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IELTS Writing Task 2 – Topic: EDUCATION

ielts writing topics 2019

1.  As computers are being used more and more in education, there will be soon no role for teachers in the classroom.

Sample Answer 1

There have been immense advances in technology in most aspects of people’s lives, especially  in the field of education. Nowadays, an increasing number of students rely on computers to  research for information and to produce a perfect paper for school purposes. Others have  decided to leave the original way of learning to get knowledge through online schools. These  changes in the learning process have brought a special concern regarding the possible  decrease of importance of teachers in the classroom.

Some people believe the role of teachers started to fade because computers have been helping  some students to progress in their studies quicker than when compared with an original  classroom. For example, in the same classroom, students have different intellectual capacities,  thus some would be tied to a slow advance in their studies because of others‟ incapacity of  understanding. In this way, pupils could progress in their acquisition of knowledge at their own  pace using computers instead of learning from teachers.

However, the presence of a teacher is essential for students because the human contact  influences them in positive ways. Firstly, students realize that they are not dealing with a  machine but with a human being who deserves attention and respect. They also learn the  importance of studying in group and respect other students, which helps them to improve their  social skills.

Moreover, teachers are required in the learning process because they acknowledge some  student’s deficiencies and help them to solve their problems by repeating the same explanation,  giving extra exercises or even suggesting a private tutor. Hence, students can have a bigger  chance not to fail in a subject.

In conclusion, the role for teachers in the learning process is still very important and it will  continue to be in the future because no machine can replace the human interaction and its  consequences.

 (303 words)

Sample Answer 2

Nobody can argue that the acquisition of knowledge is more fun and easier with  computers. The mere activity of touching and exploring this device constitutes an  enjoyable task for a kid. This, accompanied with the relaxing attitude and software  interactivity, usually conduce to a better grasping of new knowledge. At a higher  educational level; the availability of digital books, simulator and other academic  materials, provide the student with an ever accessible source of information, that  otherwise would not be at hand.

But, besides the increasing complexity and behavior of intelligent software, which is  usually embedded in the academic digital material, the need of human interaction in the  learning process will always be present, at least in the foreseeable future. There is the  necessity for a human being to be able to determine what the specifics needs of each  individual are. The expertise of a teacher in how to explain and adapt complex concepts  to different individuals can hardly be mimicked by a computer, no matter how  sophisticated its software is.

As computers are becoming a common tool for teaching, teachers should be more  aware of their role as guides in the acquisition of knowledge rather than transmitters of  facts. They have to be open minded to the changes that are taking places, keep  updated and serve as a problem solvers in the learning process, thus allowing students  to discover the fact for themselves.

To summarize, in my personal view, teachers play and will() play an important role in  the classroom, especially at the primary level. No matter how complex computers  become, there will be no replacement for the human interaction, but in the way haw this  interaction takes place.

 (279 words)

2. In some countries young people are encouraged to work or travel for a year between finishing high school and starting university studies. Discuss the advantages and disadvantages for young people who decide to do this.

Sample Answer

It is quite common these days for young people in many countries to have a break from  studying after graduating from high school. This trend is not restricted to rich students  who have the money to travel, but is also evident among poorer students who choose to  work and become economically independent for a period of time.

The reasons for this trend may involve the recognition that a young adult who passes  directly from school to university is rather restricted in terms of general knowledge and  experience of the world. By contrast, those who have spent some time earning a living  or traveling to other places have a broader view of life and better personal resources to  draw on. They tend to be more independent, which is a very important factor in  academic study and research, as well as giving them an advantage in terms of coping  with the challenges of student life.

However, there are certainly dangers in taking time off at that important age. Young  adults may end up never returning to their studies or finding it difficult to readapt to an  academic environment. They may think that it is better to continue in a particular job, or  to do something completely different from a university course. But overall, I think this is  less likely today, when academic qualifications are essential for getting a reasonable  career.

My view is that young people should be encouraged to broaden their horizons. That is  the best way for them to get a clear perspective of what they are hoping to do with their  lives and why. Students with such a perspective are usually the most effective and  motivated ones and taking a year off may be the best way to gain this.

 (291 words)

3. Some people believe that a college or university education should be available to all students. Others believe that higher education should be available only to good students. Discuss these views. Which view do you agree with? Explain why.

People learn through their entire lives. They constantly improve their knowledge and  develop. I think that a college or university education should be available to all students  because every person has the right to choose the way to self-perfection. Bellow I will  give some of my reasons to support my position.

First of all, every person should have the chance to get a higher degree, gain new  knowledge and experience. However, some people believe that higher education should  be available only to good students. I think it is silly. It is like to make unavailable  traveling for one who does not have IQ high enough.

Second of all, some young people do not do well at school but they have great  personality and ability to learn. They are self-confident, persistent and patient. With  these qualities they can get higher grades then their classmates who are talented but  lazy. Imagine for example situation when a teenager gets high grades because his or  her parents constantly make him or her study and help to do most of the homework. In  this case a child does very well at school but I think a college can show the opposite  results.

Finally, it is a discrimination against students to make available higher education only  for good ones.  So, if a student does poor and gets low grades he/she should be sent down. But if a  person was never given a chance to try himself/herself at college, what to do in this  case?

To sum up, I think that all young people should have the chance to get a higher  education. To take or not this chance must be up to them.

 (277 words)

4. Some people believe that the best way of learning about life is by listening to the advice of family and friends. Other people believe that the best way of learning about life is through personal experience. Compare the advantages of these two different ways of learning about life. Which do you think is preferable? Use specific examples to support your preference.

From my everyday experience and observation I can stand that the best way of learning  about life is through personal experience. However, some people think that it is wiser to  learn about life through listening to the advice of family and friends. It does not mean I  totally disagree with this way of learning. Moreover, I think that it is wise for a person to take an intermediate position because each of these ways has its own advantages.  Bellow I will give my reasons to support my point of view.

From the one side, learning through one’s personal experience brings many benefits.  First of all, scientists say that personal experience has greater impact on a person. I  have to agree with this. Take for example children. They will not believe their parents  that something can hurt them until they try it and make sure in it. Furthermore, most  likely they will remember this experience longer. Second of all, people learn how to  analyze their mistakes, make conclusions and next time try to avoid them. So, I think it  is a great experience that makes people stronger, more self-confident and persistent.  They gain more knowledge and experience that will be very helpful and valuable in the future.

From the other side, listening to the advice of family and friends brings many benefits  too. Parents with great patience pass down their knowledge and experience to their  children. They teach them all they know and they want their children do not make the  same mistakes. In addition to those practical benefits, learning from someone’s advice  is painless. For example, parents nowadays very often talk to their children about drugs.  I think it is a great example when one should not try drugs in order to gain new  experience. I think it is a case when children must trust their parents.

To sum up, I think it is wise to combine both of these ways to learn and try to analyze  personal mistakes as well as not personal. I think together they can greatly simplify  one’s life and make the way to success shorter.

 (350 words)

5. With the pressures on today’s young people to succeed academically, some people believe that non-academic subjects at school (eg: physical education and cookery) should be removed from the syllabus so that children can concentrate wholly on academic subjects. To what extent do you agree or disagree?

What young people should study at school has long been the subject of intense debate  and this is a question that certainly does not have one correct answer.

We need to provide young people the best possible chance of doing well at school. In  traditional curriculum there is a wide variety of subjects with a mix of academic and nonacademic subjects. In this way a young person is formed with a rounded education.  Non-academic subjects would include sports, cooking, woodwork and metalwork. I  believe this is the best form of education. A young person should learn things other than  academic subjects. Sport is particularly important. Young people have to learn to love  sport so that they can be fit and healthy later in life. If not we will be raising an obese  and unfit generation.

I totally understand the point of view that education is so important that students must  be pushed as hard as possible to achieve their best. It sounds a good idea to only  expose the students to academic subjects as then they can spend all of their school  hours on studying areas that will get them into university and good jobs later in life. I just  feel a more rounded education would produce a better individual. We must remember  too that a lot of people, maybe even most people, aren‛t academically minded and  would benefit more from a more vocationally based education. Forcing academic  studies onto them would lead to failure and the student leaving school too early.

Therefore I agree that although a wholly academic curriculum would suit and benefit  some young people, I believe that for most students non-academic subjects are  important inclusions still in today‛s syllabuses.

 (283 words)

6. In many countries, sports and exercise classes are replaced with the academic subjects. Discuss the effects of this trend.

Over the past few decades, academic subjects have become increasingly important in  this fast-changing information-based society. Nowadays, there has been a growing  debate as to whether it would be more effective to replace physical education classes  with academic subjects. Despite the importance of sports, I highly believe that it is  inevitable and more efficient to focus more on academic subjects for several reasons.

Those who argue that sports and exercise classes are needed in school base their case  on the following arguments. First of all, sports are a good way to build character and  develop personality. That is, there are necessary for learning about competition,  cooperation, and good sportsmanship. In addition, as a majority of children these days  are addicted to the Internet, they find it hard to leave their computer. Consequently, a  growing number of children are becoming overweight or obese due to a lack of  exercise. So, if schools foster an environment that deprives students of getting a proper  physical education, it will have a long-term negative effect on children both mentally and  physically.

Nevertheless, people should not ignore the fact that devoting more time and energy to  academic subjects will benefit students more in the long run. The time devoted to  physical education now would be better spent teaching students English. This is  because speaking fluent English will give young people an advantage over other college  applicants and job seekers in the near future. Besides, science will undoubtedly benefit  youth more than physical education as well. The principles learned in science will  provide the necessary foundation for solving and difficult problems that are sure to arise  in students’ futures.

In summary, there are high hopes that educators and parents exercise wisdom in  teaching young generations.

 (288 words)

7. Some people think high school graduates should travel or work for a period of time instead of going directly to study at university. Discuss the advantages and disadvantages of both approaches. Give reasons for your answer and include any relevant examples from your own knowledge or experience.

High school students face many decisions as they prepare to graduate, including what  they are going to do after graduation. Some high school students go directly to college  or university after graduation. Others prefer to travel or work for some time before going  to university.

For those who choose to go college or university after graduation, there are advantages  and disadvantages. One of the big advantages of going directly from high school to  college is that you are still in the habit of studying. By going to college after graduation,  you do not lose the study skills that you developed during high school. The big  disadvantages, however, is that you may not be ready for college. You may not know  exactly what you want to study, or you may be more interested in freedom and parties  than in your courses. At that age, it is often difficult for students to take on the  responsibilities of college.

There are also advantages and disadvantages to working or traveling before starting  college. Working or traveling allows you a better idea of what you want to do with your  life. You gain practical experience that helps you define what you want to study. You  also are well prepared for the responsibilities of college or university studies. On the  other hand, by the time you start college, you will probably have obligations, like a job or  spouse, which keep you from focusing on studies. In addition, travelling or working  before college may cause you to spend enough time out of school that you forget how  to study.

The desicion of what to do after high school graduation can be a difficult one. Deciding  whether to go straight into college or university or take time to work or travel is  something that faces every high school student. After thinking about the advantages  and disadvantages of both options, the decision should be based on what is best for  you.

 (322 words)

8. The student who study from the school to university get benefit less and contribute less too, than those of student who go to travel or job and get skills and experience before going high. Do you agree or disagree?

Nowadays, in our competitive world, to succeed, knowledge from school and university  is not enough. Therefore, the student who study from the school to university get benefit  less and contribute less too, than those of student who go to travel or job and get  experience and skills before going high. There are two following reasons to prove for my  opinion. I call the group of people who study from school to university is group A and the other group is group B.

Firstly, at school and university, what group A gain is almost theory, theory and theory.  Of course, theory is very necessary, however, you can’t do everything with theory. You  must have practicable experience. This is what group A lack very much. Although in the  third of fourth year at university, group A can be apprentices in some companies, to help  them approach their future jobs, they aren’t trained well because of short time. And the  real job is still very strange with them. After graduating, without experience, group A  can’t accomplish their work perfectly. On the other hand, it take them time and money to  keep up with other experienced ones and may be scorned. Therefore, group A can  contribute less than group B who have the most two important things: skills and  experience.

Secondly, as group A is contribute less, they surely get less benefit. Moreover, many  companies which employ people in group A have to train them from the back-ground.  These companies take this cost from group A‟s salary to get rid of the fact that their  employees may leave after being trained to other companies. So, less benefit is  unavoidable and certain, Whereas group B are more loyal and effective workers. They  also have useful experience and skills. Besides, their education is the same as or even  higher than group A. As the result, group B get more benefit absolutely.

In conclusion, I think student should go to travel or job before going high. Therefore,  they can’t only have basic knowledge but also skills and experience which are useful for  them to get a good job and a brilliant future.

 (355 words)

9. Disruptive school students have a negative influence on others. Students who are noisy and disobedient should be grouped together and taught separately. Do you agree or disagree?

There is no doubt that some students in schools behave badly and their behaviour  causes difficulty for others either because it has a negative effect on the group or  because ordinary students find it difficult to study with them.

One solution is to take these students away and teach them on their own. However, if  we simply have them removed after one or two warnings, we are limiting their  educational opportunities because it seems to me that a school which caters for difficult  students is a sort of “prison” whatever name you give it and the people who go there may never recover from the experience. This can then cause problems for the wider  society.

Perhaps we need to look at why the disruptive students behave badly before we  separate them. Disruptive students may be very intelligent and find the classes boring  because the work is too easy. Perhaps these students need extra lessons rather than  separate lessons. Or perhaps the teachers are uninspiring and this results in  behavioural problems so we need better teachers. On the other hand, most studentsput  up with this situation rather than cause trouble, and some people argue that we have to  learn to suffer bad teachers and boring situations and that students who can’t learn this  lesson need to be taught separately.

So before we condemn the students to a special school, we should look at factors such  as the teaching, because once the children have been separated, it is very unlikely that  they will be brought back.

 (254 words)

10. Some people think that universities should not provide so much theoretical knowledge but give more practical training throughout their courses. To what extent do you agree or disagree with this opinion?

In the past, a majority of academics have held the opinion that universities should only  offer a theoretically-based approach to teaching throughout their courses, as opposed  to the more recent trend towards empirical acquisition of knowledge involving more  “hands on” experience. Is this the most effective way for students to learn vital  academic information while undertaking their degrees? Undoubtedly, advantages and  disadvantages of both academic learning styles have to be evaluated.

Firstly, on the one hand, despite being the more traditional educational approach,  learning from theory in relevant academic discourses to identify established knowledge  allows us to gain a professional insight. For example, students can easily identify facts  and opinions from past discourses. In addition, students acquire knowledge more easily  when given relative theoretical examples to build upon. For instance, in subjects such  as history or sociology, studying textbook examples allows students to unravel complex  academic theories which they could expand on. Alternatively, there are some  disadvantages for students.

On the other hand, there is no doubt that students could find themselves reading  tedious and monotonous academic papers. For instance, university degrees involving  the evaluation of numerous „long-winded‟ academic discourses provide little inspiration  for students, discouraging enthusiasm. Obviously, interest can be stimulated through  empirical research in class. By this I mean that „the human brain learns best by doing‟.  Although time-consuming, there is no substitute for learning from making mistakes.

In conclusion, while both approaches have benefits and drawbacks in our ever- changing academic world, I honestly believe that a more practical approach promotes a  stronger acquisition of academic knowledge. In spite of the comprehensive nature which  theoretical teaching can possibly provide, practical learning equals more positive  learning for future generations.

 (281 words)

11. People attend college or university for many defferent reasons (for example, new experiences, career preparation, increased knowledge). Why do you think people attend college or university?

People attend college for a lot of different reasons. I believe that the three most common  reasons are to prepare for a career, to have new experiences, and to increase their knowledge  of themselves and of the world around them.

Career preparation is probably the primary reason that people attend college. These days, the  job market is very competitive. Careers such as information technology will need many new  workers in the near future. At college, students can learn new skills for these careers and  increase their opportunities for the future.

Students also go to college to have new experiences. For many, it is their first time away from  home. At college, they can meet new people from many different places. They can see what life  is like in a different city. They can learn to live on their own and take care of themselves without  having their family always nearby.

At college, students have the opportunity to increase their knowledge. As they decide what they  want to study, pursue their studies, and interact with their classmates, they learn a lot about  themselves. They also, of course, have the opportunity to learn about many subjects in their  classes. In addition to the skills and knowledge related to their career, college students also  have the chance to take classes in other areas. For many, this will be their last chance to study  different subjects.

Colleges offer much more than career preparation. They offer the opportunity to have new  experiences and to learn many kinds of things. I think all of these are reasons why people  attend college.

 (265 words)

People attend colleges or universities for a lot of different reasons. I believe that the  three most common reasons are to prepare for a career, to have new experiences, and  to increase their knowledge of themselves and the world around them.

Career preparation is becoming more and more important to young people. For many, this is the primary reason to go to college. They know that the job market is competitive.  At college, they can learn new skill for careers with a lot of opportunities. This means  careers, such as information technology, that are expected to need a large workforce in  the coming years.

Also, students go to colleges and universities to have new experiences. This often  means having the opportunity to meet people different from those in their hometowns.  For most students, going to college is the first time they’ve been away from home by  themselves. In additions, this is the first time they’ve had to make decisions on their  own. Making these decisions increases their knowledge of themselves.

Besides looking for self-knowledge, people also attend a university or college to expand  their knowledge in subjects they find interesting. For many, this will be their last chance  for a long time to learn about something that doesn’t relate to their career.

I would recommend that people not be so focused on a career. They should go to  college to have new experiences and learn about themselves and the world they live in.

 (243 words)

12. Nowadays, education overseas has become more accessible and growing numbers of people send their offspring to study in other countries. However, this trend has its detractors. I strongly believe that the pros far outweigh the cons, and will examine both below.

One of the greatest advantages is that the children learn to be independent. Having to cook,  clean, and pay bills instills this in them. Often they have to work part-time to make ends meet,  and this impresses upon them the importance of work and money management.

