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10. IELTS Task 2 Discussion: Band 7+ Tutorial, Sample & Practice
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August 14, 2025
Discussion — Interactive Module
Learn the method • Practise under time • Review language
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.
Step 1 Know the Discussion task
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A Discussion task asks you to discuss two given views and give your own opinion clearly. You must present both sides fairly before you evaluate them. The rubric usually says “Discuss both views and give your own opinion,” which means you cannot ignore either viewpoint. Your opinion should be explicit and consistent from the thesis to the conclusion. The examiner expects balance, development, and a clear stance, not a list of pros and cons. Aim for at least 250 words, but plan for around 270–290 words to allow full development. A clean structure helps: introduction, one body paragraph for View A, one body paragraph for View B, and a short conclusion. If you strongly agree with one side, you should still explain why the other side attracts support. Use neutral, academic language when reporting perspectives, and more evaluative language when giving your own view. Keep topic relevance tight and avoid drifting into general debate or storytelling.
Example prompt: “Some people believe universities should focus on practical subjects that lead to jobs, while others argue that higher education should prioritise theoretical knowledge. Discuss both views and give your own opinion.” This requires you to explain why practical/job-oriented courses matter, why theory-driven courses still matter, and then state which approach you support and why.
Step 2 Interrogate the question and ring-fence the scope
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Identify the exact topic, the two views, and the required task. Underline keywords that define the arena, such as “universities,” “practical subjects,” and “theoretical knowledge.” Watch out for limiters like “in the modern world,” “for all students,” or “in developing countries,” as these narrow your claims. Decide whether the debate concerns funding, curriculum time, or learning outcomes, because that shapes your reasons. Avoid broad social commentary that does not target higher education directly. Note any hidden assumptions, for example the idea that employability is the only success metric. Keep a mental checklist: definition, benefits, drawbacks, stakeholders, time frame, and examples. Confirm that your opinion will answer the very same issue, not a side topic. This discipline prevents off-topic paragraphs and keeps your Task Response strong. Finally, phrase the two views in neutral language so you can explain them without bias before you judge them.
Example lens: Topic = university priorities; View A = prioritise practical, job-linked subjects; View B = prioritise theoretical knowledge; Task = discuss both views + give opinion; Scope limiter = higher education context, not high school or vocational training outside universities.
Step 3 Choose a clear position and craft a thesis
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Decide whether you lean toward View A, View B, or a balanced middle position. Your opinion must be visible in the introduction and conclusion, not hidden until the end. A good thesis briefly states the two sides and signals your stance. Avoid vague claims such as “both are important,” unless you specify when and why each is preferable. Your thesis should set reader expectations for paragraph focus and development. Keep it one or two sentences and avoid listing every point you will make. Ensure it answers the exact prompt rather than a broader education philosophy. Use decisive verbs such as “should prioritise,” “ought to emphasise,” or “is best achieved by.” Push for precision, for example “prioritise at undergraduate level but maintain theoretical cores in research degrees.” This clarity guides your paragraph design and helps coherence later.
Example thesis: “Although hands-on courses can boost employability for undergraduates, universities should not sideline theoretical study, because robust concepts sustain innovation and postgraduate research.” This signals a balanced stance with reasons that you can unpack in the body.
Step 4 Generate precise reasons and quick examples
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Brainstorm two or three strong reasons for each side rather than many shallow points. Aim for reasons that directly support the claim, not background facts. For View A, think about employability, industry partnerships, and skills gaps. For View B, think about scientific progress, critical thinking, and long-term adaptability. Attach a concrete illustration to each reason, such as a course, a study pattern, or a graduate outcome. Prefer realistic examples that could happen in many countries, avoiding niche stories. Keep examples one or two sentences so they do not overshadow analysis. Do not invent statistics; descriptive examples are safer and still persuasive. Check that your examples support the point you place them under. Select the best two reasons per side to maintain paragraph depth and cohesion.
Example ideas: View A = internship-linked modules improve readiness; simulation labs allow safer practice. View B = abstract modelling in physics leads to breakthroughs; theoretical linguistics informs AI language tools later.
Step 5 Sketch a 4-paragraph blueprint that flows
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Use a simple, examiner-friendly map: Introduction → Body 1 (View A) → Body 2 (View B + evaluation) → Conclusion. Keep each body paragraph focused on its assigned view to avoid mixing. Allocate roughly 40–50 words to the introduction, 100–120 words to each body, and 30–40 words to the conclusion. In Body 1, explain why supporters value View A and provide one short example. In Body 2, present View B, state your opinion, and weigh the two views. Maintain logical progression with signposts such as “Supporters argue…,” “However…,” and “Therefore…”. Avoid mini-conclusions inside the body that repeat the final conclusion. Ensure topic sentences announce the focus and the argumentative move. Keep sentences varied in length to enhance readability. This blueprint earns Coherence & Cohesion while leaving room for Task Response and grammar range.
Example blueprint: 1) Paraphrase + thesis; 2) Practical focus benefits with example; 3) Theory focus benefits + your judgement; 4) Short synthesis that restates stance.
Step 6 Write a concise introduction with a roadmap
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Start with a neutral background sentence that frames the debate. Paraphrase the task using synonyms and small grammar shifts, not rare words that distort meaning. Add a thesis that clearly states your stance. Optionally include a brief roadmap that signals the order of discussion. Keep the introduction factual and free from personal anecdotes. Avoid rhetorical questions because they reduce academic tone. Do not over-promise; only preview the main angles you will actually develop. Aim for two to three sentences in total to protect time for the body. Make sure the intro aligns with the structure you planned. Finish with a calm transition into Body 1.
Example intro: “Universities face pressure to align courses with labour-market needs, yet many academics argue that rigorous theory must remain central. This essay discusses both perspectives and explains why a balanced approach best supports students and research.”
Step 7 Build Body 1: Present View A fairly and analytically
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Start with a topic sentence that states what supporters of View A believe. Explain the mechanism: how practical modules convert theory into employable skills. Show an outcome such as smoother workplace entry or reduced training costs for firms. Add a short example that looks typical rather than exceptional. Evaluate the strength of the reason, not just its content. Use linking devices like “for instance,” “as a result,” and “consequently” to maintain flow. Keep the tone neutral; you are reporting a view, not attacking it. Avoid switching to the other view mid-paragraph. Conclude the paragraph with a sentence that notes the view’s limits or conditions. This balance sets up Body 2 for a productive comparison.
Example Body 1 micro-model: “Supporters maintain that industry-aligned courses prepare graduates for real tasks. For instance, nursing students who practise in simulation labs can handle emergencies with less supervision. As a result, hospitals spend less on induction, which seems efficient. However, these advantages depend on constant curriculum updates, which are costly.”
Step 8 Build Body 2: Present View B, state your opinion, and weigh the two
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Open with a topic sentence that outlines why some prioritise theory. Explain how strong conceptual frameworks enable long-term innovation. Add an example where abstract work later created practical tools. Now state your opinion clearly and relate it to the debate. Compare the views by identifying when each approach works best. Use evaluative language such as “ultimately,” “in the long run,” or “by contrast” to guide judgement. Keep the paragraph balanced: presentation, your stance, and comparative evaluation. Avoid repeating Body 1’s example; bring a fresh illustration. End with a sentence that leads naturally into the conclusion. This paragraph should feel decisive but reasonable.
