🎯 IELTS Writing Task 2 Question

Some people believe schools should focus on teaching life skills such as communication, financial management, and teamwork. Others argue that academic subjects like mathematics and science are more important for a child’s future.
Discuss both views and give your opinion.

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📝 Sample Essay (Band 8–9, 280 words)

In recent years, there has been much debate about whether schools should prioritise life skills or traditional academic subjects. While some argue that practical abilities are essential for success in modern society, others believe that academic knowledge forms the foundation of education. Both perspectives will be considered before presenting my view.

On the one hand, teaching life skills can prepare students for real-world challenges. Subjects like financial literacy, problem-solving, and communication are directly applicable to everyday situations. For example, learning how to budget or manage money equips young people with independence, while teamwork and leadership skills are highly valued in the workplace. Without such abilities, even highly educated individuals may struggle to navigate adult responsibilities.

On the other hand, academic learning remains crucial because it develops intellectual ability and provides access to higher education and specialised careers. Fields such as medicine, engineering, and science rely heavily on theoretical knowledge that cannot be replaced by life skills alone. Moreover, academic study enhances critical thinking and discipline, which are transferable to many aspects of life. For instance, solving complex mathematical problems trains the mind to think logically and systematically.

In my opinion, an effective education system should combine both approaches. Academic subjects are undeniably important, but schools should also integrate practical training to ensure students are fully prepared for adult life. A balanced curriculum would produce not only knowledgeable individuals but also capable, confident citizens.

In conclusion, while academic learning provides intellectual depth and career opportunities, life skills are equally vital for personal development. Schools should aim to deliver both in order to prepare students comprehensively for the future.

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🔑 Useful Vocabulary

• Financial literacy

• Practical abilities

• Real-world challenges

• Highly valued in the workplace

• Theoretical knowledge

• Critical thinking

• Transferable skills

• Balanced curriculum

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🔗 Linking Words

• Contrast: while, whereas, on the other hand, although

• Addition: furthermore, in addition, moreover

• Cause/Effect: therefore, as a result, consequently

• Examples: for example, for instance, such as

• Conclusion: in conclusion, overall, to sum up

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✍️ Guidelines for Writing This Essay

1. Plan (5 minutes)

• Identify sides:

  • Life skills: communication, finance, teamwork → useful in daily life & jobs.

  • Academic learning: maths, science → necessary for careers & intellectual growth.

• Opinion: Both are essential; schools should combine.

• Outline:

  • Intro (paraphrase + outline)

  • BP1 = life skills

  • BP2 = academic learning

  • BP3 = opinion (balanced)

  • Conclusion

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2. Structure

• Introduction: State both sides + thesis.

• Body Paragraph 1: Life skills are important (with example).

• Body Paragraph 2: Academic learning is important (with example).

• Body Paragraph 3: Your opinion: balance is best.

• Conclusion: Summarise, restate opinion, no new points.

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3. Topic Sentences

• BP1: “Teaching life skills equips students to deal with real-world challenges more effectively.”

• BP2: “Despite this, academic knowledge remains the backbone of education and career development.”

• BP3: “In reality, the best approach is a balance of both academic learning and life skills.”

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4. Tips

• Always show balance — acknowledge both sides.

• Use formal vocabulary (avoid words like kids, stuff, a lot).

• Insert specific examples to illustrate ideas.

• Keep paragraphs clear and focused, one idea per paragraph.

• Proofread to check linking words and grammar variety.

 

📝 How to Write a Great IELTS Writing Task 2 Essay

A step-by-step guide for success

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1. Understanding the Task

IELTS Writing Task 2 asks you to write an essay of at least 250 words in about 40 minutes. The essay will be on an academic or general interest topic. Typical question types include:

• Opinion (agree/disagree)

• Discussion (both views + your opinion)

• Problem/solution

• Advantages/disadvantages

• Mixed types (e.g. discuss both views + give opinion).

Your essay is marked in four areas:

1. Task Response – answering the question fully.

2. Coherence and Cohesion – clear structure, linking ideas.

3. Lexical Resource – range and accuracy of vocabulary.

4. Grammatical Range and Accuracy – correct use of grammar, variety of structures.

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2. Step One: Plan Your Essay (5–7 minutes)

Planning saves time and raises your score. Without a plan, essays often become disorganised or repetitive.

Steps in planning:

1. Analyse the question carefully

   • Identify keywords: “long-distance flights,” “cars,” “environmental impact.”

   • Identify task: “Discuss both views and give your opinion.”

