You know how to write opinion essays. But when the IELTS Task 2 prompt says “Discuss both views and give your opinion” or “To what extent do you agree?”, do your discussion essays sound repetitive? Do you lose marks because your own opinion gets lost? You’re not alone.
Many IELTS candidates face this challenge. They either present both sides so neutrally that their own opinion disappears, or they argue so strongly for one view that they fail to discuss both perspectives adequately. The result? A lower band score, even when their vocabulary and ideas are strong.
The problem isn’t your critical thinking—it’s your IELTS discussion essay grammar.
Discussion essays require different grammatical structures than opinion essays. You need grammar that presents views neutrally, acknowledges opposing arguments gracefully, and then states your position clearly. This is where C2 grammar structures make the difference between Band 7 and Band 8-9.
This comprehensive guide reveals 15 C2 grammar structures for IELTS specifically suitable for discussion essays. Whether you’re writing a balanced discussion (“discuss both views”) or presenting a strong position while acknowledging alternatives (“to what extent”), these structures will help you demonstrate the grammatical range and accuracy examiners expect at the highest bands.
Before we dive in, ask yourself these questions:
If you answered “yes” to any of these, you’re in the right place. Let’s transform how you approach IELTS discussion essay grammar.
IELTS Task 2 includes two main types of discussion questions, and each requires a slightly different approach:
Typical prompt: “Discuss both views and give your opinion.”
What’s required:
Example topics:
Typical prompt: “To what extent do you agree or disagree?”
What’s required:
Example topics:
The grammatical approach differs significantly between these essay types:
| Opinion Essay Grammar | Discussion Essay Grammar |
| Strong position from sentence one | Neutral/hedged presentation initially |
| “I strongly believe…” | “It may be argued…” |
| Direct assertions | Balanced concessions |
| Limited acknowledgment of opposing views | Full exploration of multiple perspectives |
| Persuasive from the start | Analytical before persuasive |
The key insight: Opinion essays are like closing arguments in a trial—you’re advocating from the beginning. Discussion essays are like a judge’s ruling—you examine evidence from both sides before delivering your verdict.
According to the official IELTS band descriptors:
Band 7:
Band 8:
Band 9:
For discussion essays specifically, “addressing all parts” means:
This is where advanced grammar for IELTS discussion essays becomes essential. You need specific structures for each stage of your argument.
Let’s explore these structures by their function in your essay. This functional approach helps you think strategically about when and where to use each structure, rather than forcing grammar in randomly.
When to use: When presenting views you haven’t yet committed to, or when introducing an argument you’ll later challenge.
These structures create academic distance between you and the claim, signaling to examiners that you’re presenting a perspective objectively.
Structure: Distancing adverb + clause
Purpose: Shows you’re reporting a claim without endorsing it. Creates skepticism.
Example 1 (Crime & Punishment):
“Apparently, stricter criminal punishments reduce reoffending rates; however, research from Scandinavian countries shows rehabilitation programs are more effective.”
Example 2 (Technology):
“Social media supposedly increases global connectivity; and yet, many psychologists report that users feel more isolated than ever.”
Example 3 (Education):
“Traditional classroom learning allegedly produces better outcomes than online education, though this view overlooks recent technological advances.”
When to use in your essay:
⚠️ Note: Use with views that lack strong evidence or that you’ll challenge later.
Structure: Subject + mid-position adverb + verb phrase
Purpose: Acknowledges idealistic appeal while hinting at practical limitations.
Example 1 (Economy):
“Economic growth theoretically benefits all citizens; in reality, however, wealth inequality continues to widen across developed nations.”
Example 2 (Work Culture):
“Remote work, in principle, offers employees greater flexibility and work-life balance, but it can blur the boundaries between professional and personal life.”
Example 3 (Environment):
“Renewable energy could, in all actuality, replace fossil fuels entirely, yet the infrastructure investment required remains prohibitively expensive for many nations.”
When to use in your essay:
💡 Pro tip: Pair with “however” or “yet” to transition to the counter-reality.
Structure: It + may/might/could + be + past participle + that clause
Purpose: Maintains maximum neutrality when presenting contentious claims.
Example 1 (Government Spending):
“It may be argued that governments should prioritize healthcare funding over arts and cultural programs, particularly in economically challenging times.”
Example 2 (Technology):
“It might be claimed that smartphones have diminished face-to-face communication skills among young people, though empirical evidence remains inconclusive.”
