In this post: What kept all seven of my essays at 7, a rewritten introduction, common mistakes, a 30-minute writing plan, a self-check list and practice questions.
Agree/Disagree Essays · 3 parts
- 1. The question and paragraph blueprints
- 2. Sentence frames and what worked
- 3. What kept me at 7, plus practice (you are here)
✦ In this post
7. What kept me at 7
Problem 1: a missing step in the reasoning (Essay 7, CC 6)
The second reason in Essay 7 was meant to say that higher prices would actually make manufacturers produce more sugary products. The original:
Secondly, even though people may stop buying expensive sugary products owing to their price, the revenue of sugary products increases, motivating manufacturers to make more sugary products.
The reader gets stuck: if people stop buying, how can revenue go up? A step is missing: “with a higher unit price, the profit on each item rises even if sales fall slightly.” Without that step, the reference to supply and demand that follows does not connect properly. This is the “break in the logic chain” described in the framework post. Essay 7 got only CC 6. Besides this break, the introduction used three sentences and the conclusion added based on the aforementioned and firstly… secondly…, so the essay read as rather long-winded overall.
Problem 2: two ideas in one paragraph (Essay 34)
The topic of the second body paragraph in Essay 34 is “saving makes society as a whole better”, but it actually covers two things: people with savings in retirement do not need expensive government welfare, and banks can lend deposits to businesses for investment. Each idea is only half developed, so the focus of the paragraph becomes blurred. A better approach is to keep one idea and develop it fully.
Problem 3: thin evidence for a point (Essay 7)
Essay 7’s first reason claims that sugar is essential and that a lack of it affects mental health, with only various research say… as evidence. In the TR descriptors, higher bands require ideas that are fully extended and well supported. This reason is already debatable, and without a specific example it loses much of its persuasiveness. When choosing reasons, prioritise the one you can support with a specific example.
Problem 4: the same small grammar errors again and again
All seven essays scored GRA 7. Looking back, the recurring errors include: the main reason … is because (should be is that), post a threat (should be pose), likes used as a preposition (should be like), enable to (should be be able to) and missing articles. None of these are hard to fix, but if you do not put them on a list and check for them deliberately before the test, they keep coming back.
If I did it again: how I would move from 7 to 7.5
After reviewing these seven essays, I think the step from 7 to 7.5 needs not a new template but four small habits:
- Build your own error list: write the recurring is because, pose, like and articles on a card, and check each item after every essay.
- Use fewer fixed phrases: at most one It is readily apparent that or There is no denying that per essay; let the other sentences get straight to the content.
- Develop one idea fully per paragraph: better one example fewer than two arguments squeezed into one paragraph.
- Make every step of the reasoning visible: after each paragraph, say the logic chain aloud in your own words and find where it jumps.
Looking back, my essays that scored 7.5 (all on other question types) generally did better on these points. You can compare them in the other posts in this series.
8. Rewrite: cutting the Essay 7 introduction to two sentences
The original introduction had three sentences (background + other people’s view + my position). Here is my rewrite:
Rewrite: It is true that consuming too much sugar causes health problems, and some argue that raising the price of sugary products would discourage people from buying them. However, I totally disagree with this proposal because sugar is still a common ingredient in daily meals and higher prices may actually encourage manufacturers to produce more of these goods.
What changed: the background and the other view are combined into one sentence; the second sentence states the position directly and previews both reasons; and “revenue increases” becomes the easier-to-follow “higher prices may actually encourage manufacturers to produce more”, which prepares the ground for the logic chain in the third paragraph.
9. Common mistakes
- Thinking “To what extent” means you must partly agree: full agreement is perfectly acceptable.
- Fully agreeing in the introduction, then discussing the other side’s benefits in a body paragraph: a four-paragraph essay should not contain a concession paragraph. If you want to concede, use five paragraphs.
- Not restating your position at the start of Body 2: Secondly, … on its own is acceptable, but Another factor supporting my opinion is that… is clearer.
- Using While…, however, … together: choose one of the two contrast words.
- Adding a new argument or an abrupt government policy in the conclusion: the last sentence of Essay 20 falls into this trap.
