and social advantages. The key lies not in the age of enrolment itself, but in ensuring that early schooling is developmentally appropriate rather than academically prescriptive.
Annotation: The conclusion summarises both views, states a clear personal position, and introduces a nuanced qualifying clause ("the key lies in…") that elevates the response into Band 9 territory for Task Achievement. No new arguments are introduced. Approximate essay word count: 310 words.
Vocabulary for Presenting Both Sides
Lexical Resource is one of four equally weighted assessment criteria. Using varied, precise language to introduce each view — rather than repeating "some people think" — signals a wide vocabulary range. The Task 2 vocabulary guide contains a full bank of academic alternatives organised by topic and function that you can apply directly in discussion essays.
Introducing View A
- Proponents of this view argue that …
- Advocates of early education contend that …
- Those in favour of this position maintain that …
- It is widely held that …
Transitioning to View B
- On the other hand, …
- Conversely, …
- Those who oppose this view argue that …
- An alternative perspective holds that …
- Critics of this position, however, contend that …
Stating your own opinion
- Having considered both perspectives, I am of the view that …
- Despite the merits of both arguments, I believe that …
- On balance, I find the argument for … more persuasive because …
- Weighing the evidence, I am inclined to favour … on the grounds that …
Concessive language (to show balance)
- While it is true that …, this does not negate the fact that …
- Although … is a valid concern, the evidence suggests …
- Notwithstanding the merits of …, the stronger case lies with …
Common Mistakes in Discussion Essays
Treating it as an opinion essay
The most frequent error is writing two body paragraphs that both support your personal view while only briefly mentioning the other side. The Band 9 descriptor for Task Achievement requires that both views are "fully developed" — not summarised in a single sentence.
Not stating a personal opinion
Conversely, some candidates present both views but never commit to their own position. The prompt explicitly requests your opinion. An essay that ends with "both sides have valid arguments" without declaring a preference is an incomplete response and will be capped below Band 7. For more patterns like this, see the full list of IELTS Reading tips — the analytical reading skills that help you parse complex passages are the same skills that help you dissect a Task 2 prompt accurately.
Unequal paragraph development
If Body Paragraph 1 is 110 words and Body Paragraph 2 is 55 words, the examiner will note the imbalance. Both views should receive comparable elaboration. The view you personally oppose still requires a strong topic sentence, a developed explanation, and a specific example.
Using "I" in body paragraphs
Body paragraphs in a discussion essay present each view objectively. Injecting first-person opinion language ("I think this is correct because…") into a body paragraph that is supposed to present the opposing view confuses the structure and undermines the examiner's ability to identify which view is which.