Example 3 (Education):
“It could be suggested that university education should focus exclusively on employability, yet this perspective ignores the broader value of critical thinking.”
When to use in your essay:
Common variations:
💡 Usage tip: Use 1-2 hedging structures per essay—once in the introduction, once when presenting an opposing view in the body.
When to use: When acknowledging opposing arguments have merit before presenting your counter-argument or preferred view.
Band 8-9 essays show sophisticated thinking by recognizing validity in multiple perspectives. These structures help you do exactly that.
Structure: Although/Though + adjective/past participle (no verb), + main clause
Purpose: Concise concession that’s more sophisticated than full clauses.
Example 1 (Healthcare):
“Although limited in geographical scope, the pilot healthcare program significantly improved rural community access to preventive services.”
Example 2 (Education):
“Though popular among students, online degree programs lack the collaborative learning environment that traditional universities provide.”
Example 3 (Environment):
“Although economically costly in the short term, transitioning to renewable energy will generate substantial long-term savings.”
Comparison with basic grammar:
When to use in your essay:
Structure: Statement; and yet, contrasting statement
Purpose: Emphatic contrast marker that’s stronger than “however” but more formal than “but.”
Example 1 (Technology & Society):
“Technology has revolutionized global communication, enabling instant connection across continents; and yet, paradoxically, many people report feeling more isolated than previous generations.”
Example 2 (Environment & Economy):
“Renewable energy costs have decreased by 70% over the past decade; and yet, fossil fuel dependency persists in most developed economies.”
Example 3 (Education):
“Universities claim to prepare students for professional life; and yet, graduate unemployment rates continue to rise across multiple industries.”
When to use in your essay:
💡 Pro tip: Place a semicolon before “and yet” for maximum grammatical accuracy and impact.
Structure: Main claim, in that + explanatory clause
Purpose: Provides sophisticated academic reasoning; replaces “because” with more formal tone.
Example 1 (Arts & Culture):
“The arts are economically valuable, in that they generate substantial tourism revenue, create employment opportunities, and enhance urban development.”
Example 2 (Space Exploration):
“Space exploration remains justified despite its cost, in that it advances scientific knowledge, drives technological innovation, and inspires future generations.”
Example 3 (Education Policy):
“Early childhood education deserves greater investment, in that it establishes cognitive foundations, reduces future educational costs, and narrows socioeconomic achievement gaps.”
When to use in your essay:
Common mistake to avoid:
Structure: That/Those kind(s) of + noun + verb
Purpose: Allows critique of flawed arguments without sounding overly aggressive or emotional.
Example 1 (Environment & Economy):
“That kind of argument—prioritizing short-term economic growth over environmental sustainability—overlooks the catastrophic long-term consequences of climate change.”
Example 2 (Social Policy):
“Those types of policies, which address symptoms rather than root causes, inevitably fail to reduce poverty in meaningful ways.”
Example 3 (Education):
“That kind of thinking—that standardized testing accurately measures student potential—ignores decades of educational research showing otherwise.”
When to use in your essay:
Tone note: This structure has slight dismissive connotations—use when the opposing view deserves criticism, not just disagreement.
Structure: Hardly + had + subject + past participle + when + past simple clause
Purpose: Shows immediate contradiction, consequence, or problem; adds dramatic emphasis.
Example 1 (Environmental Policy):
“Hardly had the government introduced plastic bag taxes when environmental advocacy groups demanded broader action on single-use packaging.”
Example 2 (Education):
“Hardly had remote learning systems been implemented when educators began noticing significant declines in student engagement and academic performance.”
Example 3 (Health Policy):
“Hardly had the vaccination program commenced when misinformation campaigns emerged across social media platforms.”
When to use in your essay:
Grammar note: This is formal and literary—use once per essay maximum for impact.
Structure: Not only + have/has + subject + been + present participle, but + subject + have/has also + past participle
Purpose: Shows ongoing dual emphasis in debates; highlights that multiple stakeholders are actively engaged.
Example 1 (Climate Change):
“Not only have climate scientists been warning about rising global temperatures for decades, but economists have also been calculating the substantial financial costs of inaction.”
Example 2 (Education Reform):
“Not only have parents been advocating for smaller class sizes and better resources, but teachers have also been demanding improved professional development opportunities.”
Example 3 (Healthcare):
“Not only have medical professionals been highlighting mental health service gaps, but patients have also been reporting longer waiting times and reduced access.”
