Read the task twice to separate the general topic from the exam’s micro-requirements. Identify whether you must discuss both views, give your opinion, or do both. Underline command words such as “discuss,” “to what extent,” “give reasons,” and “include examples.” Ring fence scope markers like “in schools,” “in cities,” or “for young people.” Note any contrasts that create the two sides. Decide which view is more persuasive for you, but keep an open mind. Draft a one-line paraphrase of the question in simple language. Confirm that the topic is academic and not personal storytelling. Estimate how many distinct ideas each side can reasonably support. Commit to a balanced discussion before concluding.
Tags:
Share:
11. IELTS Academic Writing Task 2 Discussion — Step-by-Step Guide, Vocabulary, Exercises & Model Answer
-
August 15, 2025
Discussion — Interactive Module
Method • Timed practice • Language review
How to use this module
Open each accordion step to master the process. Then attempt the task under timed conditions, review the model, and consolidate language with targeted practice.
Spend about one minute listing three clear reasons for each side. Keep ideas broad and academic, not anecdotal. Avoid overlapping points that repeat the same cause. Prefer causes and mechanisms over opinions. Add one concrete example or scenario per reason. Discard weak or emotional points that are hard to evidence. Prioritise breadth over depth at this stage. Check that reasons are distinct across paragraphs. Ensure at least one societal and one individual angle. Circle the two strongest reasons to build your body paragraphs.
Choose a position early: lean towards one view or stay cautiously balanced. In discussion essays, you must fairly present both sides before stating your view. Plan to allocate similar space to each side to satisfy task response. Avoid extreme statements that oversimplify. Signal balance with hedging language such as “to some extent” or “in many contexts.” Keep your final opinion consistent with your strongest reasons. Do not change position in the conclusion. Ensure your stance is academically defensible. Aim for clarity, not neutrality at all costs.
Paraphrase the question with synonyms and grammatical shifts. Keep it two sentences maximum. Avoid memorised generic hooks that add no value. State that there are differing views and briefly name the two perspectives. Promise a balanced exploration and a clear opinion. Do not insert examples in the introduction. Use precise topic nouns and collocations to show lexical control. Maintain formal tone and avoid first-person storytelling. End with a roadmap sentence that previews both sides. Ensure no factual claims that need references.
Open with a topic sentence that names View A and its main rationale. Expand with a cause-and-effect chain rather than listing ideas. Provide one specific, believable example or scenario. Explain how the example supports the logic of the view. Add a qualifying clause to show awareness of limits. Use linking devices such as “as a result,” “therefore,” and “consequently.” Keep sentences precise and medium length. Avoid rhetorical questions. Conclude the paragraph with a mini-wrap that returns to the topic sentence. Maintain objective tone without emotive language.
Signal the shift with a contrastive linker such as “On the other hand.” State the central argument of View B clearly. Use evidence or a plausible example that differs from Paragraph 1. Explain mechanisms rather than asserting outcomes. Include scale words like “many,” “most,” or “in certain contexts.” Keep tone respectful toward the opposing view. Show how this perspective addresses a gap in View A. Avoid sarcasm or loaded adjectives. Close with a sentence that summarises the value of View B. Prepare the reader for your evaluation.
Add a short paragraph that weighs strengths and limitations of each side. Use balanced language such as “while,” “whereas,” and “however.” Identify conditions under which each view is more persuasive. Combine insights to form a nuanced overall position. Avoid repeating earlier sentences verbatim. Keep evaluation analytical, not emotional. Use abstract nouns judiciously to sound academic. Ensure cohesion with referencing words like “this approach” and “such a policy.” Lead into the final stance smoothly. Keep it concise to preserve time for the conclusion.
Restate the debate in one concise clause, not a full paraphrase. Give your final opinion clearly and consistently with earlier arguments. Prioritise recommendations, implications, or conditions for success. Avoid new evidence or examples in the conclusion. Use decisive verbs such as “requires,” “necessitates,” or “warrants.” Keep to two or three sentences for impact. Do not repeat the introduction’s structure. Maintain formal register and avoid clichés. Ensure logical closure without overgeneralising. End on a forward-looking, policy-oriented note where appropriate.