Another important factor is that these children will be exposed to different cultures and ways of  thinking. They will become more open-minded and tolerant and are likely to become more  adaptable individuals.

One of the main motives for sending young people abroad to study is that it enhances their  employment prospects. In my experience of living in foreign countries and speaking to various  youths, it seems that a foreign education is regarded as something desirable and helpful in  getting a decent job. A degree from Britain, for example, is seen as being of a higher standard  than one from a developing country. Furthermore, living in a foreign country may lead to fluency  in a second language, which is another selling point for prospective employers. In addition,  many companies are keen to recruit people with a global outlook.

There are a few drawbacks however. For instance, without parental supervision, the new found freedom children experience may lead to harmful practices such as drug-taking and drinking.  Reluctance or inability to reintegrate into their mother country is another. To sum up, it can be  seen that the advantages of studying abroad for children are more numerous than the  disadvantages. Of course a lot depends on the age of the child, but I believe that for most  teenagers it would be a positive experience.

 (266 words)

13. It has been said, “Not everything that is learned is contained in books.” Compare and contrast knowledge gained from experience with knowledge gained from books. In your opinion, which source is more important? Why?

“Experience is the best teacher” is an old cliché, but I agree with it. We can learn a lot of  important things from books, but the most important lessons in life come from our own  experiences. Throughout the different stages of life, from primary school to university to  adulthood, experience teaches us many skills we need for life.

As children in primary school, we learn facts and information from books, but that is not all we  learn in school. On the playground we learn how to make friends. In our class work, we learn  how it feels to succeed and what we do when we fail. We start to learn about the things we like  to do and the things we don’t. We don’t learn these things from books, but from our experiences  with our friends and classmates.

In our university classes, we learn a lot of information and skills we will need for our future  careers, but we also learn a lot that is not in our textbooks. In our daily lives both in class and  out of class, we learn to make decisions for ourselves. We learn to take on responsibilities. We  learn to get along with our classmates, our roommates, and our workmates. Our successes and  failures help us develop skills we will need in our adult lives. They are skills that no book can  teach us.

Throughout our adulthood, experience remains a constant teacher. We may continue to read or  take classes for professional development. However, our experiences at work, at home, and  with our friends teach us more. The triumphs and disasters of our lives teach us how to improve  our careers and also how to improve our relationships and how to be the person each one of us  wants to be.

Books teach us a lot, but there is a limit to what they teach. They can give us information or  show us another person’s experiences. These are valuable things, but the lessons we learn  from our own experiences, from childhood through adulthood, are the most important ones we  learn.

 (346 words)

People are learning and practicing through their entire life. I believe that life  experience and practice are the basic reasons of the humankind’s evolution. However,  in my opinion, knowledge gained from books plays a very important role in the modern  life.

The most obviously important advantage of books is that they hold all knowledge gained  by previous generations. People write books about their discoveries and inventions,  which are gained through practice and experience. This knowledge is accumulated in  books that are passed from generation to generation. So, basically, people get all  knowledge about the previous achievements from books, analyze it and than, according  to their experience and new data, write new books. In this case, books are the holders  of humankind’s experience.

For example, at old times people thought that the Earth was flat. It was concluded from  observations and studying. However, the next generations, using the experience of  their ancestors, proved that the Earth was round.

Personally, I think that books are very important because they are able to give people  the basic and fundamental knowledge. Books store history, the important events and  discoveries. Without them it is difficult and sometimes impossible to move forward,  make new discoveries and inventions.

To summarize, I think a person should take basic knowledge from books because it will  help him to make his own inventions, conclusions and discoveries. Only using both  books and one’s experience one can move forward.

 (237 words)

14. Do you agree or disagree with the following statement? People should read only those books that are about real events, real people, and established facts. Use specific reasons and details to support your opinion .

Some people think that fiction books have no use at all. They claim that people should  read about real events that took place, real people, and established facts. I have to  totally disagree with this statement. From my everyday experience and observation I  can stand that fiction, miracles and fairy tails are required in our life. For several  reasons, which I will mention below, I believe that fiction books play an essential role in  our life.

First of all, it is kind of difficult to imagine a six year old child reading about politics or  history with the real facts that are not always pleasant. I think that children need  miracles and Santa Claus because the real world is too complicated for them. They are  too innocent and inexperienced to know the real facts and understand what a real life is  about. In addition, I am sure that making a child read only non-fiction books can result in  shock.

Second of all, following this statement about refusing from reading books about fiction  events we also should refuse from festivals, parades, and celebration such holidays as Halloween because most of the characters there are fictional. Moreover, comic books  will disappear as well as animated films and fiction movies. The disadvantage of nonfiction lies in the facts that nothing happens to excite the mind and spirit. From the other side, fiction provides a great slope for a mind to think creatively.

In conclusion, I think that people need miracles. We can not be satisfied with only naked  truth. Human kind must believe in something and this belief helps people break limits and make new inventions.

 (273 words)

15. Going overseas for university study is an exciting prospect for many people. But while it may offer some advantages, it is probably better to stay home because of the difficulties a student inevitably encounters living and studying in a different culture. To what extent do you agree or disagree with this statement?

There is no doubt that going to study in a foreign country, with its different language and culture,  can be a frustrating and sometimes painful experience. But while overseas study has its  drawbacks, the difficulties are far outweighed by the advantages. Indeed, people who go abroad  for study open themselves up to experiences that those who stay at home will never have.

The most obvious advantage to overseas university study is real-life use of a different language.  While a person can study a foreign language in his or her own country, it cannot compare with  constant use of the language in academic and everyday life. There is no better opportunity to  improve second-language skills than living in the country in which it is spoken. Moreover, having  used the language during one’s studies offers a distinct advantage when one is applying for jobs  back home that require the language.

On a university campus, the foreign student is not alone in having come from far away. He or  she will likely encounter many others from overseas and it is possible to make friends from all  around the world. This is not only exciting on a social level, but could lead to important overseas  contacts in later professional life.

Finally, living and studying abroad offers one a new and different perspective of the world and,  perhaps most important, of one’s own country. Once beyond the initial shock of being in a new  culture, the student slowly begins to get a meaningful understanding of the host society. On  returning home, one inevitably sees one’s own country in a new, often more appreciative, light.

In conclusion, while any anxiety about going overseas for university study is certainly  understandable, it is important to remember that the benefits offered by the experience make it  well worthwhile.

 (299 words)

16. Many students do not finish school. Why is this, and how can the problem be solved? School Drop-Outs: Problems and Solutions

Today, although most students in the UAE complete school, a large number still drop  out because of family, social and work pressures. This problem requires serious action  from both individuals and the government.

Most students who do not complete school do so because of family problems. Girls,  especially, want to get married and start a family. Some parents are not interested in  education and do not support their children in studying. Social problems are also a  contributing factor. Education is compulsory but, despite this, some people do not take it  seriously. Furthermore, jobs are available even if students do not have a good  education. The third reason is work pressure. Some families are poor and need their  children to work in order to increase the income. All these problems will create young  people who do not have any skills and who will not be able to improve their lives for the  family and the country.

There are several things that can be done about these problems. Parents should be  encouraged to send their children to school. Schools with baby-minding facilities should  be opened specially for married students. The government needs to stress the  importance of education and even offer financial support to students to continue. This  will encourage students to stay at school rather than start working.

In conclusion, there are several things that the government can do to allow more people  to finish school. However, a number of society attitudes also have to change if the  country’s young people are to achieve their full potential.

 (256 words)

17. Does a university education lead to success in life?

It is very difficult to answer the claim that a person needs a university education to be  successful in life because success in life means different things to different people. This  essay starts by defining three different ideas of success. Following this, it looks at which  types of success are dependent on a university education.

Success in life can be achieved in different ways. Many magazines and television  programmes tell us that success means having a lot of money, having a fulfilling career,  and being powerful. In contrast, most religious and spiritual organizations claim that  success means finding spiritual happiness and being at peace with God and with yourself. Another idea of success focuses on relationships – being surrounded by  people who love you and care about you, spending time with family and friends.

A university education can help you achieve some types of success, but it makes little  or no difference to whether or not you are successful in other areas of life. Undoubtedly,  a university education is essential if you want to have a career in a profession such as  law, engineering, teaching, or medicine. However, you do not need a university degree  to become a wealthy and powerful movie star, sports star or business person. In fact, a  university education does not generally enable you to achieve spiritual happiness, or to  have successful relationships with family and friends.

In conclusion, there are many different types of success. A university education may  help you to achieve professional success in some careers. However, it will not help you  to achieve success in other areas of your life such as your spiritual life or your  relationships.

 (275 words)

18. Education: Losing its Value

Today, it seems to be universally accepted that increased education is a good thing.  Thousands of colleges and millions of students spend vast amounts of time and money  chasing pieces of paper. But what is the value of these qualifications? This essay will  discuss whether education has been devalued.

Supporters of education (usually teachers or educators, or those who have an interest  in stopping people thinking for themselves) say that increased levels of education will  open doors for students. Certificates, diplomas, and degrees are held up as a status  symbol, a passport to a private club of money and power.

However, the truly powerful are not those who have taken degrees, but people who  have stood back and looked at what is really important in life. They have seen  opportunity and followed dreams. These people are found in every part of society. Like  many brilliant people, Einstein was a weak student at math. Like many successful  businessmen, Bill Gates never completed college. Like many inventive and creative  people, Edison never went to school. The greatest religious teachers do not have letters  after their name, but have looked into their hearts for meaning. Similarly, the world’s  political leaders do not have master’s degrees or doctorates. These are the people who  shaped our century, and they are too busy with real life to spend time in the paper  chase.

Students in college are being sold an illusion. They are made to believe that self-understanding and society approval will come with the acquisition of a piece of paper.  Instead of thinking for themselves, and finding their own personality and strengths, they  are fitted like square pegs into round holes.

The role of education is to prepare masses of people to operate at low levels of ability in  a very limited and restricted range of activities. Some of these activities are more  challenging than perhaps the assembly lines of the past, but still the ultimate purpose is  equally uninteresting. More worryingly, despite the increased level of education, people  are still not genuinely expected to think for themselves. In fact, the longer years of  schooling make the job of brainwashing even easier.

There is still a role for study, research, and education. However, we need to examine  our emphasis on education for the sake of a piece of paper, and to learn the real  meaning and revolutionary challenge of knowledge.

 (395 words)

19. Education: Still Invaluable!

In the past, degrees were very unusual in my family. I remember the day my uncle  graduated. We had a huge party, and for many years my mother called him “the genius”  and listened to his opinion. Today, in comparison five of my brothers and sisters have  degrees, and two are studying for their masters’. However, some people think that this  increased access to education is devaluing degrees. In this essay, I will look at some of  the arguments for and against the increased emphasis on degrees in our society.

People have several arguments against the need for degrees. They say that having so  many graduates devalues a degree. People lose respect for the degree holder. It is also  claimed that education has become a rat race. Graduates have to compete for jobs  even after years of studying. Another point is that studying for such a long time leads to  learners becoming inflexible. They know a lot about one narrow subject, but are unable  to apply their skills. Employers prefer more flexible and adaptable workers.

However, I feel strongly that this move to having more qualifications is a positive  development. In the past education was only for the rich and powerful. Now it is  available to everyone, and this will have many advantages for the country and the  individual. First of all, it is impossible to be overeducated. The more people are  educated, the better the world will be, because people will be able to discuss and  exchange ideas. A further point is that people with degrees have many more  opportunities. They can take a wider variety of jobs and do what they enjoy doing,  instead of being forced to take a job they dislike. Finally, a highly educated workforce is  good for the economy of the country. It attracts foreign investment.

In conclusion, although there are undoubtedly some problems with increased levels of  education, I feel strongly that the country can only progress if all its people are educated  to the maximum of their ability.

 (336 words)

20. It is often said that the subjects taught in schools are too academic in orientation and that it would be more useful for children to learn about practical matters such as home management, work and interpersonal skills. To what extent do you agree or disagree?

A criticism often heard these days is that the subjects taught in schools tend to be too  academic, and contribute little to preparing a young person for the real-life tasks he or she will  have to perform after graduation. They say that academic subjects are rooted in the past, and  are not useful for solving modern problems. I disagree with this point of view for three reasons.

My first reason is that it is the duty of parents, not teachers, to prepare their children to deal with  the practical affairs of life. The home, not the classroom, is the ideal place to learn about home  management and interpersonal skills. As for work abilities and attitudes, they are best learned  “on the job” and under the supervision of an experienced older worker.

My second reason is that academic subjects have withstood the test of time. They represent the  accumulated wisdom of our ancestors down through the ages, and, far from being impractical,  they equip us with the knowledge and confidence to make sound judgements about any  problems which may crop up. In addition, academic subjects are good for training us in mental  discipline, while practical subjects are weak in this regard.

My third reason is based on the saying “Man does not live by bread alone.” Schooldays devoted  solely to instruction in down-to-earth practical matters would be dull indeed! Lessons in the best  literature of the world, and the epoch-making scientific and geographical discoveries of the past  enrich our lives and make us feel that we are part of the great family of mankind.

All in all, the teaching of academic subjects in schools is entirely appropriate. It is my firmly held  view that practical subjects have no place in the classroom. On the contrary, the curriculum  should be more academic!

 (300 words)

21. It has been said, “Not every thing that is learned is contained in books.” Compare and contrast knowledge gained from experience with knowledge gained from books. In your opinion, which source is more important? Why?

“Experience is the best teacher” is an old cliché, but I agree with it. The most important,  and sometimes the hardest, lessons we learn in life come from our participation in  situations. You can‟ learn everything from a book.

Of course, learning from books in a formal educational setting is also valuable. It’s in  schools that we learn the information we need to function in our society. We learn how  to speak and write and understand mathematical equations. This is all information that  we need to live in our communities and earn a living.

Nevertheless, I think that the most important lessons can’t be taught; they have to be  experienced. No one can teach us how to get along with others or how to have self-respect. As we grow from children into teenagers, no one can teach us how to deal with peer pressure. As we leave adolescence behind and enter adult life, no one can teach us how to fall in love and get married.

This shouldn’t stop us from looking for guidelines along the way. Teachers and parents  are valuable sources of advice when we’re young. As we enter into new stages in our  lives, the advice we receive from them is very helpful because they have already bad  similar experiences. But experiencing our own triumphs and disasters is really the only  way to learn how to deal with life.

 (232 words)

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• Academic practice
• General practice
• Task 1 Academic
• Task 1 General
• Task 2 (essay)

Education writing task 2 questions for IELTS

Here you can find common IELTS essay questions for "Education" topic.

Some students work while studying. This often results in lacking time for education and constantly feeling under pressure.

What do you think are the causes of this?

What solutions can you suggest?

Children are generally more successful in foreign language studies than adults. Thus, it is better to learn languages in childhood.

Do you agree or disagree?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Online education is becoming more and more popular. Some people claim that e-learning has so many benefits that it will replace face-to-face education soon. Others say that traditional education is irreplaceable.

Discuss both views and give your opinion.

In contemporary society, everyone should have equal opportunities in education. Therefore, universities should accept equal numbers of male and female students in every subject.

To what extent do you agree or disagree?

Everyone deserves to be educated. It's unfair that intelligent people are not admitted to private universities because of their financial background. University education should be free for everyone.

Provide relevant examples if necessary.

Some people argue that girls and boys should be educated separately, while others think that it is more advantageous for children to study at the same school.

What is your opinion?

Nowadays university education is considered very important for people's future. However, there are a lot of successful people who didn't get higher education.

Do you think that higher education is necessary to succeed in life?

Justify your opinion with relevant examples.

Students should focus on learning in the classroom rather than show their status by wearing fashionable clothes. Therefore, all students have to wear school uniforms.

Do you agree or disagree with this statement?

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IELTS Writing Task 2: ✍️ Everything You Need to Know

When helping students prepare for the IELTS test, one of the biggest fears is how to do well in IELTS Writing Task 2. 

IELTS Writing Task 2 is the second part of the writing test, where you are presented with a point of view, argument or problem and asked to write an essay in response. Your essay should be in a formal style, at least 250 words in length and you should aim to complete it in under 40 minutes. 

IELTS Writing Task 2: Everything You Need to Know

In this video, I’ll outline exactly what you must do to create an IELTS Writing Task 2 essay that could score a Band 7, 8 or 9.

It doesn’t matter if you’re new to IELTS or if you’ve failed the exam before – I’ve broken everything down into a simple 3-step process that anyone can use to improve their scores! Watch the video above to find out what they are.

5 Steps to a Band 7 in IELTS Writing Task 2

1. Understand the question.

You must understand the question before you attempt to answer it. This way, you’ll know exactly what the examiner is looking for. One of the biggest mistakes students make is not answering the question fully, which stops them from getting a score higher than a Band 5.

To analyse the question , you must first identify the question type, then identify the keywords in the question and finally identify the instructions words. This will help you understand exactly what the examiner wants you to do with the question.

2. Plan your answer.

The students who get the highest marks in Writing Task 2 always plan their answers for up to 10 minutes. Planning helps you organise your ideas and structure your essay before you write it, saving you time and helping you produce a clear and coherent essay.

3. Write an introduction.

The introduction should answer the question directly. This tells the examiner that you know what you are doing straight away and helps you write your main body paragraphs.

4. Write the main body paragraphs.

This is where you give the examiner more detail . You do this by stating your main points and supporting these with explanations and relevant examples.

5. Write a conclusion.

In your conclusion , you should provide a summary of what you already said in the rest of your essay.

4 Ways to Improve your Score in IELTS Writing Task 2

Many people know they need to improve their writing skills but don’t know how to do it. Here are 4 ways you can boost your score in Writing Task 2:

1. Understand the exam.

You must first understand what IELTS Writing Task 2 is, what you are expected to do and how to give the examiners what they want. This is the first stage and one that is often overlooked.

There are many online resources, often with conflicting and poor-quality information, so finding a reliable source of information is key.