2. Generate ideas quickly

   • Flights: more emissions per trip, released in upper atmosphere, global travel increasing.

   • Cars: daily usage worldwide, cumulative emissions, urban pollution, health effects.

3. Choose your opinion

   • Example: Cars are the bigger problem because they are used every day by billions of people.

4. Decide structure

   • Introduction

   • Body Paragraph 1: Flights

   • Body Paragraph 2: Cars

   • Body Paragraph 3: Your opinion / balance

   • Conclusion

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3. Writing the Introduction

Your introduction should be short (40–50 words) and do two things:

1. Paraphrase the question.

2. Outline what the essay will do.

Example (for our transport topic):
The environmental impact of transportation has become a major concern. Some argue that air travel is more damaging, while others believe cars cause greater harm. This essay will discuss both perspectives before presenting my own view.

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4. Structuring Body Paragraphs

Each body paragraph must have:

• A clear topic sentence – tells the reader what the paragraph is about.

• Supporting sentences – explain and develop the idea.

• An example – makes the point concrete.

• Linking words – guide the reader.

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4.1 Body Paragraph 1 – First View

Topic sentence:
Air travel undeniably produces significant emissions and has a powerful impact on the climate.

Support:

• A single international flight can generate more carbon dioxide than months of driving.

• Pollutants are released in the upper atmosphere, where they intensify warming.

Example:
For instance, research shows that a London–New York return flight produces over 1.5 tonnes of CO₂ per passenger.

Linking words (contrast):

• However, on the other hand, while, whereas.

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4.2 Body Paragraph 2 – Opposite View

Topic sentence:
Cars, however, represent a more consistent and widespread source of environmental damage.

Support:

• Billions of journeys occur daily, often with one passenger.

• Urban areas suffer from smog and air pollution, harming health.

Example:
In cities like Delhi or Los Angeles, car emissions are the main cause of poor air quality and respiratory illness.

Linking words (addition):

• In addition, furthermore, moreover, not only… but also.

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4.3 Body Paragraph 3 – Your Opinion (Balanced)

Topic sentence:
Although both forms of transport are problematic, I believe cars are a more pressing issue because of their frequency of use.

Support:

• Cutting flights may help globally, but changing car habits offers immediate results.

• Solutions: public transport, cycling, electric vehicles.

Example:
For example, cities that invest in underground trains, such as Tokyo, successfully reduce car dependency and emissions.

Linking words (cause/effect):

• As a result, therefore, thus, consequently.

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5. Writing the Conclusion

The conclusion should:

• Summarise main points (not repeat word for word).

• State opinion clearly (if required).

• Avoid introducing new ideas.

Example:
In conclusion, although flights release large amounts of carbon dioxide, cars contribute more consistently to environmental damage due to their widespread use. Therefore, governments and individuals must focus on reducing reliance on personal vehicles while also addressing aviation emissions.

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6. Linking Words for Essays

Using a variety of linking words shows good cohesion.

• Contrast: while, whereas, however, on the other hand.

• Addition: moreover, furthermore, in addition, not only… but also.

• Cause/Effect: as a result, therefore, thus, consequently.

• Examples: for instance, for example, such as, to illustrate.

• Summing up: in conclusion, overall, to sum up, in summary.

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7. Formal Language

• Avoid contractions: use “do not” instead of “don’t.”

• Avoid informal words: say “children” not “kids,” “significant” not “big.”

• Use academic verbs: demonstrates, illustrates, indicates, suggests.

• Avoid personal anecdotes: use general or research-based examples.

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8. Balance in Essays

A high-scoring essay must show that you can:

• Discuss both positive and negative sides.

• Use a measured tone (not extreme).

Poor balance:
“Flights are terrible and must be banned immediately.”

Better balance:
“While flights do produce large emissions, cars are a more pressing concern because they are used daily by billions of people.”

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9. Example of a Well-Planned Essay

Plan:

• Intro: Transport harms environment; compare flights vs cars.

• BP1: Flights worse – per passenger emissions, upper atmosphere.

• BP2: Cars worse – everyday use, health impact.

• BP3: Opinion – cars are more urgent issue, but both matter.

• Conclusion: Summarise, restate opinion.

Skeleton:

1. Intro – paraphrase + outline.

2. BP1 – flights harmful (evidence + example).

3. BP2 – cars harmful (evidence + example).

4. BP3 – my opinion: cars more urgent.

5. Conclusion – restate, no new points.

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10. Common Mistakes to Avoid

• ❌ Writing fewer than 250 words.