When to use in your essay:
💡 Usage tip: Use 3-4 concession/contrast structures per essay—distributed across body paragraphs to show thorough consideration of both sides.
📌 Group 3: Balance & Emphasis (Body Paragraphs / Conclusion)
When to use: When weighing both arguments and clearly stating your position or synthesizing views.
These structures signal to examiners that you’re moving from analysis to judgment—essential for “giving your opinion” clearly.
Structure: Only when + clause + auxiliary verb + subject + main verb
Purpose: Highlights the necessity of combining both views or meeting specific conditions; perfect for synthesis.
Example 1 (Environment & Economy):
“Only when both economic development and environmental protection are given equal priority will truly sustainable growth be achieved.”
Example 2 (Education & Employment):
“Only when education systems combine theoretical knowledge with practical job training will youth unemployment rates begin to decline meaningfully.”
Example 3 (Health & Society):
“Only when governments balance individual freedoms with collective public health responsibilities can societies effectively manage pandemic responses.”
When to use in your essay:
Why examiners love this: It demonstrates you can see beyond binary thinking and propose integrated solutions.
Structure: Not only + must/should + subject + verb, but + subject + must/should also + verb
Purpose: Strong emphasis on dual importance or dual responsibility.
Example 1 (Government Spending):
“Not only must governments fund scientific research and technological development, but they must also support arts, culture, and humanities programs that foster social cohesion.”
Example 2 (Technology Impact):
“Not only have social media platforms connected people globally and facilitated information exchange, but they have also created unprecedented mental health challenges among adolescents.”
Example 3 (Education Policy):
“Not only should universities teach discipline-specific knowledge, but they should also cultivate critical thinking, adaptability, and lifelong learning skills.”
When to use in your essay:
Grammar variation:
Structure: There + must + adverb + be / Subject + must + adverb + verb
Purpose: Strong final judgment while maintaining academic tone; more emphatic than simple “must.”
Example 1 (Health vs. Economy):
“There must certainly be a careful balance between protecting individual freedoms and implementing public health measures during health crises.”
Example 2 (Environmental Policy):
“Governments must undoubtedly consider both immediate economic concerns and long-term environmental sustainability when developing industrial policies.”
Example 3 (Education):
“Educational institutions must surely adapt their curricula to reflect changing workforce demands while maintaining rigorous academic standards.”
When to use in your essay:
Adverb options (from strong to moderate):
Structure: Need I + verb + (that clause)?
Purpose: Persuasive rhetorical device for strong finish; implies the answer is obvious.
Example 1 (Education & Mental Health):
“Need I emphasize that ignoring students’ mental health needs will inevitably result in severe long-term societal consequences?”
Example 2 (Environment & Economy):
“Need I point out that pursuing economic growth without environmental consideration is ultimately self-defeating and unsustainable?”
Example 3 (Technology & Privacy):
“Need I stress that failing to regulate data privacy will lead to unprecedented violations of individual rights?”
When to use in your essay:
⚠️ Warning: Very formal and somewhat dramatic. Use only when:
Don’t use if: Your argument is tentative or you’ve presented a truly balanced view with no clear preference.
💡 Usage tip: Use 2-3 emphasis structures in your conclusion to make your position crystal clear without repetition.
📌 Group 4: Formal Flow & Development (Body Paragraphs)
When to use: When describing context, presenting evidence, or developing complex arguments with academic sophistication.
These structures add the “polish” that distinguishes Band 8-9 essays from Band 7.
Structure: Subject, having been + past participle, + main clause
Purpose: Formal academic style for describing processes, sequences, or conditional states.
Example 1 (Public Health):
“Citizens, having been thoroughly informed about both the advantages and potential side effects of vaccination programs, are expected to make responsible health decisions.”
Example 2 (Education):
“Students, having been exposed to both traditional classroom instruction and online learning platforms, generally express preference for hybrid educational approaches.”
Example 3 (Environmental Policy):
“Communities, having been consulted extensively about proposed renewable energy projects, demonstrate higher acceptance rates for infrastructure changes.”
When to use in your essay:
Simpler alternative (for comparison):
Structure: It + has been + past participle + that clause
Purpose: Academic reporting of established facts, research findings, or widely accepted conclusions.
Example 1 (Education Research):
“It has been conclusively demonstrated that bilingual education, despite requiring substantially greater financial resources, produces significant long-term cognitive benefits.”
Example 2 (Work Culture):
“It has been well established that work-life balance, although valued differently across various cultures, directly affects employee productivity and organizational retention rates.”