Use signposts such as “firstly,” “moreover,” and “finally” sparingly but purposefully. Replace repetition with pronouns and demonstratives like “this” and “these.” Vary clause openings to avoid mechanical rhythm. Use participle clauses to compress information safely. Prefer precise connectors over vague transitions. Keep parallel structure in lists of reasons. Avoid overusing “because” by switching to “since,” “as,” or noun phrases. Maintain consistent tense and viewpoint. Ensure subject–verb agreement in complex sentences. Proofread connectors to prevent contradiction.
Use topic-specific nouns and verb–noun collocations to raise precision. Avoid rare words that you cannot control accurately. Group synonyms by nuance to prevent repetition. Convert adjectives into nouns when appropriate for concision. Recycle paraphrases consistently across the essay. Avoid idioms and conversational phrases. Keep spelling consistent with one variety of English. Prefer concrete nouns over inflated abstractions when possible. Monitor word formation, especially suffixes. Aim for clarity first and sophistication second.
Spend about 3–5 minutes planning and 30 minutes writing. Reserve 3–4 minutes to review. Aim for 270–320 words for safe development. Keep four to five paragraphs total. Avoid overly long body paragraphs that hide structure. Track time at the start of each section. If delayed, compress examples instead of skipping the conclusion. Do not attempt to write everything you brainstormed. Keep sentences between 12 and 22 words on average. Protect one minute for a final scan.
Confirm you discussed both views fairly and clearly stated your opinion. Check that each paragraph has one main idea with support. Ensure cohesion with logical connectors and referencing. Replace weak verbs with precise alternatives. Correct article and preposition errors quickly. Check plural/singular consistency in key nouns. Remove informal language and hedging that weakens claims. Verify spelling and punctuation, especially commas. Trim redundancy and repeated phrases. Recount words to remain safely above 250.
Write the Discussion Essay
Use the editor, timer, and submission tools to complete the task and send it for feedback.
Question
Some people argue that universities should prioritise research that benefits the national economy, while others believe higher education must protect academic freedom and fund curiosity-driven studies without immediate commercial value.
Discuss both views and give your own opinion.
Write at least 250 words. Aim for clear organisation, balanced discussion, and a reasoned conclusion.
Time: 40:00
The progress bar fills as time passes. You can pause anytime.
Your submission will include: your details, the full question, your word count, and your essay text.
Model Answer
Study a band-appropriate sample and a line-by-line explanation showing structure, development, and language choices.
Universities play a critical role in shaping the intellectual and economic future of a nation. Some people argue that research should primarily aim to strengthen the national economy, while others believe academic freedom and curiosity-driven inquiry should be protected. In my opinion, both objectives are important, but academic independence must take precedence to ensure sustainable and diverse innovation.
On one hand, directing research towards economic benefit can drive technological progress, create jobs, and improve living standards. Governments and private investors often fund applied research because it produces tangible outcomes such as new products, improved industrial processes, and medical innovations. For example, state-funded renewable energy projects in countries like Germany have stimulated economic growth while addressing climate change.
On the other hand, restricting research to commercially promising topics risks stifling creativity. Many groundbreaking discoveries — such as the internet and penicillin — emerged from studies that were not initially intended for economic gain. Curiosity-driven research fosters intellectual exploration, encourages critical thinking, and often produces unforeseen benefits that transform society.
In conclusion, while research that benefits the economy is vital, universities must safeguard academic freedom to explore ideas without immediate commercial value. This balance ensures both short-term economic growth and the long-term advancement of human knowledge.
1. The introduction sets the context by paraphrasing the question. This shows the examiner you understand the task and can rephrase ideas without changing meaning.
2. The thesis statement clearly presents the writer’s opinion — in this case, prioritising academic freedom while acknowledging economic benefits. A clear position is essential for higher band scores.
3. The first body paragraph discusses the view in favour of economically driven research. It uses specific examples (Germany’s renewable energy projects) to support the point. Concrete evidence increases credibility and coherence.