Example Body 2 micro-model: “Others argue that theory anchors progress. Abstract modelling in materials science, for example, later enabled safer batteries. In my view, universities should maintain theoretical cores while embedding selective practice, because durable concepts outlive particular software and tools.”
Step 9 Use balanced language, hedging, and concession
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Report each side with verbs like “argue,” “contend,” and “maintain” rather than “prove.” Insert hedges such as “tend to,” “may,” and “largely” to keep claims measured. Use concession frames like “While it is true that…,” followed by “nevertheless” to return to your point. Avoid extreme adverbs such as “always” and “never” unless the logic truly demands them. Replace emotional adjectives with precise academic ones such as “inefficient,” “sustainable,” or “scalable.” When you concede something, specify the condition under which it holds. Keep subject references clear with pronouns that point to singular ideas, not whole paragraphs. Prefer parallel structures when comparing alternatives. These choices project analytical control and improve your coherence. The tone should remain respectful to both sides throughout.
Example sentences: “While practice-heavy programmes may accelerate entry-level performance, they can nevertheless become outdated without theoretical renewal.” “Although abstract courses appear detached, they often equip learners to adopt future technologies more rapidly.”
Step 10 Maximise Coherence & Cohesion with purposeful signposting
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Begin paragraphs with topic sentences that signal function, not just content. Use sequencing devices like “first,” “next,” and “ultimately” sparingly, focusing on logical connectors instead. Tie sentences with reference words such as “this approach,” “these programmes,” and “such courses.” Keep one idea per sentence and one function per paragraph. Avoid long chains of connectors; precision beats quantity. Use contrast markers like “however,” “by contrast,” and “nevertheless” to regulate argumentative turns. Employ cause-effect links such as “therefore,” “consequently,” and “as a result” to cap reasoning. When you add an example, flag it with “for instance” and close it with a mini-conclusion. Maintain lexical cohesion by repeating key terms with slight variation. Finish each paragraph with a sentence that relates back to your thesis.
Example flow: Topic sentence → explanation → short example → outcome → link back. “This structure signals purpose, keeps the reader oriented, and supports a higher band for cohesion.”
Step 11 Conclude briefly and review against the 4 band criteria
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Write a crisp conclusion that synthesises both views and re-states your opinion. Do not add new examples or reasons at this point. Use decisive language such as “overall,” “on balance,” or “in sum.” After writing, scan for Task Response: have you discussed both views and given a clear stance? Check Coherence & Cohesion: are paragraphs focused, and are links purposeful? Inspect Lexical Resource: have you used accurate topic vocabulary and avoided repetition? Review Grammar: do you show complex sentences with control and minimal errors? Remove wordy fillers that add no meaning. Confirm that your introduction, topic sentences, and conclusion agree with one another. Finally, spend thirty seconds polishing article choice, prepositions, and subject-verb agreement.
Example conclusion: “On balance, universities should integrate practical training without displacing theory, because enduring concepts sustain innovation while targeted practice eases the transition into work.”
Write the Discussion Essay
Use the editor, timer, and submission tools to complete the task and send it for feedback.
A
Discussion Prompt & Requirements
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Prompt: Some people believe that governments should invest more in public transportation, while others argue that building and widening roads is a better solution to traffic problems. Discuss both views and give your own opinion.
Write at least 250 words. Aim for a clear 4-paragraph structure: introduction, one body paragraph for each view, and a short conclusion that states your opinion. Keep your tone academic and balanced; report both views fairly before evaluating them. You may write directly in the editor below, use the standard 40-minute timer, or set a custom timer. Your work auto-counts words and will stop accepting input at 1000 words to keep the focus on quality development.
Tip: Plan for about 5–6 minutes, write for ~30 minutes, and reserve 3–5 minutes to edit grammar, articles, and cohesion.
B
Write Your Essay (live word counter)
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The editor prevents you from exceeding 1000 words. If you paste a longer text, it will be trimmed to the first 1000 words.
C
Timer (standard & custom) + Progress
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Standard Timer
Press start to run the standard IELTS Writing Task 2 timer of 40:00. You can pause and resume at any time; when time expires, the editor is locked (you can still copy your text).
Custom Timer
Set your own duration. This is useful for shorter drills (e.g., 20 minutes) or extended practice. The progress bar adjusts automatically.
40:00
Timer ready.
D
Submit Your Essay (WhatsApp / Email)
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Your submission includes the question, your essay text, word count, and recorded time.
Model Answer
Study a band-appropriate sample and a line-by-line explanation showing structure, development, and language choices.
A
Sample Answer (Band 7+ target)
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Question: Some people believe that governments should invest more in public transportation, while others argue that building and widening roads is a better solution to traffic problems. Discuss both views and give your own opinion.
Urban congestion forces policymakers to decide whether budgets should favour public transport or the expansion of road networks. Supporters of road building claim that extra lanes and new highways remove bottlenecks and accommodate the rising number of private cars. Others insist that only high-capacity buses, trams, and metro systems can move large numbers efficiently and sustainably. This essay discusses both perspectives and argues that investment should prioritise public transport while applying targeted road upgrades where strictly necessary.
On the one hand, expanding roads appears to offer quick relief. Additional lanes can reduce queueing at notorious junctions, and ring roads may divert through-traffic from city centres. For example, when a suburban industrial zone grows faster than expected, a short link road can cut delivery times and keep local firms competitive. Road projects also feel flexible because private vehicles can travel at any time without fixed timetables. However, these gains are often temporary: as driving becomes easier, more people choose cars, a pattern known as “induced demand”, which soon restores congestion and undermines the original benefit.
On the other hand, public transport moves far more passengers per hour on the same corridor and produces fewer emissions per trip. Frequent bus lanes and modern metro lines shorten journeys reliably and make travel costs predictable for households. In many cities, dedicated bus rapid transit has delivered faster commutes within a year because it repurposes existing road space rather than waiting for lengthy construction. Moreover, when services are safe, clean, and integrated with cycling and walking, commuters are willing to leave their cars at home, which reduces traffic for those who genuinely need to drive.
In my view, governments should prioritise high-quality public transport and use road expansion only as a targeted tool for freight access or safety blackspots. This balanced approach addresses congestion at its source by offering a reliable alternative to driving while preserving strategic road capacity for essential trips. Therefore, while some road upgrades are justified, sustained investment in buses and rail is the more effective long-term solution.
B
Step-by-Step Explanation (18 sentences)
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1) The introduction frames the policy dilemma in neutral terms and names both options before stating the task purpose (“discusses both perspectives”).
2) The thesis clearly signals a stance: prioritise public transport, with limited road upgrades; this meets “give your own opinion.”
3) The body is split into one paragraph per view, which keeps Coherence & Cohesion high and prevents viewpoint mixing.