2. Identify your weak areas.

If your car breaks down, you would try and identify which part caused the problem. If you get sick, your doctor will run tests to determine the exact cause of your symptoms.

IELTS Writing Task 2 is the same. We must first identify WHY you are not getting the score you need before we can help you improve.

However, be very careful! You wouldn’t ask the average man on the street for medical advice, so make sure you find someone who knows what they are doing and has the expertise to help you with this.

3. Fix the problems.

Now that we know what the problems are, we must fix them.

If your grammar needs work, fix those issues. If your vocabulary is lacking, work on fixing this issue.

Just as a good doctor can help you fix a medical problem, a good IELTS teacher can help you fix your specific issues.

4. Practice and get feedback.

Practice alone will not help you. It is an essential part of your preparation, but you must also get feedback on your work if you are really going to improve.

You wouldn’t try to teach yourself how to drive without an instructor, would you?

Find someone who will give you accurate and helpful feedback on your work. Otherwise, you will not be able to move to the last stage.

Now that you have understood what you need to do, identified the exact areas you need to work on, improved those areas, and received feedback on your work, you are now ready to get the IELTS Writing Task 2 score you deserve.

Writing Task 2 Structures 

I want to warn you about structures because they are not a magic wand that will help you automatically get a higher score. They WILL help you, but please realise that they are just a small part of your overall score.

These structures provide a sentence-by-sentence template for all the main Task 2 question types, making your job much easier on exam day.

• Task 2 Essay Structures

Essential Writing Task 2 Skills 

No matter how good your English is, you must still learn IELTS writing skills before taking the Writing Task 2 test. These helpful guides will take you through each of these skills step-by-step:

• How to Plan an Essay

Making a good plan actually saves you time when you write your essay. This guide will show you how to plan and write a clear essay every time.

• How to Think of Relevant Ideas

This guide provides 5 different methods to help you quickly think of relevant ideas that are directly linked to the question.

• How to Write a Complex Sentence

Complex sentences help you boost your score for grammar. They are actually very simple to write and are not complex at all.

• How to Paraphrase

Paraphrasing is one of the essential IELTS skills for all parts of the IELTS test. You should paraphrase the question in the very first sentence of your essay to help boost your vocabulary score in Writing Task 2.

• How to Write a Supporting Paragraph

Supporting paragraphs are the main body paragraphs and are the meat in the sandwich. This is where you provide the detail the examiner is looking for in the form of explanations and examples.

• How to Write a Thesis Statement

A thesis statement tells the examiner your opinion. Many IELTS Writing Task 2 questions specifically ask for your opinion, and if you don’t write it clearly, you have not answered the question properly. This article shows you how, where and when to give your opinion.

How many words should I write?

Around 250 words? Exactly 250 words or over 250 words? How many words over? How do I know how many words I have? Will I lose marks if I write too many words? This article answers all those questions.

• How to Understand and Analyse Any Question

A critical part of answering any question. This article shows you how to break down any Task 2 question and identify the keywords, micro-keywords and instruction words to help you answer the question effectively.

• How to Write a Great Introduction

The introduction is the first thing the examiner reads; therefore, we must give them a good first impression. I share a very specific sentence-by-sentence structure in this article to help you write introductions quickly and effectively.

• Task 2 Marking Criteria 

Do you know how Task 2 is marked? What is the difference between a Band 5 and a Band 8 answer? This article breaks down the marking criteria and explains it in simple language so you can give the IELTS examiners exactly what they want.

• How to Write a Conclusion

A good conclusion should be a summary of your main points. The conclusion is the last thing the examiner reads, and if you can write a good one, you will leave them with a very good impression.

• Using Examples

Each of your supporting paragraphs should have a specific example that supports and illustrates your main point. This is an essential skill to learn if you want to get one of the higher band scores.

• Cohesive Devices

Cohesive devices (sometimes called linking words) are one of the most misunderstood and misused elements of writing. Therefore, you must learn how to use them and when to use them.

• The Danger of Synonyms

While synonyms are very important, they can also really reduce your mark if used incorrectly.

• Paragraphing and Editing

This article will show you how to make your writing as clear and as easy to read as possible. It will also advise you on whether to use a pen or pencil.

• IELTS Writing Task 2: 8 Steps to Success

Read this blog now to access our 61-page Task 2 strategy.

• IELTS Writing Tips

I have compiled these tips after years of teaching IELTS, and all of them have been approved by IELTS examiners.

• Coherence and Cohesion

This is a video lesson that shows you in practical terms how to improve your coherence and cohesion score.

Writing Task 2 Common Topics 

Knowing the common topics can help you prepare for the test more efficiently. Here are the 10 most common topics over the last few years. Studying hard is great, but don’t forget to study smart.

The article below will show you the top 10 most common IELTS topics.

• Most Common Task 2 Topics 

Full IELTS Writing Task 2 Practice Lessons 

Here are some lessons that I have used when teaching students about IELTS Writing Task 2. I have changed them so that you can easily learn from home. They are very long but contain all the necessary information combined with the skills above.

• Agree or Disagree (Opinion) Lesson

In this lesson, we look at how to tackle an ‘agree or disagree’ question. Many people worry about whether to take one side of the other or discuss both sides. Additionally, people also worry about how to deal with ‘To what extent’ question types. We allay all of these fears in this lesson.

• Discussion Essay Lesson

‘Discuss both views’ questions often confuse people because you are asked to do many things in one essay. As such, it is very important to remember that the question asks you to discuss BOTH views AND give YOUR opinion.

• Problem and Solution Essay Lesson

These questions are much easier than you think. You probably discuss problems and solutions in your day-to-day life all the time. Keep it simple.

• Advantages and Disadvantages Lesson 

There are a couple of different types of advantages and disadvantages questions. This lesson will show you how to answer them.

• Writing Task 2 Exercise with Video

Writing is a skill, and just like any other skill, it is important to practice to improve.

• From Band 6.5 to 8 Demo Lesson

This is my most comprehensive free lesson on IELTS Writing Task 2. We show you how we took one VIP student from Band 6.5 to an amazing 8.

Sample Answers

You must have some good examples to compare your writing and see if you are on the right track. Click the link below for lots of sample answers and over 100 questions.

Task 2 Sample Answers

• Agree or Disagree Sample Essays
• Task 2 Band 9 Sample Essay
• Latest Real Task 2 Questions
• Official Sample Test Questions
• Cambridge Sample Questions
• Free Practice Test
• How To Use Task 2 Samples
• Recent Confusing Questions
• IELTS Writing Practice Guide

IELTS Writing Task 2 Essential Information

• You must write an essay in response to a question.
• You must write 250 words or more.
• Task 2 is worth 2/3 of your total mark on the Writing test.
• You should spend around 40 minutes on this part of the test.
• General Training and Academic are essentially the same for Task 2. However, they are different for Task 1.
• There are certain types of questions that you will be asked, for example, opinion, discussion etc. See below for more detail on these.
• Task Achievement (25%)
• Coherence and Cohesion (25%)
• Lexical Resource (25%)
• Grammatical Range and Accuracy (25%)

Grammar and Vocabulary

Grammar is one of the four things you will be marked on in the Writing Task 2 test. Finding out what your common grammar mistakes are and then fixing them is a very powerful way to boost your score in this area. Here are some common grammar mistakes I have found after making hundreds of tests.

• Top 10 Grammar Mistakes

For most IELTS students, the problem is not grammar in general. In fact, it is usually just 1-2 problem areas. Therefore, when you fix these main weaknesses, you’ll be able to improve your grammar and your writing score dramatically.

• Using Personal Pronouns

Hint- They aren’t as big of a deal as you think.

See the interactive tool below for the answers to the most commonly asked questions we receive about IELTS Writing Task 2: 

IELTS Writing Task 2 FAQs

How can i improve my writing.

You will find all the resources you need on our Writing Task 2 page. Click the link below:

Writing Task 2

We also have two Task 2 courses for those that need to improve their Task 2 skills and strategy. They are both based online and completely free of charge. Learn more about them below:

Task 2 5 Day Challenge

Task 2 Essay Builder

If you need serious help or personalised feedback, you should check out our VIP Course. There is a waiting list, but you can add your name here:

How can I get a Band 7, 8 or 9?

The answer to this question is different for every individual IELTS student, as it depends on a number of factors, including your work ethic, English skills and exam strategy. You'll find a guide to answering this question in this article

If you need serious help with improving your IELTS scores, you should check out our online writing course. There is a waiting list, but you can add your name by clicking the link below:

Can you correct my writing?

Please click the link below and it will give you all the information you need about our writing correction service:

Writing Correction Service

Do you have any sample answers?

Yes, you will find them at the link below:

Will using 'high level' or 'academic' words help me improve my score?

Probably not.

Read my recent article about IELTS vocabulary here:

5 Things You Need to Know about IELTS Vocabulary

Can I use idioms?

No, you should not write idioms for Task 2.

Can I use personal pronouns?

You should avoid using personal pronouns, but it is fine to use them when giving your personal opinion.

Do you write a conclusion for Task 2?

Yes, it is very difficult to get a good score in Task 2 if you haven't finished your essay with a conclusion. You will find an in-depth lesson on conclusions here:

How to Write an Effective Task 2 Conclusion

How many paragraphs should I write?

Most IELTS task 2 essays follow the same basic four paragraph structure:

• Introduction
• Supporting Paragraph 1
• Supporting Paragraph 2

However, you can find more comprehensive help with structuring your Task 2 essays here:

5 Day Challenge

Do I need to plan my essay?

I would highly recommend planning your essay. A good plan acts like a map that guides you through the essay, ensuring that you give the examiner exactly what they need to award you the score you need. You can find help with planning your essays here: How to Plan an IELTS Essay

You must write at least 250 words in Writing Task 2.

I would suggest that you aim to write around 270-280 words in total. Aiming for 20-30 words more than the required amount makes you more likely to reach the word limit without setting an unrealistic goal.

Will I lose marks if I don't write enough words?

Yes, if you don't write the required number of words, you will lose marks in 'Task Achievement' for not answering the question fully. Read more here .

Can I use contractions?

No, should not use contractions when you are writing an academic essay.

IELTS Writing Task 2: All You Need to know

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Understanding IELTS Writing Task 2

IELTS Writing Task 2 requires you to write an essay in response to a given general topic. This task is designed to assess your skills based on presenting a clear position, developing an argument logically, and organizing ideas coherently.

To achieve a high score, you must understand the task format and question types, analyze prompts effectively, and structure your essay appropriately. This blog post will break down everything you need to know from the format of the IELTS task 2 writing to tricks to solve it effortlessly.

IELTS Academic Writing Task 2 Test Papers

IELTS General Writing Task 2 Test Papers

Difference between ielts writing task 2 academic vs general.

To understand the differences between Academic and General Training in IELTS Writing Task 2, here is a helpful comparison table:

IELTS Writing Task 2 Format

Task Requirement: Write an academic-style essay in response to a point of view, argument, or problem.

Assessment: Assesses your ability to present a solution or opinion in a logical, structured way.

Duration: 40 minutes

IELTS Writing Task 2 Scoring Criteria

To understand how your IELTS Writing Task 2 essay is evaluated by the examiner, it is crucial to be familiar with the assessment criteria!

Have a look at the table below to learn more about the evaluation criteria!

IELTS Writing Task 2 Question Types

There are 6 types of questions in the IELTS Writing Task 2 and you may get any one type in your IELTS test. Hence, get to know about them to identify the question prompts effortlessly!

• Opinion 

You need to pick a side of the given two sides of an argument write in support of it and provide reasons for your opinion.

• Agree/Disagree

Here, you need to state whether you agree or disagree with a given statement and support it with reasons and examples.

Discussion (Discuss Both Views)

This type requires you to discuss both sides of an issue and then give your own opinion at last.

• Problem/Solution

You have to identify problems related to the topic and suggest possible solutions.

• Advantages/Disadvantages

This question asks you to discuss the advantages and disadvantages of a particular situation or issue.

• Double Question (Direct Questions)

You must answer two or more direct questions related to a single topic and support it with proper examples as well.

Useful IELTS Writing Task 2 Tips

IELTS Writing Task 2 is the second part of the two writing tasks and is one of the most challenging parts of the IELTS test. Most students also find it more difficult than Writing Task 1. Therefore, access to some quick tips for task 2 writing IELTS:

• Understand the Task: Test-takers should identify the key components, the question type, and any specific instructions before outlining the key points that should be covered.
• Plan Before You Write: Before diving into the essay, candidates should spend a few minutes planning the response. A clear outline needs to include an introduction, the main points for each body paragraph, and the conclusion.
• Follow a Structured Essay Format: Every essay type has a specific structure. So, sticking to the traditional essay structure with a clear introduction, well-developed body paragraphs, and a concluding summary enhances the readability of the essay.
• Provide Supportive Examples: Test-takers should support their arguments with concrete examples and evidence. This not only strengthens the expressed opinion but also showcases the ability to develop ideas.
• Use Linking Words and Phrases: Candidates should employ linking words and phrases to connect ideas within and between sentences. This improves the overall flow and coherence of the essay.
• Revise and Proofread: This is one of the most vital steps and test-takers need to allocate some time at the end to review and edit their essay. They should check for grammatical errors, clarity, and coherence and ensure that the essay effectively communicates their ideas.
• Write Regularly Under Time Constraints: Practice writing essays within the 40-minute. This helps improve your time management skills and ensures that you can effectively express your ideas within the given constraints.
• Seek Feedback: To understand the weak areas and improve them, test-takers need to share their practice essays with teachers, peers, or online communities like the one created by IELTSMaterial . Constructive feedback helps identify areas for improvement and provides valuable insights.

Top 8 Common Mistakes to Avoid in IELTS Writing Task 2

1. misunderstanding the question.

Many test-takers misunderstand the question, leading to off-topic essays.

2. Poor Time Management

Struggling to manage time effectively often results in incomplete essays.

3. Lack of Ideas

Difficulty in generating relevant ideas quickly is a common problem.

4. Disorganized Structure

Failing to organize thoughts into clear, logical paragraphs is a frequent mistake.

5. Grammar Errors

Frequent grammar errors can significantly lower the writing score.

6. Limited Vocabulary

Using a limited vocabulary makes it hard to express ideas effectively.

7. Weak Evidence

Providing weak examples usually weakens arguments and doesn’t provide a strong essay.

8. Incorrect Word Count

Not meeting the required word count can negatively affect the score.

Band Descriptors IELTS Writing Task 2

Structure For Answering the IELTS Writing Task 2 Question Types

The IELTS Writing Task 2 section has different types of essays that may be asked, each requiring a specific structure and approach. The main 6 IELTS Writing Task 2 question types and their standard structure are summarized in the table below:

IELTS Writing Task 2 Question Types with Sample Answers

Let's look at the different IELTS writing task 2 essay types that may appear in Writing Task 2:

Opinion Essay

These prompts simply ask for your  opinion  on a topic without presenting two views.

Sample prompt:  "Some people think that the best way to reduce crime is to give longer prison sentences. Others, however, believe there are better alternative ways of reducing crime. What is your opinion on this?

Check out more IELTS Writing Task 2 Opinion Essay below:

• Some People Believe that Nowadays We Have Too Many Choices- IELTS Writing Task 2
• IELTS Writing Task 2 Opinion Essay Topic: Prevention is better than cure
• Universities Should Accept Equal Numbers of Male and Female Students in Every Subject – IELTS Writing Task 2
• Doing an Enjoyable Activity with a Child Can Develop Better Skills and More Creativity Than Reading – IELTS
• All Children Should be Made to Wear School Uniforms- IELTS Writing Task 2

Agree and Disagree Essay

These questions ask your opinion on a statement or proposal. You must decide whether you agree or disagree and support your view.

Sample prompt:   "Unpaid community service should be a compulsory part of high school programs." To what extent do you agree or disagree with this statement?

Check out more IELTS Writing Task 2 Agree and Disagree Essay below:

• It is more important to spend public money on promoting a healthy lifestyle – IELTS Writing Task 2
• Foreign Visitors Should Pay More Than Local Visitors for Cultural and Historical Attractions – IELTS Writing Task 2
• Some people believe that air travel should be restricted Sample Essay
• When a Country Develops its Technology the Traditional Skills and Ways of Life Die Out – IELTS Writing Task 2
• Reading stories from a book is better than watching TV Sample Essay

These prompts present two perspectives on an issue and ask you to  discuss  and examine both sides.

Sample prompt:   "Some people think the manufacturers and shopping malls should sell fewer packaged products while others argue that people have the responsibility to buy products with less packaging. Discuss both views and give your opinion."

Check out more IELTS Writing Task 2 Discussion Essay below:

• In Some Countries, a Few People Earn Extremely High Salaries – IELTS Writing Task 2
• Some People Think that Children Should Start School Sooner- IELTS Writing Task 2
• Some People Think that it is Better to Educate Girls and Boys in Separate Schools- IELTS Writing Task 2
• Some Companies Sponsor Sport and Sports Stars as a Way to Advertise Themselves – IELTS Writing Task 2
• University Students Should Study Whatever They Like Sample Essay

Problem/Solution Essay

These questions given in the  problem/solution  essay describe an issue and ask you to propose solutions.

Sample prompt:   "In many cities, public transport systems are inadequate and road congestion is increasing. What are the causes of these problems and what measures could be taken to solve them?"

Check out more IELTS Writing Task 2 Problem/Solution Essay below:

• Many Working People get little or no Exercise either During the Working Day- IELTS Writing Task 2
• Doctors Recommend that Older People Exercise Regularly- IELTS Writing Task 2
• Over Population Of Urban Areas Has Led To Numerous Problems – IELTS Writing Task 2
• An Increase in Production of Consumer Goods Results in Damage to the Natural Environment- IELTS Writing Task
• In the Developed World, Average Life Expectancy is Increasing- IELTS Writing Task 2

Advantages/Disadvantages Essay

These prompts ask you to analyze the  advantages and disadvantages  of an issue.

