In this post: How to build each body paragraph (sequencer + topic + reason, then Point + That is / Example), how to keep a logic chain unbroken, and the conclusion formula.
The Task 2 Essay Framework · 3 parts
- 1. Mindset, paragraphs and introductions
- 2. Body paragraphs and the conclusion (you are here)
- 3. Timing, ideas, checks and practice
✦ In this post
4. Topic sentences: sequencer + topic + reason
The first sentence of a body paragraph is the topic sentence, and it has two jobs: to tell the reader which reason this is, and what the reason is. The formula is sequencer + topic + reason.
The main reason why I believe … is that …
Another factor supporting my opinion is that …
There are two reasons why … seems to be beneficial. The primary one is that …
However, there are some downsides associated with …, one of which is that …
This is how I opened the two body paragraphs of Essay 39 (supermarkets selling food from all over the world, overall 7.5):
The primary reason why I consider this is a negative development is that imported food always results in pollution due to a long flight or shipment.
Another factor supporting my opinion is that exotic products always post a threat to domestic food, hindering the development of local economy.
From these two sentences alone, the examiner can see the position of the whole essay (negative) and the two reasons (pollution, and the impact on local producers). This is what Coherence means by “each paragraph has a clear central idea”. A small note: post a threat in the second sentence was a mistake I made often at the time; the correct phrase is pose a threat.
You also do not need many linking words between paragraphs, but the ones you use must be right. In my notes I put the three groups I used most into a small table:
| Function | Linking words |
|---|---|
| However (contrast) | However, / Nevertheless, / On the other hand, |
| Therefore (result) | Therefore, / Hence, / As a result, / Consequently, |
| In addition (adding) | Moreover, / In addition, / Furthermore, / Besides, |
5. Paragraph proportions: Point + That is / Example
Every point should be followed by an explanation or an example, and then a one-sentence mini-conclusion. In my notes the proportions were: topic sentence about 1.5–2 lines, “That is” (in other words) about 1.5–2 lines, and the example at least 2.5 lines. In sentences it is easier to count:
| Role | Sentences | Common openings | Function |
|---|---|---|---|
| Point (topic sentence) | 1 | The main reason why… / Another factor… | States the reason for this paragraph |
| That is (explanation) | 1–2 | In other words, / To be more specific, / To put it another way, | Makes the reason more specific and explains why |
| Example | 2–3 | For example, / Take … as an illustration. / X, which…, is a good example of this matter. | Proves it with personal experience, the situation in your own country (for me, Taiwan) or plausible figures |
| Mini-conclusion | 1 | Therefore, / Hence, | Links back to this paragraph’s reason |
In a four-paragraph essay, each body paragraph (one reason each) can run the full sequence Point → That is → Example → mini-conclusion. In five-paragraph essays, or where one paragraph carries two points (for example, Both views with two points per paragraph), switch to “Point A + That is or Example, Point B + That is or Example”: one type of support per point is enough.
Let me take apart a paragraph of my own. This is the first body paragraph of Essay 34 (saving money, overall 7):
| Role | Original |
|---|---|
| Point | The main reason why I believe that saving money is significant is because it helps people to overcome the hindrances in their lives. |
| That is | It is readily apparent that we may meet difficult times in our lives, which always pose a financial burden to us. |
| Example | Medical bills, which are always costly and make some people go bankrupt, are good examples of this matter. |
| Extension + mini-conclusion | When a person makes an effort to save money in their bank account, they can easily go through the difficult moment likes illness because they have a certain amount of money to afford the bills. |
The strength of this paragraph is that every sentence connects to the one before: saving money → life brings difficulties → difficulties are often about money → medical bills are an example → with savings you can pay them. The weaknesses are that the opening The main reason … is because is grammatically redundant (reason and because overlap in meaning, so is that is better), and likes illness at the end should be like illness. Small mistakes like these affect GRA, but they do not break the structure.
6. Logic chains: every sentence must connect to the one before
A “logic chain” is the method I used in my notes to practise generating ideas: write down the claim, then keep asking “Why?”, “So what happens?” and “Is there an example?” until you can link back to the claim. I wrote the chain in Chinese first and then turned it into English, which made it much harder to write a paragraph that jumps around. Use whichever language you think fastest in.