4) Body 1 opens with a topic sentence that reports supporters’ claims rather than arguing emotionally.
5) It explains mechanisms (extra lanes remove bottlenecks; ring roads divert traffic) to move beyond simple listing.
6) A concrete, plausible example (industrial zone + link road) grounds the point without invented statistics.
7) The paragraph evaluates limits via “induced demand,” showing analytical balance instead of one-sided praise.
8) Logical connectors (“however”, “also”) shape cause-effect and contrast relationships for smoother reading.
9) Body 2 mirrors the structure by presenting capacity and reliability advantages of public transport.
10) It adds practical implementation (bus lanes/BRT repurposing existing space) to show feasibility and speed.
11) The paragraph links public transport quality to user behaviour (“leave their cars at home”), which addresses congestion at source.
12) The opinion sentence in Body 2 is explicit and evaluative, not hidden, satisfying Task Response fully.
13) Lexical choices are academic but accessible (e.g., “induced demand,” “blackspots,” “repurposes”), supporting Lexical Resource.
14) Sentence variety (simple + complex with clauses) demonstrates range while maintaining grammatical control.
15) The conclusion synthesises both sides and repeats the stance without introducing new examples, which is appropriate for endings.
16) Word count (~280) allows adequate development while staying concise and exam-realistic.
17) The essay avoids absolute claims and uses cautious language (“often,” “in many cities”), which improves academic tone.
18) Overall, the structure maps closely to the recommended blueprint: Intro → View A (+ limits) → View B (+ stance) → Conclusion.
Vocabulary (20 items)
Each item includes phonetics, patterns, definition, example, synonyms, and common mistakes.
1 congestion
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BrE /kənˈdʒes.tʃən/AmE /kənˈdʒɛs.tʃən/ Part(s) of speech: noun [U]
Patterns: traffic congestion; congestion on/in; relieve/reduce congestion
Definition: A condition in which roads or networks are overcrowded, causing slow movement and delays.
Example: “Dedicated bus lanes helped reduce congestion in the city centre.” → meaning: traffic jams became less severe.
Synonym (more common): traffic jam (informal)
Common mistakes: ❌ “a congestion” (uncountable) → ✅ “heavy congestion”; ❌ “congestion of cars are” → ✅ “congestion is”.
2 infrastructure
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BrE /ˈɪn.frəˌstrʌk.tʃə/AmE /ˈɪn.frəˌstrʌk.tʃɚ/ Part(s): noun [U/C]
Patterns: transport infrastructure; invest in infrastructure; upgrade/maintain infrastructure
Definition: The basic systems and facilities (roads, rail, power, water) needed for a society or economy.
Example: “Sustainable growth depends on reliable transport infrastructure.” → meaning: good systems support development.
Synonym: facilities; system
Common mistakes: Overusing plural “infrastructures” (often uncountable); saying “build infrastructures” → use “build infrastructure/projects”.
3 capacity
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BrE /kəˈpæs.ɪ.ti/AmE /kəˈpæs.ə.ti/ Part(s): noun [C/U]
Patterns: capacity of/for; at full capacity; increase/boost capacity
Definition: The maximum amount something can contain or the number of people it can carry/process.
Example: “Metro lines offer higher passenger capacity than car lanes.” → meaning: they can carry more people.
Synonym: volume
Common mistakes: Confusing with “capability” (skill/ability); wrong preposition “capacity to people” → use “capacity for people”.
4 commute
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BrE /kəˈmjuːt/AmE /kəˈmjuːt/ Part(s): verb; noun [C]
Patterns: commute to/from; commute by + transport; a long/short commute
Definition: To travel regularly between home and work or study; the regular journey itself.
Example: “Many residents commute by train because services are frequent.” → meaning: they travel to work using rail.
Synonym: travel (to work)
Common mistakes: “commute with bus” → use “by bus”; using “commuter” and “commute” interchangeably (different forms).
5 throughput
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BrE /ˈθruː.pʊt/AmE /ˈθruː.pʊt/ Part(s): noun [U]
Patterns: passenger/vehicle throughput; improve/increase throughput
Definition: The rate at which people or things move through a system or location.
Example: “Signal upgrades raised station throughput at peak times.” → meaning: more people passed per hour.
Synonym: flow rate
Common mistakes: Hyphenating “through-put”; using as countable (“a throughput”).
6 bottleneck
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BrE /ˈbɒt.əlˌnek/AmE /ˈbɑː.t̬əlˌnek/ Part(s): noun [C]; verb
Patterns: a traffic bottleneck; remove/ease a bottleneck; bottleneck at + place
Definition: A point of congestion that slows movement through a system.
Example: “A narrow bridge creates a serious bottleneck on the ring road.” → meaning: traffic slows at that point.
Synonym: choke point
Common mistakes: Writing “bottle-neck”; using as adjective incorrectly (“bottleneck road” → better “a road that causes a bottleneck”).
7 subsidy
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BrE /ˈsʌb.sɪ.di/AmE /ˈsʌb.sə.di/ Part(s): noun [C]
Patterns: a subsidy for/to; government subsidies; subsidise/subsidize + noun
Definition: Money given by a government to support services or reduce prices.
Example: “Student fares are affordable due to a public subsidy.” → meaning: government money lowers ticket prices.
Synonym: financial support
Common mistakes: Confusing noun “subsidy” with verb “subsidise/subsidize”; preposition errors (“subsidy of buses” → “subsidy for buses”).
8 prioritise / prioritize
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BrE /praɪˈɒr.ɪ.taɪz/AmE /praɪˈɔːr.ə.taɪz/ Part(s): verb
Patterns: prioritise + noun/gerund; prioritise A over B; set priorities
Definition: To decide that one thing is more important than others and deal with it first.
Example: “Cities should prioritise buses over cars in the centre.” → meaning: give buses higher importance.
Synonym: focus on; give precedence to
Common mistakes: “prioritise to do” → use “prioritise doing/priority is to do”; spelling BrE vs AmE.
9 sustainable
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BrE /səˈsteɪ.nə.bəl/AmE /səˈsteɪ.nə.bəl/ Part(s): adjective
Patterns: sustainable transport/solution; environmentally sustainable; sustainable in the long term
Definition: Able to continue without causing long-term damage to people, economy, or environment.
Example: “Metro investment is a more sustainable response to congestion.” → meaning: it works long term with less harm.
Synonym: environmentally friendly (phrase)
Common mistakes: “more sustainable than to build roads” → use “than building”; avoid vague “green” without support.
10 emission (usually plural: emissions)
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BrE /ɪˈmɪʃ.ən/AmE /ɪˈmɪʃ.ən/ Part(s): noun [C/U]
Patterns: cut/reduce emissions; emissions from/of; zero/low-emission
Definition: The gas or pollution released into the air, especially from vehicles.
Example: “Electrified buses lower carbon emissions per passenger.” → meaning: less pollution is produced.
Synonym: discharge; release
Common mistakes: Confusing “emit” with “omit”; using singular where plural is needed (“an emission are high” → “emissions are high”).