- Reason 1 and Reason 2 are really the same thing: for example “saving money” and “reducing financial burden” are just paraphrases of each other, so you only have one reason. Before writing, check that the two reasons point in different directions (for example, one about money and one about health).
- The example does not match the reason: the reason is about efficiency, but the example is about feeling happier. After writing the example, reread the topic sentence and check that the example proves the same thing.
- Subject and verb do not match: for example, the introduction of Essay 35 says using mobile phones and computers does not need to observe their body language. It is people who observe body language, not the act of using a phone. Changing it to people who communicate through devices do not need to… fixes it.
10. A 30-minute writing plan
| Time | What to do |
|---|---|
| 0–3 min | Circle the judgement in the statement and confirm the specific claim you are agreeing or disagreeing with |
| 3–7 min | Think of one reason for each side and choose the side that is easier to illustrate; note two logic chains and specific examples |
| 7–10 min | Two-sentence introduction: paraphrase + I totally agree / disagree … because R1 and R2 |
| 10–17 min | Body 1: The main reason why I believe … is that … → That is → Example → mini-conclusion |
| 17–24 min | Body 2: Another factor supporting my opinion is that … → same structure |
| 24–27 min | Conclusion: restate position + This is because R1 and R2 |
| 27–30 min | Check that your position is consistent, check common errors such as is because / pose / like, and check articles and singular/plural |
11. Self-check list
- ☐ I am agreeing or disagreeing with the question’s specific claim, not a related background fact
- ☐ The second sentence of my introduction clearly says agree or disagree and previews two reasons
- ☐ I chose four paragraphs (full) or five (partial), and my body paragraphs match that choice
- ☐ The topic sentences of Body 1 and Body 2 match the two reasons previewed in the introduction
- ☐ Every reason has an explanation and one example specific enough to picture
- ☐ There are no breaks in the reasoning: each sentence answers the “why” of the one before
- ☐ Each paragraph covers only one idea
- ☐ The conclusion restates my position and both reasons, with no new arguments
- ☐ I have checked is because, pose a threat, like/likes and articles
12. Practice
Write an introduction for each of the two questions below (my paraphrases), then write a full first body paragraph (Body 1) for one of them:
- Some people say that because people can view historical objects and works of art on computers, public museums and art galleries will no longer be needed. Do you agree or disagree?
- Some people think it is a good thing that senior managers in companies are paid more than other employees. To what extent do you agree or disagree?
When you have finished, go through the self-check list item by item, and pay particular attention to whether the logic chain in Body 1 has any breaks.
Some ideas to get you started (not model answers): for question 1, if you disagree, you could argue that seeing the real size and texture of an object cannot be replaced by a screen, and that museums are places for school trips and community events. The first suits an example from your own visit to a museum with large exhibits; the second suits an example of a school trip. For question 2, if you agree, you could argue that managers carry greater responsibility for decisions, and that high pay attracts and keeps experienced people. If you want to partly agree, your concession paragraph could say that a very large pay gap hurts the morale of junior staff, then bring it back to “the gap should be reasonable and transparent”.
Further reading
- The IELTS Task 2 Essay Framework: Introductions, Topic Sentences, Logic Chains and Conclusions
- IELTS Outweigh Essays: Four or Five Paragraphs, the Concession and Weighing Both Sides
- How to Write an IELTS Discuss Both Views Essay
- How to Write an IELTS Two-Question Essay
- A tutor who helped me cut my essays from 400 to 300 words (in Chinese)
- Live marking with a former examiner: my speaking and writing lessons (in Chinese)
- IELTS study notes overview (in Chinese)
This is the last part of “Agree/Disagree Essays”. To start again, go back to Part 1.
IELTS Notes in English · Task 2 Structure (post 3 of 9)
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✦ Target Your Future
Some days you practise for hours and the score still does not move. I hope these notes remind you that the setbacks are part of the road: every recording you replayed, every essay you rewrote and every sentence you finally dared to say is progress you have already made.
I wrote this down so the next person can take fewer detours. You do not have to follow my method exactly. Find a rhythm that works for you, rest when you need to, and come back for the next small step.
I hope what you take away is more than a number on a score report: a little more confidence in yourself, and the courage to step a bit closer to the world.
— Ting
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