Sample prompt:  "Studying overseas has many benefits for students. However, there are also some disadvantages. Discuss the advantages and disadvantages and give your own opinion."

Check out more IELTS Writing Task 2 Advantages/Disadvantages Essay below:

• People now have the Freedom to Work and live Anywhere in the World- IELTS Writing Task 2
• In Some Countries People Prefer to Rent a House than Buy One – IELTS Writing Task 2
• Planners Tend to Arrange Shops, Schools, Offices and Homes in Specific Areas – IELTS Writing Task 2
• Technology is Increasingly Being Used to Monitor What People Are Saying And Doing Sample Essays
• In the Past, When Students Did a University Degree, They Tended to Study in Their Own Country – IELTS

Direct Question Essay

These prompts which are also known as  Direct Question  essays give you a statement along with a related question.

Sample prompt:   "A growing number of people are living alone in many major cities. What are the reasons for this? Why do they choose to live alone?

Check out more IELTS Writing Task 2 Direct Question Essay below:

• Is freedom of speech necessary in a free society? – IELTS Writing Task 2
• Many People Like to Wear Fashionable Clothes – IELTS Writing Task 2
• Consumers Are Faced With Increasing Numbers of Advertisements From Competing Companies – IELTS
• There are Many Different Types of Music in The World Today – IELTS Writing Task 2
• More and more people want to buy famous brands with clothes- IELTS Writing Task 2

IELTS Writing Task 2 Topics with Answers

Below is the list of IELTS Writing Task 2 Topics with Answers which you can refer to for the exam.

• Topic: Family
• Topic: Press, news on internet & newspapers
• Topic: Families
• Topic - Environment
• Topic: Invention 
• Topic: Aging Population
• Topic: Art & Technology
• Topic: Career
• Topic: Dangerous Sports
• Topic: Technology
• Topic: Travel & Tourism
• Topic: International Car-free Days & Sample Essay
• Topic: Traffic
• Topic: Transportation
• Topic: TV or Radio
• Topic: Communication Technology
• Topic: Living in Campus
• Topic: Crime
• Collocations - Topic: The Environment
• Useful Collocations - Topic: Government

Trending Essay Topics

• Every year several languages die out
• Some People Think That Parents Should Teach Children How to be Good Members of Society
• Happiness is considered very important in life
• In some countries the average weight of people is increasing
• Young people are encouraged to work or travel for a year between finishing high school
• Research Indicates That the Characteristics We are Born With Have Much More Influence On Our Personality

Academic IELTS Writing Task 2 Topics with Sample Essays

Below is the list of Academic IELTS Writing Task 2 Topics with   Sample Essays :

• Topic 01: Media
• Topic 02: Successful Sports Professionals
• Topic 03:Smoking
• Topic 04: Children today play very violent games
• Topic 05:The birth rate in most developed countries
• Topic 06: Many families find it necessary for both parents go out to work
• Topic 07: Women and men are commonly seen as having different strength and weaknesses
• Topic 08: Increase in violent crime among youngsters
• Topic 09: Good Job
• Topic 10: Different medical traditions
• Topic 11:Need to prepare for tests and examinations
• Topic 12: Eating Fish
• Topic 13:Concerned about the number of children who are overweight
• Topic 14: Freedom of Speech
• Topic: Architecture & History
• Topic: Digital Communication
• Topic: Economic Development
• Topic: Education
• Topic: Environment
• Topic: Food & Transport
• Topic: Government
• Topic: Newspapers
• Topic: Sports
• Topic: Television & Children
• Topic: Economic Growth

The key is to practice regularly and make writing a habit until your final   IELTS Writing  test! With this preparation, you'll be ready to achieve your desired band in no time. We bet you’re all aware of the IELTS Writing Task 2 so now get ready to gather our expert tricks to crack your writing task 1. Pick between  IELTS General Writing Task 1  and the   IELTS Academic Writing Task 1  as per your preference and start now!

Frequently Asked Questions

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Practice IELTS Writing Task 2 based on Essay types

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IELTS Writing Task 2/ Essay Topics with sample answer.

Ielts academic and gt essay/ writing task 2 sample.

IELTS Writing Task 2 ( also known as IELTS Essay Writing ) is the second task of your IELTS Writing test. Here, you will be presented with an essay topic and you will be scored based on your ability to respond to the topic.

You need to write at least 250 words and justify your opinion with arguments, discussion, examples, problem outlining, proposing possible solutions and supporting your position. You will have approximately 40 minutes to finish your Essay Writing. IELTS Writing Task 2 carries more weights than Writing Task 1.

Are you planning to take your IELTS Exam soon? Take an online course and achieve your dream score on your IELTS test.

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35 Sample Band 9 IELTS Essays

Take a look at these 35 sample Band 9 IELTS essays for writing task 2 of the IELTS exam . Task 2 can cover a wide range of essay topics for the IELTS writing task section of the test, so preparation is key. Use the following samples when preparing your IELTS essays to see how close you are to a band 9!

These IELTS band 9 essay samples will help you highlight your mistakes and improve your writing band 9 level.

See the below IELTS essay writing sample questions and answers to practice for your IELTS writing task 2 .

You will find the IELTS essay questions and answers categorised by the following essay types.

• Do you agree/disagree
• Discuss both views and give your opinion
• Discuss the advantages and disadvantages
• Discuss the problems and possible solutions
• Is this a positive or a negative development

For a FREE ebook of our top 10 IELTS Band 9 essay samples in PDF, click here!

1. agree or disagree .

• Some people believe that technology has made man more social. To what extent do you agree or disagree with this opinion?
• Some people think that a person improves their intellectual skills more when doing group activities. To what extent do you agree? Use specific details and examples to explain your view.
• In some countries, the number of shootings increase because many people have guns at home. To what extent do you agree or disagree? Give specific reasons and examples to support your answer.
• Some people believe that international sporting events are the ideal opportunity to show the world the qualities of the hosting nation. Others believe that these events are mainly a large unjustifiable expense. To what extent do you agree or disagree?
• Crime is a big problem in the world; many believe that nothing can be done to prevent it. To what extent do you agree or disagree? Give your own opinion.
• Doing an enjoyable activity with a child can develop better skills and more creativity than reading. To what extent do you agree? Use reasons and specific examples to explain your answer.
• Improvements in health, education and trade are essential for the development of poorer nations. However, the governments of richer nations should take more responsibility for helping the poorer nations in such areas. To what extent do you agree?
• Advances in health and biology and other areas of society in the last 100 years have transformed the way we live as well as postponing the day we die. There is no better time to be alive than now. To what extent do you agree or disagree with this opinion?
• The world is consuming natural resources faster than they can be renewed. Therefore, it is important that products are made to last. Governments should discourage people from constantly buying more up-to-date or fashionable products. To what extent do you agree with this statement?
• Some people believe that children’s leisure activities must be educational, otherwise, they are a complete waste of time. Do you agree or disagree? Give reasons for your answer and include any relevant examples from your experience.
• Many governments in the world spend large amounts of money on art, which helps to improve the quality of people’s lives. However, governments should spend money on other things rather than art. Do you agree or disagree? Give your opinion.

2. Discuss both views and give your point of view?

• NEW SEPTEMBER 2022: Some people believe that professionals such as doctors and engineers should be required to work in the country where they did their training. Others believe they should be free to work in another country if they wish. Discuss both these views and give your own opinion.
• Nowadays most green energy is becoming evermore prevalent in both developed and developing countries. Some argue they greatly reduce costs and are better for the environment, others believe they are a serious threat to energy security. Discuss both views and give your opinion.
• Some people are of the opinion that children should be rewarded for good behaviour. Others think they should be punished for bad behaviour. Discuss both views and give your personal opinion and reasons.
• Some people think that keeping pets is good for children while others think it is dangerous and unhealthy. Which opinion do you agree with? Discuss both options and give examples .
• Some people think that secondary school children should study international news as one of the school subjects. Other people think that it is a waste of valuable school time. What do you think? Give reasons for your answer and include any relevant examples from your own knowledge or experience.
• Some products can be made quickly by a machine. Other items take a long time to be made by hand. As a buyer, which do you prefer and why? Give specific details and examples in your answer.
• Some people think women should be given equal chances to work and excel in their careers. Others believe that a woman’s role should be limited to taking care of the house and children. Which opinion do you agree with and why? Include specific details and examples to support your choice.
• Most schools are planning to replace sports and exercise classes with more academic sessions. How will this change affect children’s lives in your view?
• Some people think that schools have to be more entertaining, while others think that their sole purpose is to educate. Which do you agree with? Use specific reasons and examples to support your opinion.
• Some people think that it is acceptable to use animals in medical research for the benefit of human beings, while other people argue that it is wrong.
• Should humans adapt to technology or should technology be adapted to us? Is technology making us intellectually weaker or more intelligent?
• Do copyright laws limit creativity or reward it? Would society function better without such rules and regulations?
• Should education and healthcare be free of charge and funded by the government, or should it be the responsibility of the people to pay for these services? Discuss the above and give your opinion using examples.

3. Discuss the advantages and disadvantages

• Is it good for children to start using computers from an early age and spend long hours on them? Discuss the advantages and disadvantages.
• Some people think high school graduates should travel or work for a period of time instead of going directly to study at university. Discuss the advantages and disadvantages of both approaches. Give reasons for your answer and include any relevant examples from your own knowledge or experience.

4. Two questions, for example: Why is this happening? Is this a positive or negative development?

• These days some people spend a lot of money on tickets to go to sporting or events. Do you think this is a positive or negative development ?
• Some people like to travel outside their country. Others would rather travel to tourist spots in their own country first, before travelling abroad. Which do you prefer to do and why? Include specific details and examples to support your choice.
• Women can do everything that men can and they even do it better. They also can do many things that men cannot. But it is a fact that their work is not appreciated as much as men’s, although they have to sacrifice a lot for their family and career… It is said: “A woman’s place is in the home.” What do you think?

5. Discuss the problems and possible solutions OR discuss the causes and what problems it causes?

• People are using a lot of online language translation apps. Do the benefits of this outweigh the disadvantages?
• Obesity is a serious problem in many countries, especially in rich countries. Discuss ways to solve the problem. Provide specific reasons and examples to support your answer.
• Today, the quality of life in large cities is decreasing.  Discuss the causes and solutions.
• Research shows that global warming is caused by human activity. What are the possible effects of climate change and what can governments and individuals do to reduce these?
• In many countries, recently young single people have been living far from their parents, from the time they began studies or work and until they married. Do you think there are more advantages or disadvantages to this trend?
• Traditional schooling is out of date, boring and stifles a child’s natural talents, various professionals have pushed for an education revolution. Are there alternatives in the education system? Is traditional education doing more harm than good?

Take a look at some of our writing tasks to help you prepare for your IELTS exam , and if you need more help, we have a course that is guaranteed to help you pass IELTS. Practicing IELTS writing task 2 essays is very important for your exam preparation.

Video: IELTS Band 9 Writing Sample – Body Paragraphs

Click here for a FREE ebook of our top 10 IELTS Band 9 samples for writing task 2 in PDF,

For more preparation, take a look at our latest tutorials:.

• Band 9 Model Essay and Vocabulary-Cryptocurrency
• Sample task 2 questions
• Sample Band 9 Essay: Children and Education
• Sample Answers: discuss the advantages and disadvantages
• How to get ideas for task 2
• Full guide to academic collocations
• How to write a agree/disagree essay
• IELTS Writing Task 2: advantages and disadvantages questions

For a FREE ebook of our top 10 sample essays, click here!

Enhance Your Essays with Our Efficient Online IELTS Essay Checker

Practicing for IELTS Writing Task 2? You’re in the right place. But after you practice, how can you know if your essay is good? We have a tool to help! It’s called the online IELTS essay checker .

You can find it here . This tool is very easy to use. You write your essay, and our tool checks it. It tells you what mistakes you made and how to fix them. This means you can learn and get better faster. The best part? You save money.

Many students pay a lot for IELTS classes or teachers to check their essays. But our online IELTS essay checker is cheaper and works fast. You don’t have to wait! So, after you read the sample essays on this page, use our online IELTS essay checker .

It can help you see where you can do better. And it’s a good way to get ready for the IELTS exam without spending a lot of money. So, if you want to write better essays and save money, try our online IELTS essay checker .

We made it for students like you. We hope it helps you get the score you want.

Frequently Asked Questions (FAQ)

How to score band 9 in ielts writing.

You can score band 9 in IELTS writing by following these steps:

• Make sure you understand the question and answer what is being asked.
• Plan out your essay before you start writing
• Write your essay, review it and then “rewrite” it .
• Get feedback on your essays and find out where you may be losing points.
• Improve your language skills.

Read this post for more tips.

How do you write a 9 band essay?

Practice each essay type and be clear about the criteria for a perfect score. Basically, you need clear formal paragraphing, an essay that ‘flows’ logically and stays focused on the question, which is answered fully with high-level vocabulary and near-perfect grammar.

How can I get 9 in IELTS writing?

Look at model answers and memorize phrases that work for most essays – ‘In the modern world’ is a great way to start. A focus on global issues and international examples rounds out your answer and practice timed essays before the test.

Can you get 10 in IELTS?

No, the top band score is a 9. Be realistic though, some of the best universities in the world require a band 7 or 7.5 for their most challenging courses so a perfect score isn’t necessary in most situations.

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IELTS Writing Task 1 Tips, Model Answers & More

Useful IELTS writing task 1 tips, answers, lessons & videos for success achieving a high score. This page contains all the information and help you need to do well. Learn about the IELTS marking criteria, paragraphing, vocabulary and much more. This page has tips for Academic writing task 1 and GT writing task 1. You can find GT task 1 at the bottom of this page.

On this page, you will find:

• Writing Task 1 Test Information (Academic)
• Writing Task 1 Sample Practice Charts 
• Writing Task 1 Tips & Techniques

Writing Task 1 Model Answers

• Writing Task 1 Practice Lessons
• Writing Task 1 for GT IELTS

IELTS Writing Task 1 Academic

• You have one hour in total for your whole writing test (both task 1 and task 2).
• IELTS recommend you spend no more than 20 mins on writing task 1.
• You can manage your own time in the writing test. The one hour is yours to use as you wish. If you want to do task 2 first, you can.
• The instructions say “Write at least 150 words”. This means you need to write over 150 words.
• Writing Task 1 is a report, not an essay.
• Writing Task 1 counts for about 33% of your writing marks.
• Task Achievement / Coherence & Cohesion / Vocabulary / Grammar
• Band Score Details & Tips for Improvement: IELTS WRITING TASK 1 BAND SCORES EXPLAINED

Types of IELTS Writing Task 1 (Academic)

Below are the six types of tasks that can appear in IELTS Writing task 1. You can also get a combination of two tasks together. You will find MODEL ANSWERS and SAMPLE PRACTICE TASKS linked below for each type of writing task 1.

Charts that compare and contrast data. Data is divided into columns representing categories and compared with between two groups, such as men and women.

Line Graphs

A graph that shows trends of two lines over a period of time. The lines represent numbers in two or more categories. This shows increases, decreases and other changes.

A table containing data that can be complex with many categories divided into rows and columns. These could be compare/contrast or change over time.

These show proportions of a whole divided into different categories. Sometimes compare/contrast and sometimes change over time.

It could be a process of how something works or how it is made. Or it could be a cycle such as a life cycle or water cycle. or a cycle. Diagrams contain stages and steps.

A map of a town/city or report or a floor plan of a building. Describing the  layout, position of places and special features on the map. Sometimes there are two maps to compare in different time periods.

IELTS Writing Task 1 Practice Charts

Below is a link to a collection of practice tables, line graphs, bar charts, maps and diagrams for you to practice with at home.

IELTS PRACTICE CHARTS COLLECTION  

IELTS Writing Task 1 Tips & Techniques

Although writing task 1 is only worth 33% of your total writing marks, it is often the reason why people struggle to hit band score 7. Task 1 is a report and not an essay. This is important to know because you can learn strategies for report writing more easily that for essay writing. So, take your time to improve your task 1. 

ESSENTIAL TIPS FOR WRITING TASK 1

• How to Prepare for Writing Task 1
• Structure & Paragraphs
• Vocabulary for Line Graphs
• Grammar Tips
• Pie Charts Step by Step
• How Many Words Should you Write?
• Video : How to Describe a Bar Chart with model answer
• How words are counted

Recent Feature Video: Introduction Paragraph

IELTS model answers for charts, graphs, diagrams, maps and tables.. Each sample answer is estimated band score 9. These model answer are there to guide you and to learn from. Think about the content, structure, linking, language, overview, grammar and word count when you review them. Also, read the comments on each page to learn more – some comments are like extra lessons. 

Diagram Model Answer

Bar Chart & Pie Charts Model Answer

Tables – Two Model Answers

Map Model Answer with Tips & Vocabulary

Line Graph – Two Model Answers

Bar Chart Model Answer

Complex Table Model Answer

Pie Chart Model Answer

Bar Chart of Age Groups Model Answer

Table Future Tense Model Answer

Line Graph & Bar Chart Model Answer

Table & Single Pie Chart Model Answer

Practice at Home:  ALL IELTS Sample Practice Charts

IELTS Writing Task 1 Practice Lessons

IELTS writing task 1 free practice lessons to help you develop report writing skills and understand about the requirements of writing task 1 academic. Many of these lessons contain model answers so they really are worth reviewing.