11 reliability
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BrE /rɪˌlaɪ.əˈbɪl.ɪ.ti/AmE /rɪˌlaɪ.əˈbɪl.ə.ti/ Part(s): noun [U]
Patterns: improve reliability; high/low reliability; reliability of service
Definition: The quality of performing consistently well without failing.
Example: “Dedicated bus lanes increase timetable reliability.” → meaning: buses arrive when expected.
Synonym: dependability
Common mistakes: “reliable rate” → use “high reliability” or “reliable service”.
12 frequency
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BrE /ˈfriː.kwən.si/AmE /ˈfriː.kwən.si/ Part(s): noun [U/C]
Patterns: service/bus frequency; increase frequency; a bus every X minutes
Definition: How often something happens within a period of time.
Example: “Raising train frequency to every five minutes reduced waiting times.” → meaning: services came more often.
Synonym: regularity
Common mistakes: “frequency per five minutes” → say “a bus every five minutes”.
13 integration
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BrE /ˌɪn.tɪˈɡreɪ.ʃən/AmE /ˌɪn.t̬əˈɡreɪ.ʃən/ Part(s): noun [U]
Patterns: integration of/with/into; fare/ticket integration; integrate A with B
Definition: Combining parts so they work together effectively as a single system.
Example: “App-based tickets improved integration between buses and metro.” → meaning: systems worked smoothly together.
Synonym: coordination
Common mistakes: Wrong preposition “integration to” → use “integration with/into”.
14 feasibility
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BrE /ˌfiː.zəˈbɪl.ɪ.ti/AmE /ˌfiː.zəˈbɪl.ə.ti/ Part(s): noun [U]
Patterns: feasibility of + -ing; conduct a feasibility study; feasible to do
Definition: The practicality of a plan—whether it can be done effectively and affordably.
Example: “The council assessed the feasibility of a tram extension.” → meaning: they examined if it was realistic.
Synonym: practicability
Common mistakes: Using “possible” when the issue is cost/logistics; wrong pattern “feasibility to build” → “feasibility of building”.
15 externality
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BrE /ˌek.stɜːˈnæl.ɪ.ti/AmE /ˌek.stɚˈnæl.ə.ti/ Part(s): noun [C]
Patterns: negative/positive externalities; externalities of + noun
Definition: Side effects of an activity that affect others, not reflected in the price (e.g., pollution, noise).
Example: “Buses reduce the negative externalities of car use.” → meaning: they limit costs imposed on others.
Synonym: side effect (economics)
Common mistakes: Treating as always negative; forgetting plural when listing several (“externality are”).
16 equity (fairness)
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BrE /ˈek.wɪ.ti/AmE /ˈek.wə.t̬i/ Part(s): noun [U]
Patterns: equity of access; improve equity; equitable (adj.)
Definition: Fairness in the way people are treated or resources are distributed.
Example: “Subsidised tickets promote equity for low-income commuters.” → meaning: they make access fairer.
Synonym: fairness; justice
Common mistakes: Confusing with “equality” (same amount for all) vs “equity” (fair amount for needs).
17 gridlock
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BrE /ˈɡrɪd.lɒk/AmE /ˈɡrɪd.lɑːk/ Part(s): noun [U/C]
Patterns: traffic gridlock; bring the city to (a) gridlock; avoid gridlock
Definition: A complete stoppage of traffic due to extreme congestion.
Example: “A crash at rush hour caused total gridlock downtown.” → meaning: nothing could move.
Synonym: standstill
Common mistakes: Overusing the article (“a gridlock”)—often uncountable; using for minor delays.
18 freight
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BrE /freɪt/AmE /freɪt/ Part(s): noun [U]; adjective
Patterns: freight traffic; freight corridor; move freight
Definition: Goods transported in bulk by road, rail, air, or sea.
Example: “New bypasses keep heavy freight away from residential streets.” → meaning: trucks avoid homes.
Synonym: cargo
Common mistakes: Using plural “freights” for goods; confusing with “fare” (ticket price).
19 blackspot (traffic/accident)
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BrE /ˈblæk.spɒt/AmE /ˈblæk.spɑːt/ Part(s): noun [C]
Patterns: accident blackspot; identify/treat a blackspot
Definition: A place where crashes or delays happen unusually often.
Example: “The junction is a known blackspot and needs redesign.” → meaning: many accidents occur there.
Synonym: hotspot (contextual)
Common mistakes: Spacing (“black spot” vs “blackspot”)—be consistent; using for general problems not location-based.
20 corridor (transport)
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BrE /ˈkɒr.ɪ.dɔː/AmE /ˈkɔːr.ə.dɔːr/ Part(s): noun [C]
Patterns: transport corridor; along a corridor; high-capacity corridor
Definition: A main route or area used for concentrated movement of people or goods.
Example: “Installing BRT on the busiest corridor cut travel times by a third.” → meaning: the main route became faster.
Synonym: route; axis
Common mistakes: Using only for buildings; wrong preposition (“in the corridor” for routes) → use “along a corridor.”
Phrases & Expressions (20 items)
Master precise usage with contextual examples and pitfalls to avoid.
1 induced demand
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BrE /ɪnˈdjuːst dɪˈmɑːnd/AmE /ɪnˈduːst dɪˈmænd/ Part(s) of speech: noun phrase
Patterns: induced demand for; create/trigger induced demand
Definition: Extra road capacity encourages more people to drive, which restores congestion.
Example: “New lanes led to induced demand, so rush-hour delays returned.” → meaning: extra capacity attracted extra traffic.
Synonym (common): traffic rebound (contextual)
Common mistakes: Treating it as positive by default; using as verb (“it induced-demanded”).
2 on balance
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BrE /ɒn ˈbæl.əns/AmE /ɑːn ˈbæl.əns/ Part(s): discourse marker/adverbial
Patterns: On balance, + clause; the balance of evidence suggests…
Definition: After considering all the pros and cons, the overall judgement is…
Example: “On balance, public transport offers a more durable solution.” → meaning: overall judgement favours transit.
Synonym: overall; all things considered
Common mistakes: Placing mid-sentence without commas; repeating “overall” redundantly in the same clause.
3 in the long run
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BrE /ɪn ðə ˈlɒŋ rʌn/AmE /ɪn ðə ˈlɔːŋ rʌn/ Part(s): adverbial phrase
Patterns: in the long run; in the short run
Definition: Considering results over a long period rather than immediate effects.
Example: “Metro investment is cheaper in the long run due to capacity and lifespan.” → meaning: long-term costs are lower.
Synonym: over time; ultimately
Common mistakes: Using “long term” without “the” as a fixed phrase here (“in long run”).
4 allocate resources
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BrE /ˈæl.ə.keɪt rɪˈzɔː.sɪz/AmE /ˈæl.ə.keɪt rɪˈzɔːr.sɪz/ Part(s): verb phrase
Patterns: allocate resources to/for; allocate funding/time/staff
Definition: Decide how money, people, or time should be distributed.
Example: “Governments should allocate resources to frequent bus services.” → meaning: direct funding toward buses.
