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1. What is Academic Discussion?
Academic Discussion is Writing Task 3 in the TOEFL 2026 format. It looks like an online course discussion board. On the screen, you see:
- A short professor's post that introduces a topic and asks a question.
- Two messages from classmates who share different opinions.
Your job is to write your own message that responds to the professor's question and engages with the classmates' ideas. You are not writing a formal essay; you are writing a focused, academic-style comment.
Task overview (from page 2)
- You're "participating in a discussion hosted by your professor."
- You see two messages from other students.
- You should acknowledge or respond to others' ideas and give your opinion.
- You have 10 minutes and should write at least 100 words.
2. Task details, timing & scoring
How long you have
- Total time: 10 minutes for one discussion task.
- Recommended length: 100–140 words to give enough support without running out of time.
- Good pacing:
- 1–2 minutes: read the prompt and two student posts.
- 7–8 minutes: write your response.
- Last 1–2 minutes: revise quickly.
0–5 scale
The slides define the Academic Discussion scoring levels as:
- 5 – Clear position, strong support with specific examples, logical flow, accurate language.
- 4 – Position and support mostly clear; minor lapses in detail or language.
- 3 – Basic position with limited or general support; noticeable errors or weak organization.
- 2 – Unclear position or insufficient support; frequent errors.
- 1 – Minimal, off-topic, or very hard to understand.
- 0 – No response.
What raters look for
- Do you clearly state your position (which idea you support or your own view)?
- Do you support it with specific reasons and concrete examples?
- Do you connect your ideas logically with transitions?
- Is your language accurate enough that your message is easy to follow?
3. What Academic Discussion tests
This task checks whether you can participate in a university-style discussion: understanding different opinions, taking a clear position, and backing it up with reasons and examples.
Reading & reacting
- Understanding the professor's question and classmates' posts.
- Agreeing or disagreeing in a respectful, academic way.
Organizing arguments
- Clear structure: position → reasons → conclusion.
- Logical flow between sentences and paragraphs.
Using examples & transitions
- Supporting points with concrete, personal or observed examples rather than general statements.
- Using transitions such as However, Nevertheless, Consequently, In contrast.
4. Core strategies for Writing Task 3
Follow a clear logical structure
Page 4 of the slide deck recommends a simple but powerful structure:
- Position: Say whether you agree or disagree with one student (or partly with each).
Example: I agree with Jessica that companies should focus on their operations rather than only on charitable donations. - Supporting reasons: Give 2–3 reasons, each explained with 1–2 sentences.
- Conclusion: Finish with one sentence that restates your view.
Example: For these reasons, improving daily operations is the most effective way for companies to help society.
Useful phrases from the slides for giving reasons: I contend that… / I maintain that… / From my perspective…
Use concrete examples, not vague statements
Page 5 contrasts "weak" general statements with "better" specific examples.
- Instead of "Technology helps education," write: For example, my friend used an online science program to complete virtual chemistry experiments at her own pace, which helped her understand concepts better than in a crowded lab.
- Instead of "Reading helps people learn," give a concrete habit and result.
- Instead of "Traveling teaches you about cultures," describe one specific trip and what you learned.
On the test, use experiences from your life, your friends, or news stories. Specific details show higher-level writing.
Connect ideas with strong transitions
Page 6 lists helpful transitions: However, Nevertheless, Consequently, In contrast.
- Use However / Nevertheless to introduce a contrasting idea.
- Use Consequently to show a result.
- Use In contrast when you oppose a classmate's opinion.
- Vary them; do not repeat the same one in every sentence.
Example from the slide: Nevertheless, I maintain that the benefits of mandatory service outweigh these concerns.
Respond directly to classmates
Remember this is a discussion, not a stand-alone essay.
- Mention classmates by name: Jessica makes a strong point that…, but Mike is right that…
- Agree with some parts and disagree with others, but explain why.
- Show that you read both posts and that your ideas are part of the conversation.
5. Example prompt & sample response
The slide deck ends with a full example of a business-related discussion about how companies can have a positive impact on society, plus a sample student response.
Business discussion – prompt (summary of page 7)
On the discussion board, the professor explains that the next class will look at positive and negative ways companies affect the world. He asks: In your opinion, what is the best way for a company to have a positive impact on society?
Jessica argues that companies should make their operations more socially and environmentally responsible—for example, solving environmental problems and inspiring other companies by their behavior.
Mike agrees that operations matter but believes companies should focus on charitable giving, because donations can help people immediately while big operational changes may take years.
Sample response (from page 8)
The sample student post supports the idea that charitable donations are a fast way to address serious problems like homelessness and food insecurity. It also responds to another classmate's point about marketing benefits and argues that many people still choose the cheapest products because of economic pressure.
Key features of the sample (127 words):
- Clear position in the first sentence: I strongly agree with John's idea that charitable donations…
- Concrete examples of serious problems (homelessness, food insecurity) and how donations help.
- Direct engagement with another student's claim about attracting customers.
- Logical explanation of why that claim may not be completely true (many shoppers focus on cost).
This response matches the "5" description: clear position, strong support with examples, logical flow, and accurate language.
6. Practice routine for Academic Discussion
Step 1 – Collect prompts
- Create professor questions similar to the slide example: "What is the best way for cities to reduce traffic?", "Should universities require community service?"
- Write two short "classmate" posts with different opinions.
Step 2 – Write timed responses
- Set a timer for 10 minutes and write your discussion post.
- Aim for 100–140 words, following the position → reasons → conclusion structure.
Step 3 – Check for examples & transitions
- Underline your main reasons. Did you include at least one concrete example for each?
- Circle transitions like However, In contrast, Consequently. Add more if your writing feels "list-like."
Step 4 – Compare to the scoring scale
- Use the 5–1 descriptors from page 3 to rate your own work.
- Ask: "What change would move this from a 3 to a 4? From a 4 to a 5?"
- Focus especially on strengthening support with more specific details and clearer logic.
7. Frequently asked questions
Where to practice Academic Discussion?
More than 100+ Academic Discussion samples with scoring and explanations you can find on testsucceed.com.
Is Academic Discussion the same as the old TOEFL Integrated Writing task?
No. The old integrated task combined reading, listening, and writing a summary. Academic Discussion is shorter and looks like an online message board: you read a question and two posts, then respond with your own opinion.
Do I need to use formal academic language?
You should sound academic and respectful, but not extremely formal. Contractions and first-person pronouns (I, my) are fine. Focus on clear grammar and logical organization.
What if I only summarize the classmates' posts?
Summarizing is not enough. The rubric requires a clear position and supporting reasons. You must add your own ideas and examples, not just repeat what others said.
How many paragraphs should I write?
There is no fixed number, but 2–3 short paragraphs work well: one for your position, one or two for reasons and examples. Separate paragraphs make your ideas easier to follow.
What if I make grammar mistakes?
Some mistakes are okay, especially at levels 3–4. To reach level 5, errors should be minor and not interfere with understanding. Use your last minute to fix verb tenses, subject–verb agreement, and punctuation.