• Table & Pie Charts: Exercise & Model Answer
• Video: Using Accurate Language for Data
• IELTS Diagram Rainwater: Exercise & Model Answer
• Two Line Graphs: Exercise & Model Answer
• IELTS Diagram Paragraphs and Organisation
• IELTS Life Cycle Diagram: Execise & Model Answer
• IELTS Bar Chart: Vocabulary Exercise  & Model Answer
• IELTS Line Graph: Vocabulary Exercise
• IELTS Diagrams: Grammar Exercise
• IELTS Line Graph: How to Describe Guidelines
• IELTS Line Graph: Vocabulary & Model Answer
• Task 1 Improving  Line Graph Introduction Paragraph
• IELTS Map: Comparison Exercise
• IELTS Two Charts Practice: Pie Chart & Bar Chart
• IELTS Bar Chart: Exercise & Model Answer
• IELTS Diagram Water Supply: Model Answer
• IELTS Bar Chart: Introduction & Overview Practice
• IELTS Frog Diagram: Introduction & Overview Exercise & Model Answer
• Introduction Paragraph: Correcting Errors
• IELTS Bar Chart Sample Answer

IELTS Writing Task 1 General Training Letter

The following links are for IELTS candidates who are preparing for the General Training Writing Test. Your task will be asked to write a letter. You will not be writing a report as in the Academic Test. Use the links below to help you prepare:

10 Essential Tips for IELTS Letter Writing

How to Improve your IELTS GT Letter

Differences between GT & Academic Writing

Sample Practice Letters

General training model letters and practice exercises:

• Apology Letter: Model Answers Formal & Informal
• Amendment Letter: Model Answer 2017
• Complaint Letter: Model Answer
• Complaint Letter: Error Correction
• Letter to a Friend: Model Answer
• Invitation Letter: Model Answer
• Tips: Using the bullet points properly

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IELTS Academic Writing Task 1 Samples

Prepare for the IELTS Academic Test by using this collection of IELTS Academic Writing Task 1 practice samples. This collection is a great way to gain insight and practice for the exam.

39. The graph below shows the number of overseas visitors who came to the uk for different purposes between 1989 and 2009. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

The diagram gives information about the process of making carbonated drinks. Summarise the information by selecting and report in the main features, and make comparisons where relevant.

The chart below shows the number of people employed in five types of work in one region of Australia in 2001 and 2008. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The bar chart provides data on the number of biths given per woman in 6 Gulf countries in 2 seperate years 1990 and 2000.

The graph below shows the number of overseas visitors who came to the uk for different purposes between 1989 and 2009. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

The chart gives information on the percentage of women going into higher education in five countries for the years 1980 and 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The graph below shows the number of overseas who came to the uk for different purposes between 1989 and 2009. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

The graph below shows the spending on research into renewable sources of energy in four countries between 1975 and 2000. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

THE BAR CHART BELOW GIVES INFORMATION ABOUT THE NUMBER OF STUDENTS STUDYING COMPUTER SCIENCE AT A UK university between 2010 and 2012. Summarise the info by selecting the main features, and making comparisons where relevant.

The charts below show a public park when it first opened in 1920 and the same park today. Summarise the information by selecting and reporting the main features, and make comparisons where relevant

The graph below shows the number of shops that closed and the number of new shops that opened in one country between 2011 and 2018. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The charts below show the percentages of men and women aged 60-64 in employment in four countries in 1970 and 2000 Summaries the information by selecting and reporting the main features, and make comparison where relevant.

The chart below shows the number of people employed in five types of work in one region of Australia in 2001 and 2008. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

The three pie charts illustrate the amount of hours spent by undergraduates and postgraduates in comparison with a total student population in the British University library.

The graph below shows the quantities of goods transported in the UK between 1974 and 2002 by four different modes of transport. You should write at least 150 words.

the graph below gives information about the percentage of the population in Asian countries living in cities from 1970 to 2020, with predictions for 2030 and 2040. summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The graph below shows the quantities of goods transported in the UK between 1974 and 2002 by four different modes of transport. Summarise the information by selecting and reporting the main features.

The graph below gives information on the numbers of participants for different activities at one social centre in Melbourne, Australia for the period 2000 to 2020. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Your report should comprise a minimum of 150 words.

The chart shows requests for information at a tourist office in the United Kingdom from January to June

The chart below shows the value of one country’s exports in various categories during 2015 and 2016. The table shows the percentage change in each category of exports in 2016 compared with 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart below shows the value of one country's exports in various categories during 2015 and 2016. The table shows the percentage change in each category of exports in 2016 compared with 2015.

The charts show world pineapple exports by the top three pineapple-producing countries in 2009 and 2019, and a breakdown of the cost to the consumer of each pineapple in 2019.

The bar chart below shows the percentage of Australian men and women in different age groups who did regular physical activity in 2010. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. (1)

The pie charts show the results of a survey in which undergraduates and postgraduates were asked about the range of books and non-printed materials in their school library. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The graph below shows the production levels of the main kinds of fuel in the UK between 1981 and 2000. Summarize the formation by selecting and reporting the main features and make comparisons where relevant.

The diagram below shows the various stages involved in publishing a book.

The bar chart shows the percentage of the total world population in 4 countries in 1950 and 2003, and projections for 2050. You should write at least 150 words.

The bar chart illustrated the amount of 4 types of wastes collected in a recycling centre during the period from 2011 to 2015. The 4 types of wastes were paper, glass, tins, and garden.

The chart below shows the value of one country's exports in various categories during 2015 and 2016. The table shows the percentage change in each category of exports in 2016 compared with 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

+ TABLE CHILDREN The chart and table below show the average number of children born to one woman and the average age of women when they had their first child in two countries between 1920 and 2019.

The maps below show the centre of a small town called Islip as it is now, and plans for its development. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart gives detailed information about the percentages of people getting married across different age groups in the years 1996 and 2008.

The pie charts show the destination of export goods in three countries in 2010. Write at least 150 words.

The maps below shows university sports courts in 1990 and now. 🔸Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The pie chart below shows the main reasons why agricultural land becomes less productive. The table shows how these causes affected three regions of the world during the 1990s. Summarise the information by selectng and reporting the main features, and make comparisons where relevant.

The diagram below shows the manufacturing process for making sugar from sugar cane. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The charts below show the average consumption of three nutrients by adults in the UK. All of these nutrients may be unhealthy if eaten too much. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

Part 1. The bar chart shows the percentage of school children learning to play different musical instrument in 2005, 2010 and 2015. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The graph below shows the population of foxes on four different Californian islands between 1994 and 2014. Summarise the information by selecting and reporting the main features and make comparisons where relevant

The graph below shows the population of foxes on four different Californian islands between 1994 and 2014. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

The graph below shows consumers' average annual expenditure on cell phone, national and international fixed-line and services in America between 2001 and 2010. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The charts below compare the age structure of the populations of France and India in 1984.

The table below shows the number of temporary migrant workers in four countries in 2003 and 2006 and the number of these workers per 1,000 people in these countries in 2006.

The graph shows children by age group as a percentage of the young population in the United Kingdom between 1990 and 2001. Summaries the information by selecting and reporting the main features, and make comparisons where relevant. You should write at least 150 words

the chart below shows the number of households in the US by their annual income in 2007, 2011 and 2015. Summarize the information by selecting and reporting the main features and make comparisons where relevant

The line graph gives information about the proportion of students from age 18 to 25 years old in universities in four various areas (Singapore, Malaysia, Philippines, Thailand) from 1961 to 2011.

The line graph compares the proportion of visitors to England who went to various tourist attractions in Brighton between 1980 and 2010.

You should spend about 20 minutes on this task. The bar chart below shows the numbers of men and women attending various evening courses at an adult education centre in the year 2009. The pie chart gives information about the ages of these course participants. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

The pie charts below show the different types of courses, which were followed by the students during the years of 1984, 1994 and 2004

The diagram shows the process of making wool.

The map below shows the development of the village of Ryemouth between 1995 and present. Summarize the information by selecting and reporting the main features and make compatisons where relevant.

The table below shows the numbers of visitors to Ashdown Museum during the year before and the year after it was refurbished. The charts show the result of surveys asking visitors how satisfied they were with their visit, during the same period.

The line graph below shows the consumption of 3 different types of fast food in Britain from 1970 to 1990. Summarize the information by selecting and reporting the main features, and make comparison where relevant.

The two pie charts below show the percentages of industry sectors’ contribution to the economy of Turkey in 2000 and 2016. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

The bar chart showed the percentage of school children learning to play four different musical instruments (violin, guitar, piano, drums) in 3 years 2005, 2010, 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart below shows information about changes in average house prices in five different cities between 1990 and 2002 compared with the average house prices in 1989. Summarise the information by selecting and reporting the main features and make comparison where relevant.

The bar chart below shows the top ten countries for the production and consumption of electricity in 2014. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The table below shows population figures for 4 countries for 2003 and projected figures for 2025 and 2050.

The diagram below shows how electricity is generated in a hydroelectric power station Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The line graph shows the number of books that were borrowed in four different months in 2014 from four village libraries, and the pie chart shows the percentages of books, by type, that were borrowed over this time

The table below shows the percentage of first year students who gave ‘very good’ rating to the resources provided by the college, for three courses. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The chart below shows the number of trips made by children in one country in 1990 and 2010 to travel to and from school using different modes of transport. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The diagram below shows how instant noodles are manufactured.

The table below gives information about the daily cost of water per person in five different countries. (Figures are based on the minimum daily requirement per peron of 11.5 litres.)

The table below shows the numbers of visitors to the Ashdown museum during the year before and the year after it was refurbished. The chart shows the results of a survey asking visitors how satisfied they are with their visit during the same two periods.

The world health organization recommends that people should eat five or more portion of fruit and vegetables per day. The bar chart shows the percentage of males and females in the UK by age group in 2006.

The provided line chart illustrates the percentage of average change in the cost compared with the previous month of three metals for one year in 2014. They are categorized as copper, nickel and zinc.

The diagram below represents the “Comparison of how urban Chinese spent across major categories in 1995 versus the spending habits in 2011”. Summarise the information given in the diagrams. Write at least 150 words.

The map below shows the development of the town of Stromer between 1995 and now. Summarise the information by selecting and reporting the main features, and make comparison where relevant.

You should spend about 20 minutes on this task. Write at least 150 words. The chart below shows the movement of people from rural to urban areas in three countries and predictions for 2025.

The table below compares the proportion of national expenditures in Ireland, Italy, Spain, Sweden and Turkey on the various types of consumer goods in 2002.

The three pie charts illustrate how many hours spent in a library by undergraduate and postgraduates compared to the total student population at a university in Britain.

The maps below show an industrial area in the town of Norbiton, and planned future development of the site. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The maps below show how the town of Harborne changed from 1936 to 2007. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

The chart below shows the results of a survey about people's coffee and tea buying and drinking habits in five Australian cities. Summarise the information by selecting and reportung the main features, and make comparisons where relevant.

The graph below gives information about the percentage of the population in four asian countries living in cities from 1970 to 2020, with predictions for 2030 and 2040. Summarise the information by selecting and reporting the main features, and make comparisons where relevent.

The bar chart below shows the percentage of Australian men and women in different age groups who did regular physical activity in 2010. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The chart below shows the expenditure on three categories among different age groups of residents in the UK in 2004.

The maps below show an industrial area in the town of Norbition, and planned furure development of the site. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The maps below show information about the change of Riverage college 30 years ago and now. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

The graph below shows the number of library books read by boys and girls at Starmouth School from 2006 to the present. Summarise the information by selecting and reporting the main features, make comparasions where relevant

The bar chart below shows the average number of visitors who went to six types of attractions in Canberra, on a weekday on the weekend, in 2019

The line graph below shows the population size, brith rate and the death rate of England and wales from 1700 to 2000. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

The line graph below shows the population size, brith rate and the death rate of England and wales from 1700 to 2000. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

The diagram below shows the process for recycling plastic bottles. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The diagram below shows the process for recycling plastic bottles. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

1. The chart shows information about various professions in the UK and their salaries. The table shows the average working hours per week for each profession.

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Using Bloom’s Taxonomy

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Bloom’s Taxonomy is a framework for identifying and organizing what educators want students to learn from a given instructional activity. It was originally conceived to create common learning objectives across courses and departments and to provide educators with standardized language to use when framing learning goals for curricula and comprehensive examinations. Now, Bloom’s taxonomy can be used as a potential model for framing educational objectives within a course and as a guide to structure activities and assessment based on learning goals.

Bloom’s Taxonomy is useful for framing writing instruction in engineering courses as it helps instructors and TAs create assignments that will enhance students’ understanding of important concepts and ideas and enable them to meet the key course objectives.

Objectives created using Bloom’s Taxonomy are based on two dimensions: 1) knowledge and 2) cognitive processes. The knowledge dimension indicates the type of content or subject matter that students will work with, while the cognitive processes dimension dictates what students will have to do with that content (the tasks they will have to perform as they think and write). Below we provide two lists that break down the knowledge and cognitive process dimensions and then a table that shows how the two dimensions work together:

Instructors and TAs can use the table shown above to create prompts that ask students to perform specific writing tasks that address different types of content or knowledge taught within the course.

When writing exercises are used in an engineering course, any standard calculation-based homework problem can be leveraged to target different levels of Bloom’s Taxonomy. Below we provide one example, taken from a Purdue fluid mechanics course, which illustrates this expansion with the use of writing prompts:

You’ll notice that all the prompts that follow use one of the tasks from the cognitive processes dimension list, and then identify specific content (knowledge) that students should engage with.

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KS3 Science Curriculum *FORMATIVE ASSESSMENTS* *Extended Writing Tasks*

Subject: Biology

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KS3 Science Entire Curriculum * FORMATIVE ASSESSMENTS* Extended Writing Tasks

This includes 21 differentiated extended writing task assessment and model answers that cover the whole national curriculum and prepare students for AQA GCSE. The names of the units are available on the overview document but you will only be able to view some examples. All documents are editable on word.

Tasks are designed to be planned and then written in an hours lesson. When using these we give students a mark out of 10 and an effort grade.

Each content unit includes:

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I would love for your to read our profile description to understand how much work has gone in to this scheme of work. We have been using this scheme of work for 1 full academic year and we love it! It has everything you need to run a scheme of work (with the three Is) and prepare your students for GCSE. The Bundle Includes: 1. Topic Maps - This includes a map for each topic and skills unit at KS3 with KS2 links, keywords, possible extensions, maths/skills links. Each individual lesson has outcomes and a clear progression. 2. Topic Assessments/Quizzes - Each unit has a 30 mark quiz planned to match what is taught and what they need to progress. There is an easy to read answer sheet that can be used by pupils or teachers. 3. Formative Assessment/Extended Writing Tasks - Each unit has an extended response questions designed to be planned and written in an hours lesson. This is a highly differentiated resort that can be used with all sets. There are printable success criteria, structure strips and hint sentences. As well as this there are starter slides and model answers making it a fully planned, ready to go lesson. If you purchase this bundle and leave your email address in a review, I am able to send you all of the planned lessons and homework banks that match this scheme of work. We hope you love our resources, please leave a review!

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Exploring students’ perspectives on Generative AI-assisted academic writing

• Open access
• Published: 31 July 2024

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• Jinhee Kim 1 ,
• Seongryeong Yu 2 ,
• Rita Detrick 1 &
• Na Li   ORCID: orcid.org/0000-0003-2395-3499 3 , 4  

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The rapid development of generative artificial intelligence (GenAI), including large language models (LLM), has merged to support students in their academic writing process. Keeping pace with the technical and educational landscape requires careful consideration of the opportunities and challenges that GenAI-assisted systems create within education. This serves as a useful and necessary starting point for fully leveraging its potential for learning and teaching. Hence, it is crucial to gather insights from diverse perspectives and use cases from actual users, particularly the unique voices and needs of student-users. Therefore, this study explored and examined students' perceptions and experiences about  GenAI-assisted academic writing by conducting in-depth interviews with 20 Chinese students in higher education after completing academic writing tasks using a ChatGPT4-embedded writing system developed by the research team. The study found that students expected AI to serve multiple roles, including multi-tasking writing assistant, virtual tutor, and digital peer to support multifaceted writing processes and performance. Students perceived that GenAI-assisted writing could benefit them in three areas including the writing process, performance, and their affective domain. Meanwhile, they also identified AI-related, student-related, and task-related challenges that were experienced during the GenAI-assisted writing activity. These findings contribute to a more nuanced understanding of GenAI's impact on academic writing that is inclusive of student perspectives, offering implications for educational AI design and instructional design.

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Avoid common mistakes on your manuscript.

1 Introduction

English academic writing is a complex and multi-faceted activity that requires coordinating multiple cognitive skills and knowledge to orchestrate writing processes such as facilitating goal setting, problem-solving, and strategically managing memory resources (Allen & McNamara, 2017 ; Flower & Hayes, 1981 ). The writing process is unique to each individual student; students bring their own individual characteristics, including linguistic and general literacy backgrounds, prior domain knowledge, as well as affective states (e.g., attitudes toward academic writing, engagement with the task), all of which potentially affect their performance (Gupta et al., 2022 ; Pineteh, 2014 ). This process can be even more challenging for English as a second language (ESL) students who often face language barriers. Yet, educators generally have insufficient time to offer personalized instruction and formative feedback, preventing students from having sufficient opportunities to practice writing and incorporate feedback to improve their writing experience (Aldabbus & Almansouri, 2022 ; Gupta et al., 2022 ).

Pertaining to such challenges, generative artificial intelligence (GenAI)-powered writing tools have emerged to support students in their academic writing process and enhance ESL learners’ writing skills. GenAI refers to intelligent algorithms that can interact with users through natural language exchanges (conversations) to generate new content, refine responses to meet users’ needs and simulate human intelligence (Choudhurri, 2023 ; Ng et al., 2021 ). For instance, GenAI writing systems offer continuous support during different stages of the academic writing process, from ideation (e.g., generating possible research questions and ideas) to editing and proofreading (e.g., offering correction, grammar checking, and proofreading) (Dale & Viethen, 2021 ; Rowland, 2023 ). Expanding beyond an automated evaluation and correction, AI writing systems facilitate students’ metacognition by allowing them to identify and correct language errors (Fitria, 2021 ), notice dissonance in their writing (Gayed et al., 2022 ), and improve their manuscript’s overall clarity and coherence (Liu et al., 2023 ). For more proficient ESL learners aiming to further improve their writing, AI writing systems provide essential pedagogical support. This includes guidance that can positively impact writing quality, such as rewriting text to enhance lexical diversity and stylistic variation, identifying errors (Fitria, 2021 ), and adopting a preferred writing style (Marzuk et al., 2023 ). Additionally, AI writing systems assist students in literature review by identifying relevant research articles (Behrooz et al., 2023 ), supplying background information on writing topics (Chichekian & Benteux, 2022 ; Rowland, 2023 ), summarizing texts (Behrooz et al., 2023 ), and providing recommendations tailored to students’ preferences and search patterns (Chichekian & Benteux, 2022 ; Rowland, 2023 ). AI writing systems also offer real-time translation and interpretation services. This enables students to overcome language barriers to access and assimilate content in multiple languages and learn diverse perspectives (Salvagno et al., 2023 ).