Synonym: assign; apportion
Common mistakes: Wrong preposition (“allocate for to buses”); confusing with “relocate”.
5 the public purse
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BrE /ðə ˌpʌb.lɪk ˈpɜːs/AmE /ðə ˌpʌb.lɪk ˈpɝːs/ Part(s): noun phrase
Patterns: draw on the public purse; protect the public purse
Definition: Government money collected from taxpayers.
Example: “Effective planning protects the public purse from costly mistakes.” → meaning: saves taxpayer money.
Synonym: taxpayers’ money
Common mistakes: Omitting “the”; treating as a physical purse literally.
6 cost–benefit analysis
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BrE /ˌkɒst ˈben.ɪ.fɪt əˈnæl.ə.sɪs/AmE /ˌkɔːst ˈben.ə.fɪt əˈnæl.ə.sɪs/ Part(s): noun phrase
Patterns: conduct/undergo a cost–benefit analysis of; according to the analysis
Definition: A formal comparison of expected costs and advantages of a project.
Example: “A cost–benefit analysis favoured bus rapid transit over a new motorway.” → meaning: benefits outweighed costs for BRT.
Synonym: economic evaluation
Common mistakes: Hyphenation errors; using as a verb (“cost–benefit analysed”).
7 knock-on effects
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BrE /ˌnɒk ɒn ɪˈfekts/AmE /ˌnɑːk ɑːn ɪˈfekts/ Part(s): plural noun phrase
Patterns: knock-on effects on/of; produce/trigger knock-on effects
Definition: Secondary results that happen because of a main change.
Example: “Bus lanes had positive knock-on effects on air quality.” → meaning: indirect benefits appeared.
Synonym: ripple effects
Common mistakes: Singular form with plural verb (“knock-on effects is”).
8 a viable alternative
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BrE /ə ˈvaɪ.ə.bəl ɔːlˈtɜː.nə.tɪv/AmE /ə ˈvaɪ.ə.bəl ælˈtɝː.nə.tɪv/ Part(s): noun phrase
Patterns: a viable alternative to X; consider/provide a viable alternative
Definition: An option that is realistic and workable.
Example: “Frequent trams offer a viable alternative to commuting by car.” → meaning: a practical replacement exists.
Synonym: practical option
Common mistakes: Using “alternative” with “to” + full clause incorrectly; avoid “alternative option” (redundant).
9 modal shift
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BrE /ˈməʊ.dəl ʃɪft/AmE /ˈmoʊ.dəl ʃɪft/ Part(s): noun phrase
Patterns: a modal shift from A to B; encourage/achieve modal shift
Definition: A change in the transport mode people use (e.g., from cars to buses).
Example: “Protected bike lanes produced a strong modal shift to cycling.” → meaning: many users changed mode.
Synonym: change of mode
Common mistakes: Mixing with “model shift”; missing the prepositions “from … to …”.
10 peak hours
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BrE /piːk ˈaʊəz/AmE /piːk ˈaʊɚz/ Part(s): plural noun
Patterns: during (the) peak hours; peak-hour traffic; off-peak
Definition: The busiest times of day for travel, usually morning and late afternoon.
Example: “Trains run every four minutes during peak hours.” → meaning: service is most frequent then.
Synonym: rush hour(s)
Common mistakes: Singular verb with plural noun; hyphenation errors (“peakhours”).
11 first-/last-mile connectivity
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BrE /fɜːst | lɑːst ˈmaɪl ˌkɒn.ekˈtɪv.ɪ.ti/ AmE /fɝːst | læst ˈmaɪl ˌkɑːn.ekˈtɪv.ə.ti/ Part(s): noun phrase
Patterns: improve first-/last-mile connectivity; solutions for first/last mile
Definition: Links that connect homes/destinations to main transport routes.
Example: “Shared bikes strengthened last-mile connectivity to metro stations.” → meaning: easier final part of trip.
Synonym: access links
Common mistakes: Writing “connectivity of to” → use “connectivity to/with”.
12 carbon footprint
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BrE /ˌkɑː.bən ˈfʊt.prɪnt/AmE /ˌkɑːr.bən ˈfʊt.prɪnt/ Part(s): noun phrase
Patterns: reduce/cut the carbon footprint of; personal/carbon footprint
Definition: The total greenhouse gases produced by a person, activity, or system.
Example: “Electrified buses lower the city’s carbon footprint.” → meaning: fewer emissions overall.
Synonym: emissions total
Common mistakes: Treating as countable (“a carbon footprints”).
13 traffic calming
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BrE /ˈtræf.ɪk ˌkɑː.mɪŋ/AmE /ˈtræf.ɪk ˌkɑː.mɪŋ/ Part(s): noun [U]
Patterns: traffic-calming measures; introduce traffic calming
Definition: Design features that slow vehicles and improve safety.
Example: “Speed humps and narrowings are common traffic calming tools.” → meaning: they slow cars down.
Synonym: speed reduction measures
Common mistakes: Using as verb in exams (“to traffic-calm the street”).
14 ring-fence funding
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BrE /ˈrɪŋ.fens ˈfʌn.dɪŋ/AmE /ˈrɪŋ.fens ˈfʌn.dɪŋ/ Part(s): verb phrase
Patterns: ring-fence funding for; ring-fenced budget
Definition: Protect money so it can only be spent on a particular purpose.
Example: “The council should ring-fence funding for bus lanes.” → meaning: reserve money exclusively for buses.
Synonym: earmark funds
Common mistakes: Spelling “ring fence” as two words inconsistently; forgetting the hyphen before a noun (“ring-fenced funds”).
15 a short-term fix
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BrE /ˌʃɔːt ˈtɜːm fɪks/AmE /ˌʃɔːrt ˈtɝːm fɪks/ Part(s): noun phrase
Patterns: a short-term fix for; rely on short-term fixes
Definition: A quick solution that does not address the root problem.
Example: “Adding lanes is often a short-term fix rather than a strategy.” → meaning: it helps briefly but not for long.
Synonym: stopgap
Common mistakes: Using as adjective incorrectly (“short-term fixed solution”).
16 a long-term strategy
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BrE /ˌlɒŋ ˈtɜːm ˈstræt.ə.dʒi/AmE /ˌlɔːŋ ˈtɝːm ˈstræt̬.ə.dʒi/ Part(s): noun phrase
Patterns: adopt/implement a long-term strategy; strategy for + noun/-ing
Definition: A plan designed to achieve results over many years.
Example: “Transit-oriented development forms a long-term strategy for growing cities.” → meaning: a durable approach.
Synonym: long-range plan
Common mistakes: Mixing with “tactic” (shorter actions); missing hyphenation with compound adjectives.
17 evidence suggests (that) …
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BrE /ˈev.ɪ.dəns səˈdʒests/AmE /ˈev.ɪ.dəns səˈdʒests/ Part(s): reporting phrase
Patterns: Evidence suggests (that) + clause; the evidence suggests …
Definition: Used to introduce claims supported by data or studies.
Example: “Evidence suggests that bus priority reduces delays for all road users.” → meaning: data supports the claim.