4. The paragraph structure follows the “topic sentence → explanation → example → mini-conclusion” model, which is recommended for clarity and logical flow.
5. The second body paragraph presents the counter-argument, focusing on the importance of curiosity-driven research. It cites historical examples such as the internet and penicillin.
6. These examples highlight how major innovations often come from unexpected research paths, reinforcing the need for academic freedom.
7. Both body paragraphs maintain balance by presenting each viewpoint objectively before reasserting the writer’s stance in the conclusion.
8. The conclusion summarises both sides and restates the opinion, ensuring task fulfilment and leaving a strong final impression.
9. Vocabulary is precise and topic-appropriate, including terms like “intellectual exploration” and “commercial value”.
10. Cohesive devices (“on one hand”, “on the other hand”, “in conclusion”) are used effectively to guide the reader through the argument.
11. Sentences vary in length and structure, demonstrating a range of grammatical accuracy and complexity.
12. The tone remains formal and academic, which is required in IELTS Writing Task 2.
13. Word count is within the recommended range (over 250 but under 320 words), showing time management and task awareness.
14. The answer avoids over-generalisation by using specific examples, which strengthens the argument.
15. Overall, the sample adheres to IELTS band descriptors for high scores in Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy.
Vocabulary (20 items)
Each item includes phonetics, patterns, definition, example, synonyms, and common mistakes.
Phonetics (BrE/AmE): /praɪˈɒrɪtaɪz/ • /praɪˈɔːrətaɪz/
Part(s) of speech: verb (T)
Word pattern(s): prioritise sth; prioritise sth over sth
Definition: to decide that something is more important and should receive more attention or resources.
Example: Universities should prioritise fundamental research over short-term projects (= give it higher importance).
Synonym: rank first; give precedence to
Common mistakes: ❌ “prioritise to” (use prioritise + noun or prioritise X over Y).
Phonetics: /ˌɪnəˈveɪʃn/ • /ˌɪnəˈveɪʃən/
Part(s) of speech: noun (C/U)
Pattern(s): innovation in/within sth; drive/foster/stifle innovation
Definition: the process of creating and implementing new ideas, methods, or products.
Example: Curiosity-driven projects often spark breakthrough innovation (= create major new ideas).
Synonym: breakthrough; invention
Common mistakes: Confusing “innovation” (process) with “invention” (a specific thing).
Phonetics: /ˌækəˈdemɪk ˈfriːdəm/ • /ˌækəˈdɛmɪk ˈfriːdəm/
Part(s) of speech: noun phrase (U)
Pattern(s): safeguard/undermine academic freedom
Definition: the right of scholars to teach, research, and publish without undue interference.
Example: Protecting academic freedom prevents political agendas from limiting inquiry (= keeps research independent).
Synonym: scholarly autonomy
Common mistakes: Treating it as countable (*“an academic freedom”* ❌). Use uncountable.
Phonetics: /kjʊəˈrɪɒsɪti ˈdrɪvn/ • /kjʊriˈɑːsɪti ˈdrɪvən/
Part(s) of speech: adjective
Pattern(s): curiosity-driven research/inquiry
Definition: motivated by the desire to explore knowledge for its own sake, not immediate profit.
Example: Curiosity-driven studies frequently yield unexpected applications (= produce practical uses later).
Synonym: basic; fundamental (research)
Common mistakes: Hyphenation omitted (*“curiosity driven”* looks informal in IELTS).
Phonetics: /kəˌmɜːʃəlaɪˈzeɪʃn/ • /kəˌmɝːʃələˈzeɪʃən/
Part(s) of speech: noun (U)
Pattern(s): commercialisation of research; lead to commercialisation
Definition: turning research outcomes into marketable products or services.
Example: University patents can accelerate the commercialisation of lab discoveries (= move them to market).
Synonym: market deployment
Common mistakes: Spelling: BrE “-sation” vs AmE “-zation”; be consistent.