Despite its many benefits, there are still challenges and concerns associated with using GenAI for academic writing tasks, including data privacy, intellectual property, students’ over-reliance on automated tools, and plagiarism (Lund & Wang, 2023 ; Ray, 2023 ; Tlili et al., 2023 ). Further, GenAI has been widely reported to hallucinate content or provide incorrect guidance, which refers to when a GenAI tool generates inaccurate responses that seem realistic (Alkaissi & McFarlane, 2023 ). This can lead to users being unsure of how to use GenAI due to doubts related to its accuracy and, in turn, feelings that GenAI may not be a helpful resource (Choudhuri et al., 2023 ). Finally, the content produced by GenAI is often produced by algorithms and training data that is not transparently available to end-users and may reinforce biased or discriminatory viewpoints, further eroding trust in AI systems (Fengchun & Wayne, 2023 ). AI-powered writing tools are usually used unsupervised and without guidance and so students may require support to successfully interact with them in an educationally relevant manner. To be used effectively, students must cultivate skills such as communication skills to prompt GenAI for appropriate responses and critical thinking to evaluate Gen-AI content and integrate it into their academic work (Choudhuri et al., 2023 ). Without instruction, there is a risk of misapplication such as intentional or unintentional plagiarism or the unreflective adoption of recommendations (e.g., Prentice & Kinden, 2018 ; Rogerson & McCarthy, 2017 ). This suggests a need for more comprehensive research on the pedagogical considerations and ethical use of GenAI in educational contexts (Fengchun & Wayne, 2023 ). In this regard, researchers emphasizes the importance of gathering interpretable and actionable insights from learners who are the main users and subject of interactions with GenAI in learning to develop a thorough understanding of the circumstances in which the use of such systems may be appropriate, how students relate to GenAI, and what challenges arise during GenAI-assisted writing tasks (Rosé et al., 2019 ; Zawacki-Richter et al., 2019 ). Such understanding will support creating personalized instructional and technical interventions that cater to individual student needs and are educationally meaningful. This study, therefore, seeks to bridge this gap by exploring and examining students’ perceptions and experiences about GenAI-assisted writing by answering the following questions:

What are students’ perceptions of the expected roles of AI in AI-assisted academic writing tasks?

What are students’ perceptions of the advantages of AI-assisted academic writing?

What are students’ perceptions of the challenges of AI-assisted academic writing?

The findings of this study can develop a holistic understanding of GenAI’s impact on academic writing and offer implications for educational AI design and instructional design by reflecting on the diverse roles expected of GenAI in academic writing and the benefits and barriers to GenAI-assisted writing perceived by students.

2 Literature review

Written communication can vary wildly across writers and genres, depending on stylistic preferences, goals, contexts, and the intended audience. In higher education settings, students are expected to learn academic writing, which includes specific writing processes, structures, and characteristics that will support their academic success. Academic writing provides students with a mechanism by which they can exercise their critical thinking skills, demonstrate their knowledge, and advocate for their unique stance on a topic to persuade readers to accept their findings or conclusions (Swales & Feak, 2012 ). More than an act of communication, academic writing supports student engagement in the learning process, allowing students to learn different ways of constructing knowledge (Hyland, 2014 ). However, for ESL students, academic writing presents an extra challenge of expressing themselves in a second language which can inhibit their ability to effectively convey their ideas and incorporate various viewpoints in their writings (Zhang, 2023 ).

These challenges create opportunities for AI to address difficulties and serve in various roles to support students in their writing and learning. First, students may encounter difficulty in consistently applying grammatical, spelling, and notational standards in addition to structural and organizational norms. Students will find that such standards may differ across academic communities that have developed their own processes for knowledge-sharing and consensus-making or within sub-genres such as academic essays, literature reviews, or dissertations (Hyland, 2014 ). Academic writing should generally be concise, free of grammatical, notational, and spelling errors, and often follow a common structure and organizational patterns (McKinley & Rose, 2018 ). To address this challenge, AI can serve as a proofreader and support students in ensuring that their grammar and spelling are correct so that they can submit a polished final product (Malik et al., 2023 ). Recent research exploring how students interact with ChatGPT has shown that many university students are already using AI, specifically using it to proofread their assignments (Črček & Patekar, 2023 ; Singh et al., 2023 ), and it was found to be comparable to humans (Heintz et al., 2022 ). As human proofreaders may not always be readily available to offer proofreading services, such an application of AI could streamline the writing process for students. Nonetheless, it could also be argued that AI does not provide a perfect substitute for humans in this respect. An evaluation of Wordvice AI, a proofreading tool, highlighted that the tool could outperform the built-in proofreading abilities of Google Docs or Microsoft Word, but still only managed to identify 77% of what was identified by a human proofreader (Heintz et al., 2022 ). While AI may be able to support typos, spelling errors, and grammar mistakes, it fails to grasp nuance or a writer’s intent. These studies successfully highlight a general awareness and use of AI technologies to support writing among students, they fail to specifically explore the context of use by ESL students, leaving a gap in the literature regarding the use of AI to support students for whom English is not their primary language.

Second, some students may find it difficult to synthesize research, develop a coherent argument, conduct a literature review, or contribute to the scholarly body of knowledge (Malik et al., 2023 ). AI-embedded tools can support students in navigating these issues by serving as a writing tutor and providing feedback on their essays, which can, in turn, be incorporated to result in an improved completed work (Kasneci et al., 2023 ; Rowland, 2023 ; Singh et al., 2023 ). Students are already discovering they can get immediate feedback from AI, whereas feedback from teachers or peers may be delayed or arrive too late to incorporate into an assignment (Huang et al., 2023 ). Additionally, an AI-based chatbot could be utilized to support outline creation for a writing task. According to Lin & Chang ( 2020 ), AI support enhances writing structure and promotes an enjoyable learning experience. Besides, the chatbot's questioning and prompting helped students become more critical of their writing, creating a space where students could pause and reflect on their work, leading to improved self-regulation (Lin & Chang, 2020 ). While such research describes the rich use cases for the application of AI for academic writing, they do not solicit in-depth student perspectives to gain the necessary insight to optimize the use of this technology by learners and are mostly limited to close-ended survey items such as “I've used AI-generated essay outlines to efficiently arrange my ideas before writing” (Malik et al., 2023 ). Such survey responses can generally signal student perceptions of AI, but they do not uncover the specifics about what aspects of the technology is most effective or presents a challenge to student users.

Many instructors who have been exposed to GenAI express that they believe it can enhance equity in academic writing for those who struggle with written communication (i.e., those with disabilities or ESL students) because it can act as a writing resource (Cardon et al., 2023 ). Specifically, AI can support translation to make it easier to navigate language barriers and be useful for general writing and revision (Huang et al., 2022). In addition to this, students have expressed that they believe AI can also act as a colleague with whom they can socialize, providing them with a partner to help them brainstorm, enhance their creativity, and make them feel supported as they write (Kim & Cho, 2023 ). However, while students may view AI as a potential learning partner, AI could negatively affect anxiety. For example, in students participating in a writing course where a chatbot was introduced as a written conversational partner, anxiety levels were reported to increase, potentially induced by AI interaction or due to a lack of familiarity with chatbots (El Shazly, 2021 ). Further research into student perspectives related to the use of AI could help uncover whether such anxiety is typical and, if so, help point to the underlying cause so that it can be addressed by AI developers, instructional designers, and educators.

While AI can address challenges faced by students in academic writing, GenAI-assisted writing and learning presents its own set of challenges. Specifically, there are several ethical concerns being identified in the current discourse about GenAI. Within the academic community, there is genuine concern that use of AI will result in cases of plagiarism, particularly if academic writers do not think critically about the suggestions made by an AI and merely adopt and use whatever it recommends (Salvagno et al., 2023 ). Additionally, GenAI can reflect any bias contained in training data or held by its developers. As a result, by over-relying on GenAI without applying an appropriate level of skepticism, academic writers could help perpetuate such bias (Salvagno et al., 2023 ). While educators and researchers are expressing these ethical concerns, the degree to which students themselves are wrestling with these issues remains underexplored and the voices of students who use GenAI are lacking. Therefore, insights from students, who come from diverse backgrounds and are the primary users of such tools, are crucial for a comprehensive understanding of their effectiveness.

To address the gaps highlighted above, we aim to explore the perspectives of students, who are the primary users of these tools, to highlight the benefits and barriers of using GenAI for academic writing in a higher education context. Understanding their unique perspectives and experiences will ensure that the tools adequately address students' challenges and help place them at the center of the design and implementation process. While the benefits identified thus far are impressive, research into GenAI in education, including higher education, is still in its early stages, with more to be learned by engaging directly with students.

3 Research methods

3.1 participant and context.

This study was conducted in an international joint-ventured (Sino-British) research-led university based in Suzhou, mainland China that provides English-medium instruction (EMI). Prior to admission, undergraduate students whose primary language is not English must achieve a minimum score of 80 on the TOEFL iBT (Internet-based), or a minimum score of 5.5 on the IELTS, while graduate students must achieve a TOEFL iBT score of 90, or an IELTS score of 6.5. Along with this, the university's English language center delivers credit-bearing English language modules (e.g., academic writing and speaking, college English) as part of the first year of most students' degree programs to help students successfully transition to using English in an academic EMI context to enable students' academic success. As for master and doctoral students, academic English courses (e.g., academic English writing, English for international academic communication) are necessary since they are required to write a dissertation in English, make presentations in English at international conferences, and publish high-quality papers in international journals.

The study adopted both purposeful and snowball sampling to explore and categorize diverse perceptions of GenAI-assisted academic English writing. Twenty participants were selected according to different educational backgrounds (major, levels of degree), levels of academic writing skills (IELTS writing score within 6 months), and levels of AI literacy based on the principle of maximum variation sampling (Dörnyei, 2007 ). In respect to measuring participants’ level of AI literacy, we modified Long & Magerko ( 2020 ), conducted a survey in 7-point Likert scales (from “ Strongly Disagree  = 1” to “ Strongly Agree  = 7”), and classified participants into two groups (Higher or lower level of AI literacy).

Of a total of 20 participants (Table  1 ), 10 were female (50%) and 10 were male (50%), spanning three different levels of degree (seven Bachelor students, eight Master students, five Doctorate students). Their IELTS scores ranged from a score of 5 to 7.5. Participants were also evenly divided into high and low AI literacy categorizations. This study received ethical approval from the university’s Institutional Review Board (NO. ER-AOFE-12781164620220903234812) and informed consent from all participants.

3.2 Data collection

The study conducted a semi-structured elicitation interview of 60–90 minutes for each participant via Zoom. To facilitate interviews, each student was invited to write an academic essay on one of four randomly assigned topics (see Appendix 1 ) prior to the interview. To better facilitate the writing activity, we developed a ChatGPT4-embedded writing system called Writing With GPT (WWG) adapted from Han et al. ( 2023 ) by using the Unity 3D game engine (version 2021.2.3f1) as presented in Fig.  1 . Our platform features two types of prompts that facilitate conversations between ChatGPT and students: (1) a hidden prompt (pre-prompting) for ChatGPT to take an academic instructor role (see Appendix 1 ) and (2) an open prompt for students to initiate a dialogue with the system during their writing process in (B) of Fig.  1 .

A screenshot of the research instrument for the academic writing exercise.  Note. Students' own workspace for writing and revising at (A), A student starts a conversation with ChatGPT at (B), Chat History is logged at (C)

All participants were randomly assigned one topic out of three (see Appendix 2 ) from the IELTS academic writing task (Type 2), which requires students to present a point of view, arguments, or problems. Students might be asked to agree or disagree with a point of view or argument, discuss two opposing viewpoints, or write about the advantages or disadvantages of a topic with at least 250 words. Before each task, we elaborated on the study's objectives and methods. Additionally, every participant received a comprehensive guide encompassing detailed instructions for academic essay writing, academic writing with GenAI, the writing topics, and four assessment criteria of IELTS academic writing tasks (e.g., task responses, coherence & cohesion, grammar, and Lexical resource). Participants were asked to write the essay within a 60-minute timeframe and exceed 250 words in English. Furthermore, to acquaint participants with the system interface, we provided a concise instructional video showcasing the system's primary functions and the purpose of each feature. This allowed participants to test the system for 20 minutes, ensuring that the time invested in learning the tool did not encroach upon their task completion time. This approach also minimized the influence of their initial impression on the feedback provided during the subsequent interview.

After the writing activity with ChatGPT, the participant's final version of their essay and a screen-recording of their writing process were collected and used to facilitate interviews. Participants were asked questions regarding their writing experience assisted by ChatGPT, such as "What roles did you expect ChatGPT to play during the completion of your writing tasks?" and " In what ways did GPT help your writing task process?", and "What aspects of ChatGPT do you think have negatively affected your writing process?". The interview guiding questions are presented in Appendix 3 . Interviews were carried out either in Mandarin Chinese (participant's first language) or English (medium of instruction) on the participant's choice to avoid language barriers during the interviews. All interviews were recorded, transcribed, member-checked, and later translated into English for interviews in Chinese. To ensure the accuracy of the data, transcripts of interviews conducted in Chinese underwent a back translation process by a researcher proficient in both languages. By discussing these measures in member checking, we aim to provide transparency regarding the steps taken to uphold the validity and accuracy of our data, thereby enhancing the credibility and reliability of our findings.This entailed comparing the original transcripts with their translated counterparts to identify any discrepancies or errors. By discussing these measures, we aim to provide transparency regarding the steps taken to uphold the validity and accuracy of our data, further bolstering the integrity of our research outcomes.

3.3 Data analysis

To unveil emerging themes related to participants' perceptions of GenAI in academic writing, a mixed approach of inductive and deductive thematic analysis (Clarke et al., 2015 ) was employed following seven steps: transcription, data familiarization, coding, thematic analysis, data reduction, interpretation, and validation. Initially, the interviews were transcribed verbatim to capture all nuances and expressions of the participants. Researchers then immersed themselves in the data to gain a comprehensive understanding of the content and context of the interviews during the data familiarization stage. Subsequently, two researchers independently conducted a deductive thematic analysis, utilizing their own perspective lenses to categorize interview data into patterned themes (Glesne, 2016 ). Following this, an inductive analysis was applied to identify novel codes and themes not initially recognized. The generated sub-themes were systematically reviewed, with existing ones amalgamated or certain themes divided into subthemes during the data reduction phase. This iterative interpretive process continued until unanimous agreement was reached among the researchers on each theme during the data interpretation stage. Finally, the final set of themes and sub-themes underwent a rigorous validation process, involving member checks, iterative discussions, and consensus-building among the researchers to ensure credibility and trustworthiness (Glesne, 2016). While critically reflecting on the translated transcripts and converting them into sub-themes, we made sure to maintain the original voice of the participants. Finally, a total of 9 themes, including 3 themes with 4 sub-themes for the expected roles of GenAI on academic writing tasks (RQ1), 3 themes with 11 sub-themes for advantages of GenAI-assisted academic writing (RQ2), and 3 themes with 15 sub-themes for barriers to GenAI-assisted academic writing were derived (see Appendix 4 ).

4 Findings and discussion

4.1 students’ perception of expected roles of ai in ai-assisted academic writing tasks.

The findings from the analysis of students’ perceptions of the expected roles of AI emerged from the students' responses are summarized in Table  2 . Each theme encompasses various sub-themes with corresponding percentages indicating how frequently each sub-theme was mentioned. Each students’ sentences (28 totals) were categorized into the themes and it can be captured in more than two sub-themes, reflecting the multifaceted expectations and perceptions students have regarding AI.

4.1.1 Multi-tasking writting assistant

One distinct role that students identified emerged from an expectation that the GenAI writing system should act as a search engine . For instance, P8 expressed: " If I have anything I want to search, I just ask GPT. " Similarly, P6 said they used it for: " inquiring about the concept of some academic terms. " Given that search engines play a vital role in human life by providing information in a fraction of seconds for various user queries (Sekaran et al., 2020 ), these findings reveal that students expect GenAI’s writing system to similarly help them access, integrate, and leverage domain-specific knowledge and content to support comprehension and meeting expectations associated with writing-related tasks (e.g., literature searches and information retrieval).

Another significant role of the GenAI writing system that has emerged was as a thought-provoker . Students in this study expected it to stimulate and inspire the generation of ideas, encourage critical thinking (“ I hoped it could encourage me to think sharp in analyzing theoretical framework or existing research trends” , P10), foster creativity, explore and consider different perspectives ( “I somehow expected it to challenge me with some questions that I have never thought of to give me a new fresh thought” P9), and delve into deeper layers of understanding ( “Perhaps it could help me to get into a deeper discussion ” P2). While existing literature considers the role of AI in writing as continuously generating possible ideas with engaging questions (Dale & Viethen, 2021 ; Rowland, 2023 ), students in this envision role of GenAI as a thought facilitator, facilitating various thinking processes during writing tasks, rather than merely providing information or guidance.

Furthermore, students also anticipated that GenAI would serve the role of an entry-level writer. In particular, students perceive the GenAI writing system as an entity that conducts research on the writing topic and utilizes technical writing expertise to generate, at the very least, an initial draft which serves as a starting point for the student (see Appendix 4 ). It is, however, worth noting that students do not mean to take advantage of GenAI’s automated writing. Rather, students believed GenAI’s initial draft generation could be helpful for expanding, clarifying, and modifying ideas, and organizing content into a meaningful sequence or flow.