Synonym: research indicates
Common mistakes: Using with personal opinions only; mixing present and past tenses inconsistently after the phrase.
18 it is often argued that …
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BrE /ɪt ɪz ˈɒf.ən ˈɑː.gjuːd ðæt/AmE /ɪt ɪz ˈɔːf.ən ˈɑːr.ɡjud ðæt/ Part(s): reporting frame
Patterns: It is often/commonly/widely argued that + clause
Definition: A neutral way to present a view held by some people without stating who.
Example: “It is often argued that building more roads is the quickest cure.” → meaning: many people say this.
Synonym: some contend that
Common mistakes: Following with a question mark; overusing without evidence or explanation.
19 strike a balance (between A and B)
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BrE /straɪk ə ˈbæl.əns/AmE /straɪk ə ˈbæl.əns/ Part(s): verb phrase
Patterns: strike a balance between X and Y; strike the right balance
Definition: Achieve a middle position that includes advantages of both sides.
Example: “Policy should strike a balance between access for drivers and reliable buses.” → meaning: combine both aims fairly.
Synonym: find middle ground
Common mistakes: Using “find a balance to” (use “between”); turning into noun incorrectly (“a strike of balance”).
20 make a compelling case (for)
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BrE /kəmˈpel.ɪŋ keɪs/AmE /kəmˈpel.ɪŋ keɪs/ Part(s): verb phrase
Patterns: make a compelling/strong case for + -ing/noun; make the case that + clause
Definition: Present reasons that are very convincing.
Example: “Safety data makes a compelling case for protected bike lanes.” → meaning: evidence strongly supports them.
Synonym: present strong evidence
Common mistakes: Using “do a case”; forgetting the object (“make a compelling case” for what?).
Vocabulary & Expressions Review
Two interactive exercises with instant feedback and detailed explanations.
1 Choose the best completion.
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Adding two lanes to a busy motorway is often only a ______, because extra capacity soon attracts more drivers.
Why “short-term fix”? The sentence links extra lanes with a temporary improvement, which aligns with the meaning of a short-term fix. A short-term fix is a quick solution that provides immediate relief without addressing the underlying cause of congestion. In transport planning, the underlying cause is high car dependence relative to road space. When driving becomes easier, many people switch to cars, erasing the initial benefit. This phenomenon is widely described as induced demand. Because the improvement fades, the fix is short-term rather than strategic. IELTS expects you to pick the option that fits meaning and collocation. “Short-term fix” commonly co-occurs with infrastructure dilemmas. It adds the right evaluative tone for an academic discussion essay. It also prepares you to contrast quick remedies with durable strategies in Body 2.
Why the others are wrong? “Long-term strategy” suggests a durable, planned approach, which contradicts the sentence’s warning. “Cost–benefit analysis” is a method for evaluation, not a result or remedy. “Ring-fenced budget” describes protected money and does not comment on effectiveness. These distractors test whether you read for meaning, not just vocabulary recognition. Choosing them would weaken your Task Response because it mislabels the policy. Clear lexis supports clear argumentation. Accurate collocation signals higher lexical control. That is why “short-term fix” is the best choice here.
2 Concept check.
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Which sentence best defines induced demand in transport?
Correct idea. Induced demand means that increasing road space stimulates additional car trips, which restores congestion to previous levels. The mechanism is behaviour: when driving becomes faster or easier, more people choose the car over other modes. New trips also appear because certain journeys become feasible at lower time cost. Over months, this extra traffic fills the new lanes. The initial relief is therefore temporary. The term helps you evaluate why road building often fails as a congestion strategy. It supports balanced analysis in a Discussion essay. Using this concept also boosts Lexical Resource with topic-accurate language. The concept fits naturally with words like “capacity,” “throughput,” and “modal shift.”
Why the others are wrong. Option A confuses public consultation with traffic behaviour. Option C mistakes pricing for capacity effects. Option D reverses the direction: low fuel prices usually encourage driving, not bus use. Distractors are designed to test precise understanding. Selecting the right definition shows you can report a view clearly before judging it. Such clarity helps your Coherence & Cohesion score. It also prevents logical fallacies in your reasoning.
3 Choose the most precise word.
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The metro can carry far more passengers per hour than a car lane on the same corridor; in other words, it has higher ______.
Throughput fits the rate idea. “Throughput” means how many units pass through a system in a given time. In transport, it captures passengers-per-hour or vehicles-per-hour. Because the sentence highlights “per hour,” the focus is explicitly on rate, not just maximum capacity. Metro systems can deliver extremely high throughput with frequent, long trains. This is a key reason they relieve pressure on city streets. Choosing the term shows precise control of technical vocabulary. It also helps you argue that reallocating road space can raise total people-throughput. That logic can support your opinion in the conclusion.
Why others don’t work. “Equity” concerns fairness, not flow rate. A “blackspot” is a dangerous or delay-prone location, not a measure. “Subsidy” is financial support, unrelated to hourly movement. Misusing these words weakens Lexical Resource and can confuse the examiner. Accurate selection signals you can handle academic topic lexis. Precision like this improves both clarity and persuasiveness. It also prevents vague, informal wording that drags scores down.
4 Collocation & meaning.
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A narrow bridge on the ring road is the city’s worst ______ during peak hours.
Bottleneck is precise. A “bottleneck” is a point where flow is restricted, causing queues and delay. Bridges often become bottlenecks when their capacity is lower than adjacent road sections. The collocation “traffic bottleneck” is standard in planning literature. Recognising this allows you to write analytically about causes, not just symptoms. It also supports coherent sequencing from problem to remedy. Using such technical lexis lifts your Task Response as you evaluate options.
Why the rest are wrong. “Corridor” is a main route, not necessarily constricted. “Equity” refers to fairness of access and pricing, not a physical pinch point. “Feasibility” assesses practicality of a proposal, not the location of delay. Mislabelled terms make arguments vague and reduce clarity. Precision keeps your examples realistic and persuasive. It also enables better comparisons between views. That’s vital in Discussion essays which demand balanced analysis.
5 Policy verb.
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To protect money exclusively for bus lanes, the council should ______ funding for that purpose.
Ring-fence is the exact collocation. To “ring-fence funding” means legally or administratively protecting money so it can only be used for a specified purpose. This verb signals a policy tool rather than a general intention. It also pairs naturally with transport examples: ring-fence funds for bus priority or safety upgrades at blackspots. In your essay, this shows you can propose concrete, credible actions. Such specificity strengthens your stance in Body 2 and the conclusion. It moves writing beyond vague hopes into implementable measures.
Why others don’t fit. “Allocate randomly” is illogical for public finance. “Evidence” is a noun/verb meaning to show, not a budgeting action in this frame. “Gridlock” describes total congestion, not a financial process. Picking the wrong word would jar with the formal policy register. IELTS rewards precise verb–object pairings. Accurate policy language demonstrates strong lexical control and improves overall coherence.
6 Reporting language.
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Which reporting phrase best completes the sentence? ______ that bus priority improves reliability for all road users.