Phonetics: /ˈtreɪd ɒf/ • /ˈtreɪd ɔːf/
Part(s) of speech: noun (C)
Pattern(s): a trade-off between A and B
Definition: a situation where gaining one good requires giving up another.
Example: There is a trade-off between immediate economic returns and long-term knowledge (= you can’t fully maximise both).
Synonym: compromise
Common mistakes: Hyphenate the noun; “to trade off” is the verb phrase.
Phonetics: /ˈæləkeɪt/ • /ˈæləˌkeɪt/
Part(s) of speech: verb (T)
Pattern(s): allocate sth to sb/sth; allocate resources for sth
Definition: to distribute resources for a particular purpose.
Example: The ministry allocated more funds to basic science (= gave officially).
Synonym: assign; apportion
Common mistakes: Prefer allocate to sb, not “allocate for someone”.
Phonetics: /ɪnˈsɛntɪvaɪz/ • /ɪnˈsɛntɪvaɪz/
Part(s) of speech: verb (T)
Pattern(s): incentivise sb to do sth
Definition: to motivate someone by offering rewards.
Example: Grants incentivise researchers to pursue high-risk topics (= encourage them).
Synonym: motivate; spur
Common mistakes: Use infinitive after it: to do, not “for doing”.
Phonetics: /ˌfiːzəˈbɪləti/ • /ˌfiːzəˈbɪləti/
Part(s) of speech: noun (U)
Pattern(s): assess/ensure feasibility; feasibility of sth
Definition: the practicality or possibility of doing something.
Example: Policymakers must test the feasibility of translating lab findings to industry (= whether it can work).
Synonym: practicality; viability
Common mistakes: Not just “possibility”; implies practical achievability.
Phonetics: /ˈfʌndɪŋ/ • /ˈfʌndɪŋ/
Part(s) of speech: noun (U)
Pattern(s): secure/cut/diversify funding; funding for sth
Definition: money provided for a particular purpose.
Example: Stable public funding protects long-term projects (= provides reliable money).
Synonym: financing
Common mistakes: Not “a funding”; use “funds” for countable amounts.
Phonetics: /ˈsteɪkhəʊldə/ • /ˈsteɪkˌhoʊldər/
Part(s) of speech: noun (C)
Pattern(s): stakeholder in sth; engage stakeholders
Definition: a person or group with an interest in a decision or activity.
Example: Industry stakeholders can inform real-world needs (= affected parties).
Synonym: interested party
Common mistakes: Avoid as a vague buzzword; be specific when possible.
Phonetics: /ˈrɪɡə/ • /ˈrɪɡər/
Part(s) of speech: noun (U)
Pattern(s): scientific/academic rigour; ensure/compromise rigour
Definition: the quality of being extremely thorough and accurate.
Example: Commercial deadlines must not reduce methodological rigour (= strict standards).
Synonym: strictness; exactness
Common mistakes: Spelling varies: BrE “rigour”, AmE “rigor”.
Phonetics: /dɪˈsemɪneɪt/ • /dɪˈsɛmɪˌneɪt/
Part(s) of speech: verb (T)
Pattern(s): disseminate findings/information to sb
Definition: to spread information widely.
Example: Open-access journals disseminate results beyond academia (= spread them).
Synonym: circulate; distribute
Common mistakes: Not the same as “seminate”; use full verb.
Phonetics: /ˈpærədaɪm/ • /ˈpærəˌdaɪm/
Part(s) of speech: noun (C)
Pattern(s): a paradigm shift; dominant paradigm
Definition: a typical example or a widely accepted model of something.
Example: AI represents a paradigm shift in data-intensive research (= major change in model).
Synonym: model; framework
Common mistakes: Pronunciation: the “g” is silent (/daɪm/).
Phonetics: /ˈspɪlˌəʊvə/ • /ˈspɪlˌoʊvər/
Part(s) of speech: noun (C/U)
Pattern(s): spillover effects from A to B
Definition: secondary benefits or impacts that spread beyond the original area.
Example: Basic physics research often has economic spillover effects (= indirect benefits).