AI’s initial draft at least works as a baseline that allows me to review and alter the content and develop it to be a more cohesive text that meets with the purpose and audience of this writing task (P4).

Lastly, students may find that when their writing is riddled with grammar, punctuation, or spelling mistakes, they experience an emotional barrier that makes them feel stuck during the task. In this context, students recognize that improving writing skills requires acknowledging and correcting these mistakes, and this is where students expected GenAI to serve as a proofreader. In Appendix 4 , P9’s quotations reveal two important insights: First, students find it less anxiety-inducing and embarrassing to showcase their error-laden work to AI. Students felt less self-conscious about making mistakes in the presence of the AI writing system than in the presence of human instructors or friends, which has been reported by many existing studies (Alemi et al., 2015 ; Van den Berghe et al., 2019 ). Second, students are not merely seeking the correction of grammatical errors but they aim to use proofreading as a tool for self-awareness. They want to identify their weaknesses and enhance their sensitivity to written communication skills through the process. The feedback provided by GenAI is seen as a valuable resource for developing overall writing composition abilities. This underscores the perspective of GenAI as a proofreader that can function as a supportive and non-judgmental partner in their writing journey, allowing them to learn from mistakes to improve their writing skills.

4.1.2 Private virtual tutor on-demand within a minute or less

GenAI, conceived as a private virtual tutor , has been identified as a significant role of AI in AI-assisted writing. Given that AI can offer personalized interactions through comprehending and interpreting students’ inputs and generating personalized answers in real-time (Imran & Almusharraf, 2023 ), students specifically anticipate GenAI to serve as a 1:1 personalized instructor. As highlighted in Appendix 4 , the time-boundless capacity of AI to offer step-by-step guidance anytime students want and need instills a belief in continuous on-demand tutoring, and positions GenAI as a highly influential and versatile writing assistance (Sallam, 2023 ). In addition, P6 particularly emphasized GenAI’s cost-effectiveness and efficiency by stating, “ such quality one-on-one lessons are too expensive and not feasible ” when referring to human instructors. These views reveal two important insights: First, students expect AI functioning as a private virtual tutor with personalized interaction to be cost-effective/efficient and to provide real-time responses to complement the weaknesses of human tutors (i.e., inability to offer real-time feedback) (Kim, 2023 ). Second, it presents a promising potential to support students’ writing skills from a lifelong learning approach rather than a one-time event, as AI could provide students flexibility and continuous access to writing education (students can learn when they want to learn it, how they want to learn it, and what they want to learn), and build a long-term relationship with students.

4.1.3 Digital peer

Students have embraced GenAI as more than just a functional tool; they perceive it as a digital peer throughout their writing journey. As P3 expresses, 'I feel a strong sense of friendship when I talk to him. When I ask it to do some tasks for me, it responds with a like, "certainly, yes, of course,"' supporting students in feeling 'a strong sense of security and friendliness.' These views demonstrate that students appreciate the AI's mutual and responsive interaction which not only enhances the sense of entertainment but also cultivates a robust community feeling (McKinnon, 2023 ). Students expect GenAI, as a digital peer or a friend, to create a continuous collaborative environment reminiscent of mutual dynamic interactions experienced during the learning and writing process. These views shift the tool-centric conception of technology in which the role of AI has been positioned as a powerful learning tool to effectively attain the learning goals predetermined, to the agent-centric approach driven by post-humanist theory such as Actor-Network Theory (ANT), highlighting the interplay of humans and technology and acknowledge both students and AI are agents in their own right and transact all learning activities with each other in mutually engaging and supportive way (Kim & Cho, 2023 ).

4.2 Students’ perceived advantages of GenAI-assisted academic writing

The findings from the thematic analysis of students’ perceived advantages of using GenAI in writing (Table  3 ) responses (total 31) present the primary themes identified include the productive writing process, improving writing performance, and enhancing the affective domain. To follow the general stages of the writing process (Wale & Bogale, 2021 ), the sub-themes under the productive writing process themes are introduced in the order of the writing process rather than by frequency.

4.2.1 Productive writting process

Students identified several key advantages throughout the phases of the writing process, which we categorized into four stages: ideation, planning, drafting, and revision. First, during the early stages of writing, students found GenAI enhances their ideation in understanding knowledge and issues around the writing topic. In support of this, GenAI gathers diverse perspectives from different sources, generates ideas by mapping out its generated content, and identifies potential correlations and gaps among them by offering sufficient and relevant content, and by asking questions back to students to specify their focus or even further develop it (see Appendix 4 ). By streamlining the ideation process, this finding directs GenAI not only to expedite the generation of ideas but also to empower students to approach subsequent stages of the writing process with a well-defined and enriched conceptual framework (Aldabbus & Almansouri, 2022 ; Gupta et al., 2022 ).

In the planning stage, where students organize and focus their ideas to structure their writing effectively, the perceived assistance extended to structuring the overall outline of the writing, ranging from organizing main points logically to creating a coherent flow in the writing structure. Students valued the guidance provided by GenAI in two critical aspects of planning: 1) structuring the content and 2) planning the process (see Appendix 4 ). This includes outlining main points logically ( “it provide outline of the instruction or of some paragraphs ,” P2; “ the structure of my essay has become more logical ,” P3), clarifying the topic aligns with the intended task structure (“ this-topic- part, the GPT helped me to have a clear way,” P19), and ensuring a coherent flow in the writing structure (“ GPT gave me some specific instruction such as the structure of the whole text ,” P5). This illustrates the interaction with GenAI in planning the entire writing process, which includes creating a roadmap for approaching the task, setting goals, defining tasks, and establishing a completion plan for each phase.

As the writing unfolds, it traces a trajectory from general information to increasingly specific details relevant to the writer’s stance and the task (McKinley & Rose, 2018 ). While crafting their initial drafts, students reported a notable advantage of using GenAI in moving organically from broad concepts to intricacies that directly relate to their position, ensuring a cohesive and well-structured progression in conveying information. For instance, AI systematically breaks down the writing process into tasks or sections to enhance efficiency (see Appendix 4 ), crafts initial supportive sentences for relevant evidence, or produces finalized sentences based on students’ initial draft (“ put my initial idea and text and AI somehow further enriches my writing or AI generates a brief paragraph and I further develop with strong arguments ”, P4). It is interesting to capture that this composing process tends to be a collaborative and iterative feature in which GenAI generates text or drafts, and students then repeatedly go through cycles of writing words, phrases, sentences, and reviewing both their own and GenAI’s writing to synthesize them, ensuring a thorough and cohesively structured draft.

In the revision phase, the final stage of the writing process, students acknowledged the invaluable contribution of GenAI not only in traditional editing and proofreading but also in elevating their metacognitive skills. GenAI played a pivotal part in guiding self-correction, assisting students in identifying and rectifying language errors, inconsistencies, and dissonance in their writing. It actively participated in enhancing clarity and coherence in the draft (Gayed et al., 2022 ). Beyond being a mere editor, GenAI assumed responsibility as a thoughtful reviewer. In particular, students expressed deep appreciation for the instantaneous feedback provided by GenAI, enabling them to iteratively refine their work. This iterative refinement process facilitated the production of a polished final draft, embodying the collaborative efforts between the student and the GenAI in achieving a refined and well-crafted piece of writing.

4.2.2 Improving the writting performance

Students perceived a significant enhancement in their writing quality through GenAI-assisted writing, which encompasses various aspects such as clarity, coherence, organization, grammar, punctuation, and vocabulary usage (e.g., " the spelling of words and the correct use of grammar,” P7; “ polish the sentences I write which can make the article more coherent,” P8; “ grammar correction and vocabulary complexion,” P6). In turn, students perceived that GenAI enhanced the overall effectiveness of conveying their intended message to their target audience, as well as the clarity and coherence of their writings.

Another key advantage perceived by students is the improvement in writing speed facilitated by AI. GenAI provides continuous support throughout the stages of academic writing (see section 4.2.1.). In particular, students perceived that GenAI can play a role in reducing certain inefficiencies during the writing process, such as collecting information from browsers, repeatedly searching similar resources, and double-checking the accuracy of information they have collected, which in turn contributes to the efficiency and expeditious nature of the writing processes while enabling students to focus more on tasks that required higher-order thinking (i.e., critically organizing the necessary data they need for their writing and selectively choosing relevant information during the writing process).

Lastly, students found that AI improves their topic knowledge . Academic writing necessitates a profound understanding of the writing topic, leveraging the students' background knowledge. For this, P2 said: “ GPT kindly explained certain terms that I need to understand for the writing topic and gave me many examples. With its help, I became clear what to explain and argue” . Her quote is in line with Parodi ( 2007 ) highlighting that AI's assistance in acquiring comprehensive topic knowledge supports students to establish a well-structured situation model of the writing topic to improve accuracy and coverage of content and create their own text product.

4.2.3 Enhancing the affective domain

First, students articulate the infusion of joy into their writing experiences. Students’ felt joy while posing questions to GPT and receiving continuous, sometimes insightful responses. This transformed the typically solitary writing task into an enjoyable and interactive experience (see Appendix 4 ).

Second, fostering question generation is identified as another advantage of GenAI assisted writing. For instance, P8 states : “ I must ask questions more specifically, more clearly to have better content from GenAI. When working with AI, I have to be active in making questions ”. His view resonates with inquiry-based writing instruction, a form of gaining knowledge and skills through asking for information (Wale & Bogale, 2021 ). In this regard, GenAI supports inquiry-based writing instruction by guiding students to pose questions, examine sources, synthesize data, propose answers, and explain and communicate arguments which helps them to develop their knowledge and facilitate the writing process (Sandoval, 2005 ).

Third, AI plays a crucial role in ramping up the perceived support experienced by students. The presence of invisible support significantly enhanced a sense of relief and feeling of being supported during writing processes (see Appendix 4 ). This finding is in line with the existing literature, highlighting that students’ perceived co-presence (Mason, 1994 ) offers “emotional comfort and support in the virtual environment” (Kim & Cho, 2023 , p. 7). The acknowledgment of AI as a source of companionship, comfort, and assistance aligns with the potential of AI to not only enhance academic performance but also contribute to the emotional support of students navigating virtual learning environments, fostering psychological stability during the challenges of writing.

Finally, the perceived availability of AI support, when needed, seemed to significantly promote students’ self-efficacy towards task achievement.

I'm not a native speaker so I cannot express myself well in English. But with GPT’s support, writing tasks became less burdensome. Overall, I think my writing tasks have been smoothly managed. With a bit of support, I can also be good at writing in English (P2).

Through P2’s quotes, it can be seen that the integration of AI support not only transforms the perceived difficulty of writing tasks but also emerges as a powerful catalyst for fostering students’ individual belief in their own ability to successfully accomplish the writing task (Nazari et al., 2021).

4.3 Students' perceived barriers in GenAI-assisted academic writting

Table  4 presents the results of a thematic analysis on students’ perceived barriers responses (total 38) to utilizing GenAI in writing. While the table outlines the main themes identified, including obstacles related to GenAI itself, those linked to students, and factors associated with specific writing tasks, students’ responses encompassed a range of sub-themes, illustrating the diverse challenges they perceive when considering the integration of GenAI into their writing processes.

4.3.1 AI- related

First, GenAI’s hallucination (Alkaissi & McFarlane, 2023 ), a phenomenon when the system generates texts that are semantically or syntactically plausible but are in fact incorrect or nonsensical, was found to be the most prevalent challenge of GenAI-assisted academic writing. Students in the study expressed that ChatGPT generated content and references that appeared credible and relevant to the writing topic on the surface but lacked factual authenticity and accuracy. Such inaccurate and misleading information offered by AI leads to the perpetuation of misconceptions about the topic knowledge among students. Further, it requires students to conduct time-intensive review of the precision, credibility, and authenticity of AI-facilitated content. In addition, given that academic writing demands a meticulous interplay of discipline-specific knowledge and unwavering adherence to scholarly standards (e.g., rigorous and credible sources and evidence), AI hallucinations undermine the very purpose of academic writing and scholarly contributions.

Second, AI’s lack of contextual understanding was another significant challenge to effective GenAI-assisted writing. For academic writing tasks, students need to go beyond summarizing the relevant information. They are required to situate ideas, arguments, or practices in a larger context to construct the readers’ view of a broad-scale situation, and call attention to the relationships that surround an issue (Epting, 2018 ). In this respect, students expected ChatGPT to support them in perceiving the broader context in which content exists and making sense of outside information to connect between contextual features and their respective linguistic realizations (e.g., expression of content and organization of text). Yet, ChatGPT merely reacts with generic and broad information without comprehending complicated social dynamics and situations such as individual variances, socio-political concerns, historical viewpoints, or the distinctive issues encountered by different societies and cultures, thus failing to offer more in-depth and topic/disciplinary knowledge and nuanced interpretations of the content it is generating for students.

Third, while ChatGPT offers large amounts of information at lightning speed, students pointed out AI’s lack of higher-order thinking as reflected by the top 3 levels of Bloom’s taxonomy: (1) analysis (the ability to deconstruction information, and/or examine it from differing perspectives), (2) evaluation (the ability to form educated judgments and form relevant critiques) and (3) creation (the ability to present learned information in new and unique ways) (Anderson & Krathwohl, 2001 ) which posed a significant challenge. In this regard, Choudhuri et al. ( 2023 ) explained that a generation of an exponential volume of information and content by AI, without any assistance in synthesizing such a massive amount of content in real-time, increases cognitive load, fatigue, and frustration in comprehending, managing, and processing.

Fourth, lack of human awareness (in this study’s case, the students), as many studies pointed out, posed another challenge; this included AI’s inability to understand the student's context or environment, such as unique writing styles, tone, techniques, communication styles, learning environment, and so on (Endsley, 2000 ; Jiang et al., 2023 ). As P18 presented in Appendix 4 , students expected AI to be conscious of their individual writing processes, styles, and voice and revise or give them feedback to improve the quality of writing while not losing their authentic writing styles and voice. This finding is corroborated by the earlier research in AIED, which found human awareness as an essential component in building educational AI and calls for a greater need to design student-centered and education-sensitive AI-embedded systems that understands students’ diverse characteristics within the educational domain so that it fits right into our existing educational practice and processes (Lee et al., 2023 ).

Fifth, a lack of understanding of the culture associated with the language was perceived as another challenge. As Lustig and Koester ( 2010 ) highlights, language is more than simply sending or receiving information. Rather it involves individuals of different cultures with different orientations and interpretations in meaning making. Reflecting on this, AI’s lack of cultural communication and understanding in Chinese leads to a breakdown in conversation, or results in errors and misunderstanding/misinterpretation of the required context to interpret and communicate (see P4’s quote in Appendix 4 ).

Sixth, another challenge associated with AI was its lack of relationship skills. Students described that although ChatGPT generally communicates in a neutral and sound way, it is not capable of building positive relationships using a variety of methods such as incorporating humor, sharing and asking for thoughts, recognizing strengths and improvements made by students, developing a sense of friendship, or offering motivational and emotional support to create interactions that are more productive, rewarding, and pleasing. These findings are concordant with existing research on affective and empathetic AI to account for socio-emotional interactions with students, foster students’ affective domain (e.g., motivation and engagement) during the learning process, and create constructive interaction and collaborative experience between students and GenAI (Kim et al., 2024 , Kim & Lee, 2020 ).

Seventh, ChatGPT’s lack of pedagogical skills was found to be an important challenge. As discussed earlier, students expected AI to serve not only as a writing assistant but also as a writing tutor. Nonetheless, a GenAI-assisted writing system lacks effectiveness without the ability to plan, initiate, lead, develop, and assess instruction in both domain-specific areas, such as writing, and in topic knowledge. It must also integrate content understanding with instruction. Without these capabilities, students may not gain a thorough understanding of the AI-provided content or how to blend it into their writing tasks. Furthermore, the system should create valuable learning opportunities and experiences. These include active learning, inquiry-based learning, and educationally meaningful communication during student-GenAI interaction (Kim & Cho, 2023 ).

Eighth, a lack of interoperability was perceived as another challenge as identified by previous studies (Kim & Cho, 2023 ; Lehne et al., 2019 ). Students wanted a centralized hub that allows them to gather a wealth of content and viewpoints from across different platforms that they could then compare and contrast to save time and effort in browsing different websites and platforms. This would enable them to streamline essay organization, allowing them to efficiently narrow down their arguments. In addition, as P10 presented in Appendix 4 , an interoperable AI system can further empower students by putting them in control of their writing tasks. Rather than being limited to a single platform, students can explore various options and find the best fit for their needs. They can access and be exposed to different views, contents, and suggestions to make decisions that align with their needs on writing tasks. This allows students to be active consumers and managers of AI-generated content on their tasks from being passive recipients of AI suggestions (Kim & Cho, 2023 ).

Last, but not least, another crucial challenge identified is AI’s inability to explain its knowledge: what it knows, how it knows it, and why it suggests certain information. As presented by P13 in Appendix 4 , students are well aware of AI’s operational characteristics such as black box issues, where the reasoning behind the AI’s decision-making is indecipherable. Yet, students expected AI to produce a clear interpretation of its suggestions with transparent explanations for recommendations so that students could easily understand its suggestions/content. This would enable students to reproduce/improve the AI-generated content, and facilitate the writing process. Reflecting on the needs and aims of feedback, a form of explanation in education, AI’s explanation could improve, prompt self-monitoring and directing, and scaffold the learning process (Hattie & Timperley, 2007 ). Moreover, it can be seen as a relational process through which AI systems may encourage positive motivation and help learners build confidence and self-esteem (Price et al., 2010 ). Students perceive explanation not just as an end-product, but as a process that requires diverse cognitive and social interactions including troubleshooting, justification, communication, trust, and so on, and a knowledge transfer process from an explainer (AI system) to an explained (student) (Miller, 2019 ; Srinivasan & Chander, 2021 ). This indicates that a GenAI writing system that interacts with students needs to consider such socio-technical perspectives and demonstrate a range of explainable AI techniques and methodologies to better assist in sensemaking (Alqaraawi et al., 2020 ), enhancing user trust (Yang et al., 2020 ), or enabling shared decision making between student and AI system (Kim et al., 2024 ; Liao et al., 2020 ,).