Why “Evidence suggests”. The phrase introduces a claim supported by data in a neutral, academic tone. It is followed by “that + clause,” which fits the grammar of the sentence. Using evidence-based frames signals objectivity before you deliver your evaluation. This tone is ideal for Discussion tasks where both sides must be treated fairly. It also supports a logical progression from data to judgement. The examiner sees that your assertions are properly framed. That improves your coherence and academic register.
Why other options fall short. “Make a compelling case” needs a subject (e.g., “The figures make…”), so alone it is ungrammatical here. “It is often argued” reports opinions without data emphasis, acceptable elsewhere but less precise for this claim. “On balance” signals a final judgement, not a source-based assertion. Choosing the most accurate reporting frame helps you control tone. It prevents over-generalisation and keeps your stance credible. This is essential for Band 7+ writing.
7 Term recognition.
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Encouraging cycling and reliable buses so that people switch from cars is known as a ______.
Modal shift is exact. It describes a change from one transport mode to another, typically from private cars to public or active modes. Policies that improve frequency, reliability, and safety aim to trigger this shift. Achieving modal shift reduces congestion by addressing its source: too many car trips for limited space. The term pairs naturally with collocations like “encourage/achieve modal shift” and “from cars to buses.” Using it shows topic fluency and precision. It helps when explaining mechanisms, not just outcomes. That strengthens your analysis in both body paragraphs.
Why others are unsuitable. A “blackspot” is a location with frequent accidents or delays, not a behaviour change. A “subsidy” is funding support, which may contribute to a shift but is not the shift itself. A “ring road” is a bypass around a city; again, it is infrastructure, not a behavioural outcome. Picking the wrong category blurs your argument. Clear categorisation is a hallmark of strong academic writing. It also makes your examples more convincing to the examiner.
8 Policy trade-off language.
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The council needs to ______ between access for freight and safety for residents.
“Strike a balance” fits trade-offs. The phrase means to find a middle position between competing goals, which perfectly matches freight access versus local safety. It is common in policy writing and suits an academic tone. Using it signals that you recognise complexity rather than choosing a simplistic extreme. That strengthens your evaluation in Discussion tasks. The phrase collocates with “between A and B” and “the right balance.” Mastering such frames raises your lexical score and coherence. It also helps structure paragraphs around concessions and final judgement.
Why alternatives fail. “Make a compelling case” is about persuasion, not balancing. “Induce demand” describes a behavioural response to capacity, not a compromise. “Ring-fence equity” is a malformed collocation; you ring-fence funds, not equity. Selecting precise discourse markers is essential for high-band writing. They organise reasoning for the reader. The correct phrase here guides the examiner through your analysis smoothly.
9 Access solutions.
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Improving bike-share near stations mainly addresses ______ problems.
First-/last-mile connectivity is targeted here. The first or last part of a journey often prevents people from using mass transit. Shared bikes or shuttles connect homes and destinations to higher-capacity modes. Solving this gap increases the attractiveness of public transport. It can trigger modal shift away from cars. The term collocates with “improve,” “solutions,” and “to stations.” Explaining this properly shows you can handle fine-grained policy details. Such precision improves the credibility of your examples.
Why others are off-target. A “blackspot” is a dangerous location, not an access gap. “Gridlock” is total congestion, which bike-share may reduce indirectly but is not the primary problem described. “Emissions accounting” is a method for measuring pollution, not a connectivity fix. Choosing the right label helps maintain logical flow. It also prevents your essay from drifting into unrelated areas. This discipline supports strong Coherence & Cohesion.
10 Evaluation tool.
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Before choosing between a ring road and a tram line, officials should run a ______.
Cost–benefit analysis fits. It is a structured method for comparing total costs with total benefits across options. Planners use it to decide which project delivers the best value for money. The collocation “run/conduct a cost–benefit analysis” is standard. Referring to this tool in your essay shows realism and specificity. It also helps you justify a final stance with procedure, not opinion alone. That improves the persuasiveness of your conclusion. It demonstrates awareness of decision-making frameworks beyond simple preference.
Why the rest don’t work. “Gridlock” is an outcome of bad traffic, not an evaluation method. “Modal shift” is a behavioural outcome, not a tool. “Last-mile” is an adjective missing its noun; in any case it describes connectivity, not appraisal. Selecting the analytical tool keeps your argument disciplined. It adds structure to your reasoning and supports a balanced evaluation. These are features of higher-band Discussion essays.
1 Choose the best collocation.
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To support late-night services, the city decided to ______ to bus frequency rather than new car parks.
“Allocate resources” is the standard policy verb–object pair. In budgeting, to allocate resources means to decide how money, people, or time will be distributed to priorities. The sentence contrasts buses with car parks, so it needs a verb that captures purposeful distribution. “Allocate” fits academic tone and appears frequently in public-administration writing. It also aligns with the IELTS Discussion style, where you propose concrete actions rather than vague hopes. This collocation lets you state your stance crisply: allocate resources to transit to raise frequency. Precision in verbs strengthens Task Response and reduces ambiguity. It also signals familiarity with topic lexis, which boosts Lexical Resource. Finally, it reads naturally for examiners used to policy language.
Why others fail. “Evidence resources” is ungrammatical in this frame because “evidence” is not a transitive verb for funds here. “Integrate resources” can work in management contexts, but the sentence is about choosing where to spend, not combining assets. “Induce resources” is not idiomatic; we induce behaviour, not money. Each distractor checks whether you know both meaning and collocation. Using the wrong verb would make your solution sound clumsy or unclear. That hurts coherence and undermines your authority. Always combine accurate meaning with natural collocations in IELTS writing.
2 Definition & nuance.
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In transport policy, equity most nearly refers to ______.
Equity means fairness, not sameness. In public transport, equity focuses on whether different groups can access services and opportunities fairly, given their needs. That may involve concessions for low-income riders or improved coverage in underserved areas. It does not require identical fares or identical routes everywhere. Using “equity” correctly allows you to argue that investment should consider vulnerable users. This angle enriches your analysis beyond congestion metrics. It also shows sensitivity to social outcomes, which is realistic for policy essays. Correct usage keeps your tone precise and professional. Examiners value this nuance because it prevents simplistic generalisations.
Why others are wrong. Option A confuses equity with company shares. Option C defines equality, which treats everyone the same regardless of need, while equity targets fairness. Option D treats equity as a numerical symmetry, which is not how planners use the concept. These misunderstandings lead to weak arguments and poor task focus. Mixing equity with ownership can derail your paragraph. Keep terms straight to maintain coherence and credibility. Accurate conceptual language is a hallmark of Band 7+ writing.
3 Choose the precise noun.
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Before approving a tram extension, the council ordered a ______ study to test costs and practicality.
Feasibility is exact. A feasibility study evaluates whether a proposal can be done effectively and affordably. It considers engineering constraints, budgets, timelines, and demand. In transport, it precedes detailed design and procurement. Using this term shows you know the planning sequence, not just the final outcome. It adds realism and specificity to your essay’s recommendations. This kind of vocabulary persuades examiners you’re analysing, not merely opinionating. It also improves lexical precision and coherence in your body paragraphs. Choosing it keeps your register appropriately academic.
