Writing Task 2 — Strong Topic Sentences

Learn to write a topic sentence that gives a paragraph a useful direction in a Task 2 argument.

A topic sentence should make a relevant point, not merely announce that a paragraph exists. This lesson connects Task Response with Coherence and Cohesion: readers need to understand both why the point answers the task and how the paragraph develops it. TutorLand already teaches paragraph purpose in other English contexts; here the focus is an IELTS-style policy question and a consistent essay position. You will write a short paragraph, not a complete exam essay.

A useful topic sentence does three jobs: it addresses the question, identifies the paragraph’s central point and fits the essay’s position. These are checks, not a fixed sentence formula.

“Firstly, this issue has many advantages” uses a linking word but leaves the reader unable to identify the issue or advantage. “Offering evening access would let residents with daytime jobs use facilities that are otherwise unavailable to them” gives a direction that can be explained.

The rest of the paragraph should develop that direction. A paragraph about access needs explanation of who lacks access and how the proposal changes it. It should not drift into an unrelated history of local architecture. A topic sentence need not mention every later example or repeat the full essay question. In a concession paragraph, it can explain the competing case without changing the essay’s overall position.

Original TutorLand prompt:

A city has funds for one library improvement. Some residents want more quiet study spaces, while others want more weekend workshops. Discuss both views and give your opinion.

Assumed essay position for this example: prioritise quiet study spaces while recognising the value of workshops.

Weak paragraph:

“Firstly, libraries have many good things. They have books and computers. Workshops can be fun. Cities have many buildings and some of them are old. Therefore this is important.”

The opening does not identify a reason for the priority. Later sentences mention several features but never develop one useful argument. Adding more linking words would not solve the missing paragraph purpose.

Improved response:

“Additional quiet study spaces would make the library more usable for residents whose homes do not provide a suitable place to concentrate. In a shared flat, a student may struggle to read while other people are talking nearby. A reliably quiet library area could let that student work without having to pay for another venue. This supports prioritising study space, although workshops can still serve a different community need.”

Why better: the opening names a concrete benefit of the proposed improvement. The explanation and hypothetical example stay with that benefit. The final sentence connects back to the preference without claiming that workshops are worthless. The paragraph makes no invented statistical claim and does not depend on a specialist fact.

This is one possible paragraph. A writer favouring workshops would need a different paragraph direction and supporting explanation.

Before wording the topic sentence, decide what this paragraph will contribute.

For the library prompt, a concession paragraph might explain how weekend workshops help residents learn from a facilitator. A main-support paragraph might explain why quiet space meets an everyday need for residents without a suitable home environment. Both can fit an essay that ultimately prioritises space, provided the comparison is explained.

Match the sentence to its intended paragraph job. “Weekend workshops can give residents practical skills through guided activities” suits the workshop case. It does not by itself support the claim that study spaces deserve priority. Do not mark a sentence as bad simply because it supports the other view; check where it belongs and whether the essay explains its final judgment.

A topic sentence is a promise about the paragraph. Read the paragraph after it and ask whether that promise is fulfilled.

Original TutorLand prompt:

Should universities keep some group-study rooms available for booking rather than convert all of them into individual desks?

Weak topic sentence: “Group rooms are the best places for everything, so every student needs one all day.”

This exaggerates the claim and creates a burden the writer cannot plausibly explain. A more focused response is: “Retaining some bookable group rooms would give students a place to collaborate without disturbing people who need individual study space.” The sentence supports keeping some rooms, not giving all space to groups.

Then remove details that do not develop collaboration or the balance of space. A sentence about the university’s founding date would need an explicit connection to the argument; otherwise it distracts. Precise scope often makes the sentence stronger without making it longer.

Original TutorLand prompt:

Some schools are considering one afternoon each week for supervised independent study instead of an additional whole-class lesson. Do you support, oppose or partly support this proposal? Explain your position.

Choose a position, then write a 90–120-word paragraph that develops one reason. Start with a topic sentence that answers a relevant part of this proposal. Add an explanation and a plausible hypothetical example. If you qualify the proposal, make the condition visible: for example, independent study may need accessible guidance rather than leaving learners entirely alone.

Do not argue that all teaching should end: the proposal replaces one additional lesson on one afternoon. After writing, underline the sentence that states the paragraph’s point. Cross out any detail that fails to develop it. Your paragraph can support agreement, disagreement or a qualified view if it remains relevant.

Check paragraph direction:

• Does the topic sentence make a point about this question? • Does it show the paragraph’s job rather than say only “there are benefits”? • Do the explanation and example develop that same point? • Does the claim respect words such as “some”, “one afternoon” or “bookable”? • Is a concession clearly placed within the overall argument? • Does the paragraph fit the essay’s stated judgment?

After review and publication, continue to Develop Ideas. If the sentence is clear but the paragraph merely repeats it, development is the next priority. If the paragraph is developed but answers the wrong issue, return to question analysis. The check is a way to choose practice, not a prediction of an official Writing band.