Here is how to list logic chains for the question “Are online courses better than classroom courses?” (this is my own example, not an essay I wrote at the time):
| Position | Logic chain (in note form first) |
|---|---|
| (+) Flexible timing | No commute to the classroom → the time saved can go on revision or work → e.g. an office worker takes an evening class at home straight after work → learning is easier to keep up |
| (+) Lessons can be rewatched | Recordings can be paused and replayed → no waiting until the next class for what you missed → e.g. a hard accounting problem can be watched twice → fuller understanding |
| (−) Less interaction | No face-to-face contact → only typing or video calls → harder to read classmates’ and the teacher’s reactions → lower-quality discussion |
Turned into an English paragraph, the second chain looks roughly like this:
Model: The main reason why I believe online courses are more beneficial is that they allow learners to study at their own pace. To be more specific, recorded lessons can be paused and replayed, so students who miss a key point do not have to wait for the next class to ask the teacher. For example, a working adult taking an evening accounting course can watch a difficult section twice after work instead of falling behind the rest of the class. Therefore, the flexibility of online learning helps students understand the material more thoroughly.
Compare a version where the logic breaks:
Model (faulty): Online courses are beneficial because they are convenient. Technology is developing rapidly nowadays. Many people use smartphones. Therefore, online courses are better.
Each sentence in the second paragraph is fine on its own, but “technology is developing rapidly” and “many people use smartphones” do not explain why online courses are better, so the final Therefore has nothing to stand on. When an examiner reads a paragraph like this, the ideas feel “not extended”, and both TR and CC get pulled down.
7. The conclusion formula: restate your position + two reasons
The conclusion needs only two or three sentences: In conclusion + restate your position + This is because + reason 1 + reason 2. For Outweigh and advantages/disadvantages + opinion questions, you can add one sentence with a recommendation or solution.
| Question type | Conclusion frame |
|---|---|
| Agree/Disagree | In conclusion, I want to reiterate my agreement that …. This is because reason 1 and reason 2. |
| Partly agree | In conclusion, even though concession, I still believe that …. This is because …. |
| Outweigh | In conclusion, I think that the positives exceed the drawbacks. This is because the benefits of A and B surpass the difficulty of C. Furthermore, it is recommended that …. |
| Advantages and disadvantages only | In conclusion, there are both benefits and downsides of this situation. Summary of advantages; nevertheless, summary of disadvantages. |
| Discuss both views | In conclusion, I believe that both sides have merits. On balance, it is my opinion that …, as I feel that …. |
| Two-question | In conclusion, answer to question 1. Answer to question 2. |
Here are two of my own conclusions. Essay 45 (a high proportion of young adults, Outweigh, overall 7.5):
In conclusion, I reiterate that the benefits of this outweigh its drawbacks. This is because the advantages of increased income to the government and higher productivity in the workplace surpass the difficulty of taking care of offspring.
The restated position, two advantages and one disadvantage are all weighed in a single sentence, and the following sentence recommends childcare support, which answers that very disadvantage. Compare the last sentence of Essay 20 (cooking at home, overall 7): Therefore, the authorities concerned always motivate people to make food by themselves rather than having meals outside. The whole essay had been about individuals and families, and then the conclusion suddenly says “the government always encourages people to cook for themselves”. It is not phrased as a recommendation (it should use should), and it has no link to the argument, so it is a sentence that could simply be deleted.
The most common problem with conclusions is adding something new. When I submitted Essay 3 (Cambridge 14 Test 2), I added a question at the end: Can I write the new thing in the conclusion part? It seems that the reason I support one of the views (the last sentence) is the new idea that I did not write in the previous paragraphs. My answer now is: I would not recommend it. The job of the conclusion is to wrap up. A new reason with no explanation and no example is an undeveloped point. It is better to move it into a body paragraph or simply delete it.
Continue reading · Part 3 of 3
IELTS Notes in English · Task 2 Structure (post 2 of 9)
← Previous: How to Identify IELTS Task 2 Question Types: Let the Question Decide Your Essay
Next →: How to Write an IELTS Agree/Disagree Essay: Full vs Partial Agreement, with Seven Real Essays
Task 1 Structure · Task 2 Structure · Topic Guides · Writing Language · Band Score Samples · Practice Methods · Speaking & Study Tips
✦ 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
← Back to IELTS notes in English
Leave a Reply