• ❌ Forgetting an overview or opinion.

• ❌ Using informal language.

• ❌ Listing numbers or ideas without explanation.

• ❌ Adding new ideas in the conclusion.

• ❌ Poor time management (no plan, weak structure).

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11. Final Checklist for Task 2

Before finishing your essay, ask:

• ✅ Have I answered all parts of the question?

• ✅ Do I have a clear introduction, body, and conclusion?

• ✅ Have I used linking words correctly?

• ✅ Have I balanced both sides?

• ✅ Have I used a range of vocabulary and grammar?

• ✅ Is my language formal and academic?

• ✅ Is my conclusion short and focused?

 

📖 Tom Sawyer – Chapter 17: The Picnic Plans

Sunday afternoon was hot and sleepy in the little village of St. Petersburg. Tom wandered about restlessly. Now that Becky had forgiven him, his heart was light, but he still wanted more excitement.

The boys were gathered under the big elm tree near the church. They talked about fishing, swimming, and stealing apples. None of these things seemed very thrilling to Tom. His mind was already dreaming of something bigger.

Suddenly Joe Harper shouted, “Let’s have a picnic!”

The idea spread like wildfire. A picnic in the woods, with baskets of food, games, and maybe even a trip on the river—that was something to look forward to! The boys cheered, and the girls smiled with delight.

Becky was among them, and she looked at Tom with shining eyes. For the first time in days, they were happy together. They whispered excitedly about what to bring. Becky promised to bring cakes from her mother’s kitchen, while Tom promised to bring apples and sweets.

The children planned everything carefully. They would meet early in the morning, take a small boat across the river, and spend the whole day in the forest. Someone suggested bringing a fiddle for music. Someone else promised to bring lemonade. The plans grew larger and larger, and everyone laughed with joy.

But Tom’s fun did not last long. While he was running home to prepare, Aunt Polly stopped him. She looked serious and said, “Tom, you’ve been playing too much lately. I want you to stay home and do your lessons.”

Tom’s face fell. “But Aunt Polly, there’s going to be a picnic tomorrow!”

“Lessons first,” she said firmly. “Then play.”

Tom sighed heavily. He thought life was very unfair. Other children had kind mothers who never worried about lessons. Why must he always be punished?

That evening, Tom sat gloomily with his spelling book open. He stared at the words but did not see them. His mind was in the forest, hearing laughter and music. Becky’s face floated before him, smiling in the sunshine.

After some time, Aunt Polly’s heart softened. She saw Tom sitting so sadly by the window, and she remembered her own childhood. Finally, she said gently, “Perhaps you may go to the picnic, Tom. But only if you promise to work harder afterwards.”

Tom jumped up with joy. He kissed Aunt Polly on the cheek and promised faithfully. His sorrow vanished like smoke.

The next morning, the whole group of children met by the river. Their baskets were full of cakes, pies, fruit, and lemonade. The sun was shining, the birds were singing, and the little boat rocked gently in the water. Tom and Becky sat side by side, their quarrels forgotten. Adventure and laughter lay ahead.

It was the happiest day they had known in a long time.

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📘 Glossary

• Restlessly – unable to stay still, full of energy or worry

• Elm tree – a large leafy tree common in villages

• Thrilling – very exciting

• Spread like wildfire – to become known or popular very quickly

• Fiddle – a violin, often used for folk music

• Firmly – in a strong, determined way

• Spelling book – a schoolbook for learning words and spelling

• Floated before him – appeared in his imagination

• Softened (heart) – became kinder and less strict

• Vanished like smoke – disappeared quickly and completely

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❓ Comprehension Questions

1. Where were the boys sitting when they thought about what to do?

2. Who suggested the idea of having a picnic?

3. What did Becky promise to bring for the picnic?

4. What did Tom promise to bring?

5. How did Aunt Polly first react when Tom asked to go to the picnic?

6. Why did Tom feel life was unfair?

7. What was Tom supposed to be studying in the evening?

8. What made Aunt Polly change her mind?

9. What condition did Aunt Polly give Tom before letting him go?

10. How did Tom feel when he was finally allowed to go to the picnic?

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✅ Answers

1. Under the big elm tree near the church.

2. Joe Harper.

3. Cakes from her mother’s kitchen.

4. Apples and sweets.

5. She told him he must stay home and study.

6. Because other children seemed free, while he always had to study.

7. His spelling book.

8. She saw Tom looking very sad and remembered her own childhood.

9. That he must work harder afterwards.

10. Overjoyed—his sadness disappeared at once.