Example 3 (Health Policy):
“It has been repeatedly shown that preventive healthcare programs, while initially costly, reduce long-term medical expenditure and improve population health outcomes.”
When to use in your essay:
Common variations:
💡 Usage tip: Use 1-2 formal development structures per essay to boost sophistication without overdoing it. These work particularly well when presenting the more evidence-based of two views.
Let’s see these C2 grammar structures for IELTS in action inside a complete discussion essay.
IELTS Task 2 Prompt:
“Some people believe that universities should focus primarily on providing academic skills and knowledge. Others think universities should prepare students for the workplace. Discuss both views and give your opinion.”
Essay:
It may be argued that universities should prioritize academic excellence and theoretical knowledge, while others maintain that employability skills should be paramount. This essay will examine both perspectives before arguing that only when institutions integrate both approaches can they adequately prepare students for contemporary society.
Apparently, pure academic focus cultivates critical thinking and intellectual depth essential for societal advancement. Universities, having been established primarily as centers of learning and research, have traditionally emphasized theoretical knowledge, in that such education develops analytical capabilities and fosters innovation. Although limited in immediate practical application, this approach produces graduates capable of adapting to evolving professional landscapes rather than merely fitting current job descriptions.
And yet, the opposing view holds considerable merit. It has been repeatedly demonstrated that many graduates struggle with unemployment despite strong academic credentials. Employers increasingly demand practical competencies that traditional academic curricula often neglect. The argument for workplace preparation is compelling, in that it directly addresses graduate employability concerns and ensures educational investment yields tangible career outcomes. Not only have employers been requesting more job-ready graduates, but students themselves have also been demanding programs with clearer professional pathways.
On balance, there must certainly be synthesis between these perspectives. Only when universities combine rigorous academic training with practical skills development will graduates possess both the intellectual foundations and professional competencies required in modern economies. Need I emphasize that creating this balance, rather than choosing one approach exclusively, represents the most effective path forward?
Word count: 246 words
C2 Structures used (annotated):
Introduction:
Body Paragraph 1:
3. [Distancing adverb] “Apparently” – presents view objectively
4. [Perfect passive] “having been established” – formal context
5. [Academic reasoning] “in that such education develops…” – sophisticated explanation
6. [Concession] “Although limited in immediate application” – acknowledges weakness
Body Paragraph 2:
7. [Contrast] “And yet” – emphatic transition to opposing view
8. [Passive reporting] “It has been repeatedly demonstrated that…” – academic authority
9. [Academic reasoning] “in that it directly addresses…” – explains merit
10. [Present perfect inversion] “Not only have employers been requesting…” – shows ongoing debate
Conclusion:
11. [Modal emphasis] “must certainly” – clear position
12. [Synthesis inversion] “Only when universities combine…” – balanced solution
13. [Rhetorical question] “Need I emphasize that…” – powerful finish
Expected band: 8-9 (Fully addresses task, wide grammatical range with flexibility and accuracy)
Not all discussion essays require the same approach. Your grammar strategy should match your argumentative stance.
When to use: Prompt says “Discuss both views and give your opinion” AND both views genuinely have merit
Your stance: “Both sides have valid points, but I lean slightly toward X”
Section | Structures to Use | Purpose |
Introduction | Equal hedging for both views | Show fairness |
Body 1 & 2 | Strong concessions for BOTH sides | Demonstrate balance |
Conclusion | Gentle synthesis + “must certainly” | Clear but measured preference |
Example stance:
“While both academic knowledge and workplace preparation offer distinct benefits, universities must certainly prioritize employability in today’s competitive economy, without entirely abandoning theoretical foundations.”
When to use: “To what extent do you agree?” OR when one view is clearly stronger
Your stance: “I strongly favor X, though I acknowledge Y has some limited merit”
Section | Structures to Use | Purpose |
Introduction | Heavier hedging for opposing view only | Signal skepticism |
Body 1 | Distancing adverbs + brief concession | Present opposing view critically |
Body 2 | Reporting structures + emphasis | Build your strong case |
Conclusion | Strong inversion + emphatic modals | Decisive position |
Example stance:
“Although proponents argue for punishment-focused approaches, only when societies prioritize evidence-based rehabilitation will crime rates decline sustainably. Need I emphasize that decades of research conclusively support this position?”
Topic: “Some believe space exploration is a waste of money. Others think it’s essential. Discuss both views.”