Why the others don’t fit. “Frequency” is how often services run; it is not a study type. A “corridor” is a route, not an evaluation stage. A “subsidy” is funding support, which may appear later if the project proceeds. Picking the wrong noun weakens logic and makes your solution sound naive. IELTS rewards terms that match function and context. Clear labels help you structure paragraphs around steps and evidence. That structure is essential for high-band coherence.
4 Discourse marker control.
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Which opening signals a balanced final judgement most appropriately?
“On balance” is the classic wrap-up marker. It indicates that you have weighed both sides and are now delivering an overall judgement. This positioning suits the final sentence of a Discussion essay or the start of the conclusion. It promises synthesis rather than new evidence. The phrase is concise and fits an academic register. Using it helps the examiner follow your argumentative move. It also prevents drift into a new topic at the end. Readers recognise it as a signal to summarise and decide. That coherence cue strengthens the close of your essay.
Why others are less suitable. “It is often argued that” introduces others’ views rather than your final evaluation. “Evidence suggests that” signals data-based claims, good earlier in the body but not a summary stance. “In the experiment” is scientific-report language and mismatched unless you actually cite a study. Choosing the wrong marker confuses paragraph function and reduces cohesion. IELTS rewards clear signalling of rhetorical moves. Use a variety of appropriate markers across the essay, each for a distinct purpose. That variety supports Band 7+ cohesion.
5 Grammar & stance.
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Choose the sentence that uses prioritise/prioritize correctly in an academic tone.
A is correct for both grammar and register. “Prioritise + noun” is the standard pattern, and the comparison “over” makes the trade-off explicit. The clause is concise, active, and policy-focused. It also positions a clear stance without exaggeration. This kind of sentence fits topic sentences or conclusions in IELTS Task 2. It maintains an academic tone while remaining readable. The specific objects (“reliable buses”, “extra parking”) add precision. That concreteness helps Task Response and coherence. Finally, A avoids clumsy infinitive structures that damage flow.
Why the others are faulty. B misuse: “prioritise to + verb” is unidiomatic; use “prioritise + noun/gerund.” C is fragmentary and misuses the preposition “for.” D forces a “that”-clause after the verb, which is unnatural here; better is “prioritise reliability.” These errors are common and lower Grammar Range & Accuracy. They also distract from your argument. Fix patterns first, then add nuance. Correct patterns allow complex ideas to read smoothly.
6 Concept check: externalities.
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Which is the best example of a negative externality from car use?
C captures a cost imposed on others. A negative externality is a harm not fully paid for by the person creating it. Noise and air pollution affect nearby residents even though they are not driving. This mismatch between private benefit and social cost justifies policy intervention. In your essay, naming externalities allows you to argue for pricing, regulation, or investment in alternatives. The concept deepens analysis beyond simple capacity claims. It also explains why some projects that reduce driving can raise total welfare. Using it shows economic literacy appropriate for academic writing. It helps you connect evidence with policy tools logically.
Why others miss the point. A describes a private benefit, not a social cost. B shows a driver paying a price, so the cost is internalised, not external. D is a private risk management tool and does not capture neighbourhood harm. These distractors test whether you can separate personal outcomes from societal impacts. Keeping that distinction clear strengthens evaluation. It prevents you from mixing categories and confusing the examiner. Clear categories produce clearer conclusions.
7 Rhetorical function.
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Which sentence uses make a compelling case most appropriately?
B is grammatical and formal. The plural subject “data” takes “make,” and the object “a compelling case” is followed by a “for + -ing” pattern. The sentence also identifies the evidential basis (safety data) and the proposed action (redesign). This structure is ideal when you move from evidence to recommendation. It keeps tone academic and avoids personal emotion. Using this frame in your conclusion signals that your view rests on reasons, not preference. It also creates a neat bridge to policy suggestions. Such rhetorical control helps Coherence & Cohesion and Task Response simultaneously.
Why the others break the pattern. A lacks an article and scrambles word order. C forces a “that”-clause where “for + -ing” is idiomatic, and “compelling case” needs a maker (data/figures/analysis). D misuses “case” as a verb and adds an incorrect adverb. These choices sound non-native and informal. Avoid malformed chunks that weaken credibility. Selecting correct frames demonstrates mastery of academic formulae. Mastery of such frames is a quick win for IELTS writing scores.
8 Term recognition: safety locations.
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A junction with unusually frequent crashes is best described as a(n) ______.
“Blackspot” is the precise label. It refers to a location with a disproportionately high rate of accidents. Using the proper term lets you argue for targeted engineering fixes, enforcement, or speed management. It shows you can move from problem to remedy with realistic vocabulary. This adds credibility to body paragraphs discussing safety. Examiners look for topic-accurate lexis used naturally. It also prevents over-generalisation about whole networks when only one node is dangerous. Naming the node focuses the solution. Precision like this improves coherence and persuasiveness.
Why the others mislabel. A “corridor” is a whole route, not one dangerous point. “Throughput” is a flow-rate measure, not a location description. A “subsidy” concerns funding, not safety classification. Mislabelled terms lead to vague, ineffective recommendations. They make your reasoning appear careless. Keep terms clean and aligned with the problem type. That alignment strengthens your final policy judgement. Clarity earns the examiner’s confidence.
9 Time horizon language.
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Choose the sentence that uses in the long run naturally and correctly.
C balances contrast and time horizon well. The clause sets up a short-term vs long-term contrast, which is the natural context for “in the long run.” It also uses a precise metric (“per passenger”) that fits transport evaluation. This phrasing works in conclusions or evaluative sentences. It shows control of register and clear logic. The comma placement and article use are correct. Such control improves readability and cohesion. It also demonstrates that your claims consider different time frames. That sophistication often separates Band 6.5 from Band 7+.
What’s off in the others. A omits the article and sounds clipped. B is grammatical but less evaluative; still acceptable, yet C better matches contrastive argumentative style. D has agreement and word-order errors. In IELTS, small grammar slips accumulate and lower GR&A scores. Always pair time phrases with a clear comparison or reason. Doing so sharpens the argumentative move. It also signals that your recommendation is sustainable, not just immediate.
10 System design lexis.
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Smart ticketing improved ______ between buses and the metro, so transfers became seamless.
“Integration” is the design goal here. It means different parts of the transport system work together smoothly—timetables, tickets, and routes. Smart ticketing typically allows one payment across modes, which is the essence of integration. This change reduces friction at transfers and can shorten total journey time. It can also encourage modal shift because the system feels simpler. Using this term shows you can discuss user experience as well as infrastructure. That breadth impresses examiners and deepens your analysis. It also supports coherent chains of cause and effect.
Why others are mismatched. “Emissions” measure pollution, not system coordination. “Congestion” and “gridlock” are traffic outcomes, not design properties. While integration can reduce congestion indirectly, it is not synonymous. Picking integration keeps meaning tight and professional. Precision supports a strong lexical score. It also makes your policy recommendations sound implementable. Clarity at the lexis level leads to clarity in argument structure.
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