ENGLISH · LESSON 13 OF 20
Develop a position in a complete essay
What this lesson helps you do
State a qualified position, develop reasons and respond to a relevant limitation.
Before this lesson
This lesson builds on:
The explanation
An opinion essay needs a position that answers the assigned issue. Develop a small number of relevant reasons with explanation and examples. A list of claims is not a developed argument. A useful example makes the reasoning visible; it does not need an invented statistic or a fictitious research citation.
A qualified position can be clear: support an action under stated conditions, or support part of a proposal while rejecting another part. A counterargument matters when it could change the judgement. Explain its significance and your response rather than adding “some people disagree” as a decorative sentence.
Current IELTS Academic Writing Task 2 guidance requires at least 250 words. The original model below exceeds that minimum, but word count does not establish quality or predict a band. Its paragraph structure is one workable choice, not a universal template to memorise. Real coursework must meet its own evidence and citation requirements.
Language pattern
- Pattern
- Position → developed reason → further reason or limitation → reasoned conclusion.
- What it does
- Make the judgement and its support easy to follow.
- Limits
- Do not invent research evidence or imply that the model has an examiner-awarded score.
A first worked example
A complete original opinion essay
Situation. Issue for the model: a university is considering making recordings of lecture introductions available alongside ordinary classes.
Universities should make recordings of lecture introductions available when they can do so responsibly. These recordings should support normal classes rather than replace opportunities to ask questions and discuss difficult ideas. Their value lies in improving access to the starting point of a lesson, while their limitations require careful attention.
One benefit is that students can return to unfamiliar terminology. A learner who understands an argument but misses one definition may struggle with everything that follows. A short recording allows that learner to revisit the definition before reading the course material. For example, a student encountering a new statistical term could listen again and then connect it to the worked example discussed in class. This is a practical use of repetition, not a reason to assume that watching alone produces understanding.
Recordings can also help students prepare for discussion. If an introduction explains the purpose and basic vocabulary of a topic, classroom time can be used to examine examples and address uncertainty. However, this arrangement works only when students can access the recording and the introduction is clear enough to use independently. Captions and a readable summary can help students who cannot easily use audio in their current setting.
There are also limits. A recording cannot respond to an unexpected misunderstanding, and a student may feel familiar with the language without being able to use the idea. Teachers therefore still need opportunities to explain, discuss and respond. The university should also make clear which material is available and how students are expected to use it.
In conclusion, recorded introductions can be a useful addition to university teaching when they are accessible and connected to the rest of the course. They should provide a reliable beginning for learning, while the wider teaching process continues to support explanation and discussion.
Why it works
- The opening states support with conditions.
- The second paragraph develops one reason through a concrete example.
- The third discusses preparation and access.
- The fourth considers an important limitation.
- The conclusion preserves the original qualified position.
What it shows: The argument is supported by explained reasoning and hypothetical examples, not fabricated research results.
A second worked example
Make a position precise
Situation. Draft position: “Recordings are good and bad and people have different opinions.”
Recorded introductions are useful as an accessible supplement, but they should not replace opportunities for discussion.
Why it works
- Useful identifies the judgement.
- As an accessible supplement states the condition.
- The final clause makes the limit explicit.
What it shows: A qualified position can be more precise than an absolute yes or no.
Common mistakes
Draft (not correct): A longer essay always earns a higher score.
Revision: Develop a relevant, accurate response that meets the task requirements.
Length beyond the minimum is not proof of quality.
Draft (not correct): Research shows 95% of students benefit.
Revision: A student may benefit by revisiting unfamiliar terminology.
Do not invent a statistic or a source to strengthen the argument.
Keep in mind
- State a position that answers the issue.
- Explain how each example supports the reason.
- Address meaningful limitations.
Foundation lesson; not an official syllabus, accredited CEFR placement, or score prediction.
Next: Use evidence without overstating it. Compare sources according to what each can establish and state the limits of a conclusion.
Original Bayt Al-Fuad teaching text and invented examples; not publisher lesson text. Aligned with: The Official Cambridge Guide to IELTS: published contents, ISBN 9781107620698 · IELTS Academic: Writing test format · English Composition — Joel Gonzaga. Sources and credits.