Synonym: externality (positive)
Common mistakes: Noun vs verb: noun “spillover”; verb phrase “spill over”.
Phonetics: /ˈiːθɒs/ • /ˈiːθɔːs/
Part(s) of speech: noun (S/U)
Pattern(s): the ethos of an institution; align with the ethos
Definition: the character and guiding beliefs of a community or institution.
Example: Curiosity and integrity form the ethos of academia (= core values).
Synonym: spirit; culture
Common mistakes: Usually singular with “the”.
Phonetics: /ˌvaɪəˈbɪləti/ • /ˌvaɪəˈbɪləti/
Part(s) of speech: noun (U)
Pattern(s): economic/commercial viability; test the viability of sth
Definition: the ability to work successfully or to survive.
Example: Pilot studies assess the commercial viability of prototypes (= can it succeed?).
Synonym: sustainability; practicality
Common mistakes: Not “visibility”; spelling differs.
Phonetics: /ˈbaɪəs/ • /ˈbaɪəs/
Part(s) of speech: noun (C/U); verb (T)
Pattern(s): bias towards/against sth; be biased towards sth
Definition: an unfair preference for or against something.
Example: Funding metrics may create bias towards short-term outputs (= unfair tilt).
Synonym: prejudice; partiality
Common mistakes: Prepositions: biased against/towards, not “on/for”.
Phonetics: /ˈmetrɪks/ • /ˈmɛtrɪks/
Part(s) of speech: plural noun
Pattern(s): performance/impact metrics; develop metrics for sth
Definition: quantitative measures used to evaluate performance.
Example: Over-reliance on citation metrics can distort research priorities (= skew behaviour).
Synonym: indicators; measures
Common mistakes: Keep number agreement: “a metric” vs “metrics”.
Phonetics: /ˌɪntəˌdɪsɪˈplɪnəri/ • /ˌɪntərˌdɪsəˈplɪnɛri/
Part(s) of speech: adjective
Pattern(s): interdisciplinary research/teams/approach
Definition: involving two or more academic fields.
Example: Interdisciplinary collaboration often solves complex problems more effectively (= combines expertise).
Synonym: cross-disciplinary
Common mistakes: Mind the spelling; don’t drop syllables.
Phrases & Expressions (20 items)
Core collocations and functional language for higher-band coherence.
Phonetics: /ɒn ðə wʌn hænd … ɒn ðiː ˈʌðə/ • /ɑːn ðə wʌn hænd … ɑːn ði ˈʌðər/
Part(s) of speech: discourse marker (pair)
Pattern(s): On the one hand, S+V … On the other (hand), S+V …
Definition: a balanced frame for presenting contrasting views.
Example: On the one hand, targeted research boosts growth; on the other, it can narrow inquiry (= contrast).
Synonym: by contrast; conversely (single markers)
Common mistakes: Avoid “on the other side” ❌; keep the pair together.
Phonetics: /straɪk ə ˈbæləns/ • /straɪk ə ˈbæləns/
Part(s) of speech: verb phrase
Pattern(s): strike a balance between X and Y
Definition: to find a compromise that satisfies two competing aims.
Example: Universities must strike a balance between economic goals and academic freedom (= keep both).
Synonym: reconcile; harmonise
Common mistakes: Don’t use “make a balance” ❌.
Phonetics: /ʃɔːt tɜːm ɡeɪnz/ • /ʃɔːrt tɜːrm ɡeɪnz/ — /lɒŋ tɜːm ˈbɛnɪfɪts/ • /lɔːŋ tɜːrm ˈbɛnəfɪts/
Part(s) of speech: noun phrases
Pattern(s): prioritise short-term gains over long-term benefits
Definition: immediate advantages versus enduring outcomes.
Example: Focusing solely on short-term gains may undermine long-term benefits in science (= hurt future value).
Synonym: quick wins / lasting advantages
Common mistakes: Keep hyphens before nouns.
