Updated October 2026
Write for an Academic Discussion: structure, timing and practice
In this task you join an online class discussion. A professor has asked a question, two students have replied, and you add your own post.
What you see
The professor's question, which asks for an opinion on an issue with more than one reasonable side, and two short posts from students who take different positions. You write a post of your own in the time allowed.
You are not asked to summarise the others. You are asked to contribute: to say what you think and why.
What decides the score
A clear position, reasons that are explained and not just listed, and at least one specific example or detail. On top of that, language that is varied and accurate enough to carry the ideas without getting in the way.
Referring to another student's point, to build on it or to disagree with it, shows that your post belongs in the discussion. It helps, but it does not replace your own argument.
A structure that works
Open with your position in one sentence. Give your main reason and develop it with an example. Add a second reason, or answer the strongest objection to your view. End with a sentence that returns to the question.
One well-developed reason is worth more than three that are only named.
Common mistakes
Repeating what the two students said and adding little; sitting on the fence without ever taking a position; giving examples so general that they prove nothing; and running out of time before the post has an ending.
Keep the last minute for rereading. Errors in agreement, tense and articles are easier to remove than to avoid.
How to practise
Take any debatable question, set a timer, and write a post. Then ask of each sentence whether it adds a reason, an example or an explanation. Cut the ones that do not.
Reading opinion pieces and noticing how writers support a claim gives you patterns to borrow.
This is an independent summary written for test takers. ETS publishes the official specification of the test on its own website.