4.3.2 Students-related

First of all, students in the study emphasized the importance of AI literacy for effectively engaging with AI (e.g., crafting precise and effective prompts/input to guide AI toward generating responses that are both accurate and pertinent to students' needs). Students’ statements, such as “ Is AI incapable of handling this? (P11)" or " I assumed it (ChatGPT) would understand my intention even if I spoke vaguely , (P16)” illustrate that a deficiency in understanding and using AI hinders the full utilization of its functions, thereby impeding the effectiveness of student-AI interaction in learning tasks. Specifically, AI literacy is crucial for comprehending AI-generated content, navigating AI system interfaces, and engaging with prompt design, all of which affect the complete utilization of AI.

Second, students’ negative attitudes toward AI was found to be another prevailing challenge. Negative attitudes encompassed concerns about negative side effects of GenAI-assisted writing and potential adverse consequences or unintended outcomes of GenAI such as biases and errors. As seen from P6 quotes in Appendix 4 , students’ negative attitude toward AI could cause reluctance to fully engage with AI-assisted tasks, and limit the potential uses of AI in the writing tasks process.

Third, the lack of higher-order thinking has emerged as a barrier in GenAI-assisted writing. For instance, students faced challenges in critically evaluating AI-generated content, formulating logical arguments, and engaging in nuanced reasoning on AI-generated content. Based on Bloom’s taxonomy, which categorizes cognitive skills into higher order (e.g., analyzing and synthesizing) and lower-level skills (e.g., remembering and applying) (Anderson & Krathwohl, 2001 ; Bloom et al., 1956 ), higher-order thinking can be expressed as interactions and the application of skills such as logical reasoning, questioning assumptions, and considering and evaluating alternative explanations (Spector & Ma, 2019 ). Considering these skills as integral for constructive use of AI, especially in writing tasks requiring reasoning loops of the spiral of human thinking, students' struggles become apparent.

Fourth, students' lack of task topic knowledge was found as another challenge. Topic knowledge, also known as background knowledge, encompasses what a person already knows about a topic (Marzano, 2004 ), and is crucial for generating content independently. Numerous studies have reported the relationship between background knowledge and achievement (Bloom, 1976 ; Schiefele & Krapp, 1996 ), as well as its correlation with the extent to which that person learns and reflects on that topic. This relationship had an effect on collaboration with GenAI, as writing on unfamiliar topics restricted students' ability to contribute unique perspectives due to a lack of background knowledge. For instance, P1's statement in Appendix 4  illustrates the relationship between knowledge of the topic and the writing task. Consequently, they had to heavily rely on AI suggestions to guide their writing process and content creation.

Lastly, a lack of writing skills acted as a barrier in collaborative writing with GenAI. Students expressed that a certain level of writing proficiency was deemed essential for optimizing the quality of AI-generated drafts. They conveyed a sense of limitation in making additional modifications and adjustments to the drafts, suggesting that a lack of writing skills hindered their ability to fully capitalize on AI support (see Appendix 4 ). Reflecting on this, it is crucial for students to possess a foundational level of writing competence to effectively utilizing AI suggestions and producing high-quality written content.

4.3.3 Task-related

Given the 30-minute time limit allocated for the writing activity, time constraint emerged as a barrier. For example, P1 expressed: “ But in the writing task, I did not have enough time for fully assessing GenAI-generated contents. Sometimes I had to just use its contents since I didn’t have enough time to make changes .” His view reflects the practical challenges students faced in managing their time effectively within the designated window, leading to increased reliance on GenAI to handle the entire writing process. This finding echoes earlier research highlighting that time constraints, the disparity between the available time and the time needed to address a task (Benson & Beach, 1996 ; Rastegary & Landy, 1993 ), can impact students’ decision-making and task operation behavior (Gonzalez, 2004 ).

5 Conclusion

This study explored the expected role of GenAI in academic writing, including advantages and challenges, from students’ perspectives. The findings suggest a range of implications for educational AI design and instructional strategies for AI-assisted learning to positively impact students’ learning.

First, students articulated the various roles they expected GenAI to serve during academic writing tasks, and acknowledged the benefits of GenAI-assisted writing. Specifically, students viewed AI as more than a mere content generator, but as an active agent in their learning (e.g., virtual tutor, digital peer) to foster their learning experience and performance. Additionally, students expected AI to embrace human-like traits/characteristics including contextual understanding, higher-order thinking, human awareness, cultural awareness, relationship skills, and pedagogical skills. Such expectations could lead some individuals, particularly those from non-academic audiences, to pose questions such as “Will AI take over teaching in schools?”, or “Will AI ever reach human-level intelligence?”. The findings of the current study do not support replacing human tutors or building human-like AI. Rather, they echo existing research that emphasizes the importance of designing human-centered AI in education that prioritizes the needs, characteristics, and experiences of human users, such as students and teachers. This entails designing learning experiences that enhances learners’ performance by leveraging AI to amplify the complementary strengths of humans and AI, thereby promoting active collaboration through human-AI interactions in an educational context (Kim et al., 2022 ; Kim, 2023 ; Kim & Cho, 2023 ). In this respect, post-humanist theory such as Actor Network Theory (ANT) offers alternative perspectives on the roles of technology and the design of educational AI. ANT highlights the agency of both humans and technology and proposes a symbiotic interaction and relationship between humans and technology, where neither is reduced to the other nor dismissed with any other; both students and AI are active agents and transact the learning task operation process as being continuously influenced by each other. This means that the roles of AI and the nature and quality of student-AI interaction for learning should be mutually engaging, but also supportive (Latour, 2005 ; Kim & Cho, 2023 ). Reflecting on this, a rich line of research proposes diversifying the roles of GenAI to fully maximize its potential for strengthening instructional practices and learning experiences, avoiding both overuse and underuse (misuse or disuse) of AI for a balanced symbiosis of AI and human interaction in educational settings (Molenaar, 2022 ; Renz & Vladova, 2021 ). For instance, Kim ( 2023 ) suggests AI could serve as a case library that enables case-based reasoning in collaboration with human teachers. On the other hand, AI could be designed as a Teachable Agent (TA) capitalizing on learning-by-teaching interactions where students learn by teaching the TA (e.g., assessing its knowledge by asking it questions or by getting it to solve problems) (Biswas et al., 2005 ; Chase et al., 2009 ). Given that human learning is a multifaceted system characterized by various levels of abstraction and interaction between subsystems, it necessitates careful consideration when it comes to interaction between students and GenAI systems. This directs us to build a comprehensive and integrated understanding of both the interplay between human-human interaction and human-technology interaction within socio-technical systems. This approach, informed by insights from both domains, recognizes that the human element is intricately linked to the technological elements with both systems influencing and conditioning each other (Emery, 1959 ). Expanding on this perspective, future research should prioritize the development of theoretical and conceptual foundations for human-centered AI in learning by integrating current cognitive or behaviorism learning theories from the educational fields (e.g., relationship between schema theory and learners’ process and information organization while interacting with AI). This understanding is critical for designing GenAI systems which are complex learning systems that involve dynamic interactions and underlying learning mechanisms among students, instructors, AI, and learning tasks, influenced by process-related, technical, and ethical factors (Kim et al., 2024 ; Kusters et al., 2020 ). The integration of these perspectives may shed light on the concept of students-AI complementarity, optimal roles for GenAI systems and students and instructors, and curriculum design, such as determining learning objectives, content organization, and assessment plan for AI-assisted learning and teaching. It encompasses the creation of a framework that not only links various studies together for cumulative knowledge building, but also enables a deeper examination of student-AI interactions (SAI) in learning tasks. To address this, the development of a comprehensive framework that elucidates interaction patterns, identifies significant factors or variables influencing SAI, and informs the design of educational AI systems aligned with educational objectives is urged. By embracing a theoretical perspective and adopting a systematic approach to studying SAI, both understanding of the complex dynamics between students and AI technologies in educational settings. Moreover, such efforts will contribute to the advancement of educational AI research and the development of more effective and learner-centric learning environments.

Second, this study found a strong need to develop students’ capacity for prompt engineering, the process of crafting, optimizing, and employing text that can be interpreted and understood by GenAI. This would enable improved communication with GenAI to harness its capability to perform tasks (e.g., generating educational content) as intended, and ensure accurate, relevant, and quality outcomes. This requires that teachers develop instructional strategies for building a substantial understanding and experience on subject-specific (e.g., academic writing) AI applications and foster AI literacy, the ability to effectively use, collaborate with, and act as critical consumers of AI (Long & Magerko, 2020 ) and AI-driven instructional design. While discussions on AI literacy tend to be narrowly positioned within the field of computer science or STEM-related subjects (Casal-Otero et al., 2023 ), this study shifts AI literacy to be extensible and embedded across disciplines, including literacy education, while carefully understanding and contextualizing within a subject-specific context (Kim et al., 2022 ). By integrating AI literacy across different disciplines and domains, students can better connect their knowledge of AI to the domain knowledge they learn, develop a multidisciplinary understanding of AI and its diverse implications across academic areas and contexts, and critically assess AI technologies to make informed decisions in various contexts (Kim et al., 2022 ; Ng et al., 2021 ). In this regard, it is essential to encourage educators to develop interdisciplinary and collaborative AIED curricula in higher education. For instance, courses in prompt engineering could integrate concepts, components, and skills from interdisciplinary domains. This could include the technical aspects of prompt engineering such as understanding Large Language Model (LLM), training data, and prompting techniques (i.e., zero-shot prompting, few-shot prompting, chain of thought prompting), supported by programming language knowledge from computer science or data science fields. Additionally, these courses should include contextual knowledge related to using an LLM to perform tasks, subject-matter expertise, and elements of philosophy and ethics to discuss cultural sensitivity, fairness, and bias in prompts and their outputs.

Furthermore, it is worth noting that fostering both students and AI’s higher-order thinking skills is crucial. For instance, students expected AI to analyze different sources of information, evaluate the relevance of generated content, and create unique and personal content. At the same time, students perceived their own higher-order thinking skills, such as logical reasoning, critically questioning GenAI-generated content, and considering and evaluating alternative explanations, as important in avoiding AI-related challenges. These could include limiting the diversity of perspectives, further narrowing down analytical outcomes, or over-reliance on AI that could result in contextually hollow interpretations. These findings are consistent with the existing research that highlights that AIED should aspire to noble educational goals and alleviate, not create, wicked problems in an educational domain such as fostering students’ metacognition, higher-order thinking skills to realize life-long and deep learning rather than directing to improve academic performance in standardized exams by spoon-feeding customized and prespecified contents (Holmes et al., 2022 ; Kim et al., 2022 ; Kim, 2023 ). Bearing this in mind, educational AI should be designed to support students’ cognitive skills that are necessary for processes of higher-order thinking; for instance, GenAI could follow Bloom’s taxonomy model, and nudge and guide students to stimulate critical thinking, develop higher-level thinking questions (Zhu, 2015 ), analyze patterns in students’ responses, assess higher-order inquiry skills, and challenge students to think more deeply and critically by giving personalized feedback (Ketelhut et al., 2010 ). Meanwhile, educators need to take effective instructional measures based on an in-depth understanding of the multifaceted nature of higher-order thinking, methodical frameworks, and effective pedagogies for reasoning and questioning to guide students to augment high-level thinking with AI and have educationally relevant interactions during AI-assisted learning.

This study advances an in-depth understanding of students’ perception, expectations, and barriers related to using GenAI for writing tasks while additionally presenting implications for enhancing GenAI-assisted instruction and the design of educational AI. However, the study has some limitations that future research should consider. First, although the current study considered students’ different characteristics such as majors, AI literacy levels, writing skills, and gender to explore diverse perceptions of GenAI-assisted writing, the sample of 20 Chinese students is not large enough to fully reflect students’ views. Also, students’ participants in this study are all from a Sino-British international university. Although our findings still provide valuable insights into broader educational issues and trends, especially given the increasing globalization of higher education, the specific context and curriculum of a Sino-British university, along with the students' diverse educational backgrounds, may influence their perspectives and experiences. Therefore, future studies could be conducted in tandem with quantitative research methods with a larger number of students along with different learning tasks (i.e., argumentative discussions, creative writing) and students’ characteristics (i.e., attitude toward AI, interaction fluency with AI) in different learning environments and cultures. Second, the interviews were carried out after students’ one-time interactions with the system developed by the research team, which may not fully reveal different perceptions as interactions with the system change over evolutionary timescales (Kim et al., 2022 ; Kim, 2023 ). Future studies could be conducted with a longitudinal design in an actual classroom setting and explore students’ perceptions at different time periods of GenAI-assisted writing. Furthermore, future research can utilize qualitative data analysis (QDA) software (e.g., NVivo, Atlas.ti, MAXQDA), or text-mining techniques for alternative data analysis and interpretation.

Data availability

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This research was supported by the Darden College of Education and Profession Studies (DECEPS) Summer Research Grant from the DCEPS Dean’s Office at Old Dominion University, Norfolk, Virginia, USA. Also, the research was supported by the Academy of Future Education, Xi’an Jiaotong-Liverpool University, award number RC4AIED202405.

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Department of STEM Education and Professional Studies, Old Dominion University, Norfolk, United States

Jinhee Kim & Rita Detrick

Department of Teaching & Learning, Old Dominion University, Norfolk, United States

Seongryeong Yu

Department of Psychology, University of Liverpool, Liverpool, UK

Department of Educational Studies, Academy of Future Education, Xi’an Jiatong-Liverpool University, Suzhou, China

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Jinhee Kim conceived the main conceptual ideas, developed research instruments, performed the analysis, and drafted the manuscript. Seongryeong Yu contributed to the data analysis and manuscript writing. Rita Detrick contributed to the literature review, material preparation, and data collection. Na Li supervised the research process and supported the data collection. All authors read and approved the final manuscript.

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Correspondence to Jinhee Kim or Na Li .

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Hidden prompt (pre-prompting) for ChatGPT4

Act as an AI writing tutor assisting a student with writing a formal essay in response to a point of view, argument, or problem. The essay should be at least 250 words in length, consisting of an introduction, at least one main body paragraph, and a conclusion. A successful essay will:

Present a well-developed response with relevant, extended, and supported ideas.

Sequence information and ideas logically.

Manage cohesion effectively.

Use appropriate paragraphing.

Use a diverse vocabulary to convey precise meanings (e.g., instead of "big," use "enormous" or "massive").

Employ varied sentence structures (e.g., compound, complex sentences).

Contain mostly error-free sentences.

The student will provide their essay topic or question. Please offer feedback on their essay and guide them step by step. Do not rewrite or revise the entire essay at once. Aid the student in addressing organizational weaknesses, enhancing transitions, omitting unnecessary details, reducing wordiness, and correcting grammar, spelling, and punctuation errors. Propose methods for the student to better articulate their thoughts and ideas in writing.

Question/Topic: [Insert Question]

Essay: [Insert Essay]

Source for criteria : https://ielts.idp.com/prepare/article-ielts-writing-task-2-8-steps-to-band-8 .

Writing topic

Topic 1:  Some educationalists think that international exchange visits will benefit teenagers at school. To what extent do the advantages outweigh the disadvantages?

Topic 2 : Some people think it is better for children to grow up in the city, while others think that life in the countryside is more suitable. What are the advantages and disadvantages of both places?

Topic 3 : Some schools call for a ban on digital devices such as mobile phones, laptops, and tablet PCs from school to tackle classroom disruption, improve learning, and help protect young learners from cyberbullying, while others suggest that bans by themselves will NOT necessarily lead to more engaged learning. Discuss which side you agree with and give your opinion.

Interview guiding questions

[GenAI-assisted writing process experience]

What were the main differences between working on writing tasks alone and working on a writing task using GenAI? Why do you think these differences happened?

Describe how you used GenAI in detail. How did you expect GenAI to work? Did GenAI work as you expected? If not, what was different and why do you think such differences happened?

Do you think how you used GenAI affected your English writing task performance? Why do you think so?

Reflecting on your writing task process, did you trust the suggestions made by GenAI? In what cases did you accept suggestions presented byGenAI? In what cases did you not accept GenAI’s suggestions?

How did you feel about GenAI? Did you feel any sense of collegiality (fellowship) or friendship? What made you feel that way?

[Students’ expected roles for GenAI]

What roles did you expect GenAI to play during the completion of your writing task? Why did you expect that?

Did your expectations about GenAI’s role change from your original expectations during the writing task process? Why do you think these changes happened?

[Advantages of GenAI-assisted writing]

In what ways did GenAI help your writing task process? (Have you become more interested in writing? Did it save you time in completing the task?)

What aspects of GenAI do you think have positively affected your writing process?

How do you think the interaction with GenAI has affected your writing task performance (the final outcomes of the essay)? Do you think you wrote better with GenAI than when you wrote by yourself? Why do you think so?

[Limitations of GenAI-assisted writing]

Were there any difficulties, limitations, or even disappointments in interacting with GPT to complete a writing task? What were the major challenges in your interaction with GPT? Why do you think they happened?

What aspects of GPT have negatively affected your writing process/experience and writing performance?

In what ways do you think GPT can be improved to support students in completing writing tasks? What functions and features do you think GPT should have for interacting with students on writing tasks?

Summary of emergent themes

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About this article

Kim, J., Yu, S., Detrick, R. et al. Exploring students’ perspectives on Generative AI-assisted academic writing. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12878-7

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Received : 06 February 2024

Accepted : 21 June 2024

Published : 31 July 2024

DOI : https://doi.org/10.1007/s10639-024-12878-7

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Comenius University, Bratislava, Slovakia

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