Phonetics: /ˈɒfən ˈɑːɡjuːd/ • /ˈɔːfən ˈɑːrɡjʊd/
Part(s) of speech: impersonal reporting frame
Pattern(s): It is often argued that + clause
Definition: a formal way to introduce a widely held position.
Example: It is often argued that public funds should target commercial outcomes (= reported claim).
Synonym: Many contend that…
Common mistakes: Avoid “it’s argue that” ❌; keep passive perfect.
Phonetics: /ˈædvəkəts kənˈtend/ • /ˈkrɪtɪks ˈkaʊntə(r)/
Part(s) of speech: reporting verbs
Pattern(s): advocates contend that … ; critics counter that …
Definition: frames two opposing groups and their claims.
Example: Advocates contend that patents spur innovation, whereas critics counter that they limit access (= two voices).
Synonym: supporters claim / opponents argue
Common mistakes: Keep parallelism when pairing verbs.
Phonetics: /frɒm ə ˈpɒlɪsi pəˈspɛktɪv/ • /frʌm ə ˈpɑːləsi pərˈspɛktɪv/
Part(s) of speech: prepositional phrase
Pattern(s): from a … perspective, S+V
Definition: signalling the viewpoint or angle of analysis.
Example: From a policy perspective, diversified funding reduces bias (= policy viewpoint).
Synonym: in policy terms
Common mistakes: Don’t overuse with every sentence; vary angles.
Phonetics: /ə keɪs ɪn pɔɪnt/ • /ə keɪs ɪn pɔɪnt/
Part(s) of speech: fixed expression
Pattern(s): A case in point is + noun phrase
Definition: a typical example that illustrates a claim.
Example: A case in point is basic physics leading to medical imaging (= good example).
Synonym: for example; notably
Common mistakes: Avoid “case on point” ❌.
Phonetics: /ɪt stændz tə ˈriːzn/ • /ɪt stændz tə ˈriːzən/
Part(s) of speech: stance marker
Pattern(s): It stands to reason that + clause
Definition: clearly logical or expected conclusion.
Example: It stands to reason that freedom fosters diversified breakthroughs (= logical).
Synonym: logically; it follows that
Common mistakes: Formal register; avoid “it’s obvious that” in IELTS.
Phonetics: /ɪn ði ˈæbsəns ɒv/ • /ɪn ði ˈæbsəns əv/
Part(s) of speech: prepositional phrase
Pattern(s): in the absence of + noun
Definition: when something is missing or not available.
Example: In the absence of public funds, risky studies rarely proceed (= without).
Synonym: without; lacking
Common mistakes: Not “in absence of” ❌; include “the”.
Phonetics: /ˈbrɔːdə ˈskiːm/ • /ˈbrɔːdər ˈskiːm/
Part(s) of speech: discourse frame
Pattern(s): In the broader scheme of things, S+V …
Definition: considering the larger or long-term context.
Example: In the broader scheme of things, basic science yields the deepest returns (= big picture).
Synonym: ultimately; in the long run
Common mistakes: Don’t shorten to “in scheme of things”.
Phonetics: /æt fɜːst ɡlɑːns/ • /æt fɝːst ɡlæns/
Part(s) of speech: adverbial phrase
Pattern(s): At first glance, S+V …
Definition: initially; before deeper analysis.
Example: At first glance, profit-driven projects seem efficient, yet they can narrow inquiry (= initial view).
Synonym: superficially
Common mistakes: Use with caution; follow with a contrasting insight.
Phonetics: /baɪ ðə seɪm ˈtəʊkən/ • /baɪ ðə seɪm ˈtoʊkən/
Part(s) of speech: linker (analogical)
Pattern(s): By the same token, S+V …
Definition: introducing a parallel point supporting similar logic.
Example: Patents reward inventors; by the same token, open science rewards society (= analogous).
Synonym: likewise; similarly
Common mistakes: Avoid with contradictory ideas; use for parallels.
Phonetics: /tuː ə lɑːdʒ ɪkˈstent/ • /tə ə lɑːrdʒ ɪkˈstent/
Part(s) of speech: stance adverbial
Pattern(s): to a (large/considerable) extent, S+V
Definition: indicating degree of agreement or validity.