Balanced approach (conclusion):
“While concerns about space exploration costs are legitimate, there must certainly be recognition that scientific and technological benefits justify continued investment. Only when both fiscal responsibility and research advancement are balanced can space programs serve society optimally.”
One-sided approach (conclusion):
“Although cost concerns exist, space exploration must undoubtedly remain a priority. Only when nations commit to scientific advancement will humanity address existential challenges. Need I emphasize that short-term financial concerns pale beside long-term survival and progress?”
Notice:
Even advanced students make these errors. Avoid them to protect your band score.
Problem: Starting with strong personal stance when prompt asks you to “discuss both views”
❌ Wrong: | ✅ Right: |
I strongly believe universities should focus exclusively on employability. Academic knowledge is outdated and impractical. | It may be argued that universities should prioritize employability over academic knowledge. This perspective merits consideration, in that it addresses graduate unemployment concerns; and yet, dismissing academic learning overlooks critical thinking benefits. |
Why it matters: Band descriptors explicitly require “discussing BOTH views”—starting with strong opinion = partial task response = lower score.
Problem: Being so neutral that your own position disappears
❌ Wrong: | ✅ Right: |
Both views might have some merit and could be considered valuable depending on various factors and individual perspectives. It may be that different approaches work differently in different contexts. | While both perspectives offer valid insights, there must certainly be greater emphasis on practical workplace preparation in modern university curricula, without entirely abandoning academic foundations. |
Why it matters: Task requires “give YOUR opinion”—excessive hedging = unclear position = lower Task Response score.
Fix: Hedge when presenting views (Paragraphs 1-2), but be emphatic in conclusion.
Problem: Using multiple inversions or rhetorical questions in every sentence
❌ Wrong: | ✅ Right: |
Only when universities act will students succeed. Not only must curricula change, but also must teaching methods evolve. Hardly had reforms been proposed when opposition emerged. Need I say that change is necessary? Need I emphasize urgency? | Universities must adapt curricula to reflect workplace demands while maintaining academic rigor. Only when both elements are integrated will institutions adequately prepare students for professional success. |
Why it matters: Forced complexity = unnatural writing = lower Coherence score + possible grammar errors.
Fix: Use 4-6 C2 structures strategically across entire essay, not clustered.
Problem: Using identical grammatical treatment for views you agree/disagree with
❌ Wrong (both views treated identically): | ✅ Right (different grammatical treatment): |
Some people believe universities should teach academic skills because critical thinking is important. Other people believe universities should teach job skills because employment is important. | Apparently, universities should focus exclusively on academic knowledge, in that critical thinking skills remain valuable [hedged, distanced]. And yet, it has been conclusively demonstrated that employability skills directly address graduate unemployment and economic needs [stronger, more authoritative]. |
Why it matters: Differentiation shows your critical evaluation—key for Band 8-9.
Fix:
Problem: Just repeating “both sides are important” without synthesis or clear position
❌ Wrong: | ✅ Right: |
In conclusion, both academic skills and workplace skills are important for students. Universities should think about both things when planning education. | Only when universities integrate rigorous academic training with practical skills development will graduates possess both intellectual foundations and professional competencies. There must certainly be recognition that either approach alone proves insufficient in preparing students for contemporary professional and civic life. |
Why it matters: Weak conclusion = unclear position = lower Task Response.
Fix: Use synthesis structures (“Only when both…”), emphasis modals (“must certainly”), and specific language.
Problem: Advanced structures paired with informal or imprecise vocabulary
❌ Wrong: | ✅ Right: |
Not only must governments do stuff about pollution, but they must also get people to use buses and things. | Not only must governments implement stricter emissions regulations, but they must also incentivize public transportation adoption through subsidies and infrastructure investment. |
Why it matters: Grammar and vocabulary must match in sophistication level for Band 8-9.
Fix: When using C2 grammar, pair with:
IELTS discussion essay grammar requires a fundamentally different approach than opinion essays. You need structures that present views neutrally, acknowledge opposing arguments gracefully, show balanced thinking, and then state your position decisively.
The 15 C2 grammar structures in this guide give you exactly that capability—the grammatical range and flexibility to demonstrate Band 8-9 writing.
Remember the key principles:
Start with the 5 most versatile structures:
Master these five, and you’ll already demonstrate the advanced grammar IELTS discussion essays require at Band 8.
Get instant, AI-powered feedback on your IELTS essays. Improve your writing, structure, and vocabulary with WritewiseAI’s world-class technology.
