In this lesson you'll learn how to answer 'Do the advantages outweigh the disadvantages?' essay questions in IELTS Writing Task 2.
It includes model answers and a template you can use with any 'outweigh' question.
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Hello Fiona, today I have just read one article focusing on academic writing in scientific research. Could you have a look at this, and comment on whether it can be applicable to IELTS Writing?
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Roush proposed three golden principles of effective academic writing: clarity, precision, and conciseness.
Clarity means expressing ideas so that readers do not have to guess your meaning. For example, instead of writing “some participants”, specify “18 participants”; instead of “the majority”, write “72%”.
Precision requires careful word choice, not only in meaning but also in nuance. For instance, “childish” carries a negative tone, while “childlike” does not.
Conciseness means being brief without losing substance. Readers need sufficient information, not excessive repetition.
A crucial reminder from Roush is that “Simple ≠ Simplistic.” Simple writing can still convey depth. Compare these two sentences:
“Subsequent to data collection, the analysis was facilitated by software.”
“After collecting data, we analyzed it using software.”
The second is shorter, clearer, and more natural. Similarly, “Most participants were female” is better than “It is of great importance to note that the majority of participants were female.”
Roush also warned against academic pretension—using pompous expressions like “in the event that”, “owing to the fact that”, or “take into consideration”. Simpler equivalents such as “if”, “because”, and “consider” are more effective. Likewise, overusing jargon can alienate readers. Instead of “The intervention improved interprofessional synergy”, one could write “The intervention improved teamwork among healthcare staff.”
Writers should avoid qualifiers and intensifiers (e.g., may, very, somewhat, really), which weaken statements. Instead of “It is very likely that the results may possibly indicate a somewhat significant trend,” say “The results suggest a potential trend.” Similarly, avoid redundancy such as “absolutely essential” or “close proximity”. A concise version like “Accurate data collection is essential” is more professional.
Roush also encouraged the use of strong verbs rather than weak verb–adverb pairs. For example, replace “held tightly” with “gripped” or “moved quickly forward” with “lunged forward.” Moreover, she advocated for active voice over passive constructions: “We analyzed the data” is clearer and more engaging than “The data were analyzed by the authors.” Using “we” is acceptable in scholarly writing and conveys responsibility and transparency.
Good academic writing also depends on logical organization. Each paragraph should present one main idea, introduced by a clear topic sentence, followed by supporting evidence or explanation. Transitions such as “However,” “Therefore,” and “Similarly,” help maintain coherence across sections.
Finally, writing well requires continuous practice and revision. Writers should allow themselves to draft imperfectly, then revise after some time, reading aloud to detect awkward phrasing. Peer feedback—from both specialists and non-specialists—helps ensure clarity and accuracy. Reading high-quality papers is also essential for learning how experts structure arguments, use transitions, and maintain conciseness.
In conclusion, academic writing is not a contest of fancy words but a discipline of clear thinking and precise expression. When researchers write clearly, they also think clearly—and that is the true mark of a scientist.
Hi Anh. Many thanks for your question. First of all, do you have a reference for the Roush article? I’d be interested to look it up and check the original source. It’s always good to make sure advice like this comes from a credible and relevant context.
All the best
Fiona
Sorry, Fiona. I have not received any announcement, and I missed it. I read it in the link: https://journals.lww.com/ajnonline/fulltext/2017/04000/writing_your_manuscript__structure_and_style.30.aspx
Ok that’s great thanks Anh. A lot of the principles the article mentioned do overlap with what IELTS examiners look for, especially clarity, precision, and conciseness.
But it’s important to remember that how we apply this kind of advice depends on the IELTS context.
For example, in Task 1 it’s often better to use a range of language to describe numbers (“most”, “the majority”, “a small proportion”) rather than just copying the figures from the chart. This shows flexibility in your vocabulary and grammar, which is what the examiner wants to see. In Task 2, students aren’t expected to use statistics at all. Making up figures would actually count against you, as it’s considered unacademic and unreliable.
The general advice in the article—avoiding wordiness, using clear and strong language, and organising ideas logically—is very sound and aligns well with good IELTS writing practices.