Example: To a large extent, innovation depends on free exploration (= mostly true).
Synonym: largely; predominantly
Common mistakes: Don’t write “in a large extend” ❌.
Phonetics: /ˌnɒtwɪðˈstændɪŋ/ • /ˌnɑːtwɪðˈstændɪŋ/
Part(s) of speech: preposition / adverb
Pattern(s): Notwithstanding + noun / S+V, …
Definition: despite; in spite of.
Example: Notwithstanding budget limits, universities should ring-fence basic research (= despite).
Synonym: despite; nevertheless (adverb)
Common mistakes: Formal; place carefully—often clause-final or initial.
Phonetics: /pəʊz ə rɪsk/ • /poʊz ə rɪsk/
Part(s) of speech: verb phrase
Pattern(s): pose a risk/threat to + noun
Definition: create a potential danger for something.
Example: Narrow metrics pose a threat to exploratory fields (= endanger).
Synonym: endanger; jeopardise
Common mistakes: Use “to” not “for”: risk to X.
Phonetics: /peɪv ðə weɪ/ • /peɪv ðə weɪ/
Part(s) of speech: verb phrase
Pattern(s): pave the way for + noun/gerund
Definition: to make something possible in future.
Example: Basic research paved the way for modern communications (= enabled).
Synonym: enable; lay the groundwork
Common mistakes: Keep preposition “for”.
Phonetics: /kɔːl ˈɪntuː ˈkwestʃən/ • /kɔːl ˈɪntʊ ˈkwestʃən/
Part(s) of speech: verb phrase
Pattern(s): call sth into question
Definition: to make people doubt something.
Example: Conflicts of interest call the neutrality of research into question (= make doubtful).
Synonym: challenge; cast doubt on
Common mistakes: Not “call to question” ❌.
Phonetics: /ˌɒpəˈtjuːnɪti kɒst/ • /ˌɑːpərˈtuːnəti kɑːst/
Part(s) of speech: noun phrase (C/U)
Pattern(s): the opportunity cost of choosing X
Definition: the value of the next best alternative forgone.
Example: Prioritising patents raises the opportunity cost of open science (= what is sacrificed).
Synonym: trade-off cost
Common mistakes: Don’t pluralise with “costs” unless discussing several separate choices.
Phonetics: /kənˈtɪndʒənt ɒn/ • /kənˈtɪndʒənt ɑːn/
Part(s) of speech: adjective + preposition
Pattern(s): be contingent on/upon + noun/gerund
Definition: dependent on certain conditions.
Example: Commercial success is contingent on sustained investment (= depends on).
Synonym: dependent on; conditional on
Common mistakes: Use formal contexts; avoid “contingent to” ❌.
Phonetics: /ˈmætə(r) əv ˈpʌblɪk ˈɪntrəst/ • /ˈmætər əv ˈpʌblɪk ˈɪntrəst/
Part(s) of speech: noun phrase
Pattern(s): be a matter of public interest (that …)
Definition: something important for society at large.
Example: Open access to taxpayer-funded research is a matter of public interest (= society benefits).
Synonym: public concern
Common mistakes: Avoid “problem of public interest” unless it truly is a problem.
Vocabulary & Expressions Review
Two interactive exercises to reinforce precise meaning and collocation control.
You May Also Like
-
Sep 25, 2025
Step-by-step IELTS Task 2 tutorial on the Causes & Solutions essay: template, Band 6–8 sample answers, 10 key words &...
-
Sep 25, 2025
Step-by-step IELTS Task 2 tutorial on the Causes & Solutions essay: template, Band 6–8 sample answers, 10 key words &...
-
Sep 25, 2025
Master IELTS Academic Writing Task 2 on air pollution with a step-by-step causes–solutions tutorial, fill-in template, timer, Band 6–8 sample...
-
Sep 25, 2025
Master IELTS Task 2 “outweigh” essays on the working-from-home topic with a step-by-step tutorial, fill-in template, timer, Band 6–8 samples,...