What the Academic Discussion Task Is
The Academic Discussion is one of two writing tasks on the TOEFL 2026. You read a professor's question and two student responses, then write your own contribution to the discussion within 10 minutes. ETS recommends a minimum of 100 words. Unlike the old Independent Writing task, which gave you 30 minutes to write a full essay, this task rewards concise, focused responses that directly engage with the conversation already in progress.
You should reference what the professor or students said while adding your own perspective. The key difference from the old Integrated Writing: you're joining a conversation, not summarizing a lecture. Think of it like raising your hand in a university seminar — you need to show you listened to what others said, then contribute something new and meaningful to move the discussion forward.
Task Format
- Read a professor's question
- Read two student responses
- Write your own contribution (10 min)
- Recommended minimum: 100 words
- Reference others while adding your perspective
Scoring Criteria
- Relevant contribution to the discussion
- Clear position or stance
- Support and development of ideas
- Language control and accuracy
Best 4-Part Response Structure
This 4-part framework keeps you organized, ensures you engage with the prompt, and helps you hit 100+ words naturally. It mirrors how strong academic discussion contributions work in real university settings: you take a stance, acknowledge the existing conversation, develop your reasoning with evidence, and close with a clear takeaway.
Part 1: Take a Position (1–2 sentences)
State whether you agree with Student A, Student B, or have a different view. Be direct — avoid vague openings like 'This is a difficult question.' Start with a clear stance so the rater immediately knows where you stand.
Part 2: Acknowledge What Was Said (1 sentence)
Reference the professor's question or a student's point to show engagement.
Part 3: Support Your Position (3–4 sentences)
Give a reason and a specific example with concrete details. The strongest examples include who was involved, what happened, and what the outcome was. For instance, instead of writing 'technology helps students,' you might write 'when my classmate used an online platform to practice writing daily, her essay scores improved by two levels within a single semester.'
Part 4: Conclude or Extend (1–2 sentences)
Wrap up your argument or add a second supporting point.
Copyable Academic Discussion Template
Academic Discussion Response Template
1. Position: 'I agree with [Student A/B] that [paraphrase their point]. However, I would add that [your own angle].'
2. Acknowledge: 'As [Professor/Student] mentioned, [reference their key point]. This connects to my view because...'
3. Support: 'In my experience, [specific example]. For instance, [details — who, what, when, result]. This shows that [connect back to position].'
4. Conclude: 'Overall, I believe [restate position slightly differently] because [brief summary of reasoning].'
How to Respond to the Professor and Student Ideas
This is the unique skill of the Academic Discussion task. You must engage with what others have said while contributing your own ideas. A common mistake is treating the prompt like a standalone essay — if you ignore the professor and students entirely, you will lose points even if your writing is excellent.
Key Tips
- Read the professor's question carefully — your answer must address it directly.
- You don't have to choose a student's side. You can partially agree with both or offer a new perspective.
- When referencing students, paraphrase instead of copying their exact words.
- Show critical thinking:
- Don't just summarize what the students said — the point is to ADD to the discussion.
Example Openings
Agreeing
“I largely agree with Alex’s point about online learning flexibility. Building on that idea, I’d argue that...”
Partially Disagreeing
“While Maria raises a fair concern about AI in education, I think she overlooks...”
New Angle
“Both students focus on cost, but I believe the more relevant issue is...”
High-Scoring Example Response
Discussion Prompt
Professor: “Do you think universities should require all students to take at least one course in a field completely different from their major? Why or why not?”
Student A (Jordan): “I think it’s a waste of time. Students are paying for a specific degree, and forcing them to take unrelated courses delays graduation.”
Student B (Priya): “I believe exposure to different fields helps students become more creative thinkers and better problem-solvers.”
Template-Based Response
I agree with Priya that interdisciplinary exposure has significant benefits, though I’d frame the value somewhat differently than she does. As the professor’s question suggests, there’s a debate between efficiency and breadth in university education.
From my own experience as a computer science student, taking a required philosophy course in my sophomore year fundamentally changed how I approach problem-solving. The course taught me to analyze arguments logically and consider ethical implications — skills that directly improved my work in software design. I wouldn’t have chosen that course on my own, but it became one of the most valuable classes I took.
While I understand Jordan’s concern about delayed graduation, most universities only require one or two such courses, which doesn’t significantly extend the time to a degree. The long-term benefit of broader thinking skills far outweighs a few extra credit hours.
Why This Scores High
- ✓142 words — well above the 100-word minimum
- ✓References both students and the professor
- ✓Includes a personal example with specific details
- ✓Clear position stated in the first sentence
- ✓Addresses the counter-argument (Jordan’s concern)
Language Boosters and Sentence Starters
Academic Discussion Phrase Bank
Taking a Position
- “I strongly agree with [Student]’s argument that...”
- “While I see merit in both perspectives, I lean toward...”
- “I respectfully disagree with [Student] because...”
- “My view is somewhat different from both students.”
Acknowledging Others
- “As [Student] pointed out,...”
- “Building on [Student]’s idea,...”
- “The professor raises an important question about...”
- “[Student] makes a valid point; however,...”
Supporting with Evidence
- “In my own experience,...”
- “A clear example of this is...”
- “Research in [field] has shown that...”
- “This is evident when you consider...”
Concluding
- “Ultimately, I believe...”
- “Taking everything into account,...”
- “For these reasons, I maintain that...”
- “This is why I think [restate position].”
Common Discussion-Task Mistakes
Avoid These Mistakes
Just restating what the students said without adding your own ideas
Fix: Reference their points briefly, then spend most of your response developing YOUR perspective with new reasoning. For example, if Student A mentions cost concerns, acknowledge the point in one sentence and immediately pivot to your own argument with a personal example or logical extension.
Ignoring both students entirely
Fix: Mention at least one student’s point to show you’re engaging with the discussion. This is what separates a strong response from an off-topic essay.
Writing fewer than 100 words
Fix: Use the template to guarantee structure. Position (2 sentences) + Acknowledgment (1) + Support (3–4) + Conclusion (1–2) = 120+ words easily.
Using the first 5 minutes to plan and then rushing to write
Fix: Spend 1–2 minutes planning, then write for 7–8 minutes. The template gives you a built-in plan.
Copying phrases directly from the student responses
Fix: Always paraphrase. If Student A says ‘waste of time,’ you write ‘may not be the most efficient use of credits.’
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