To write band 9 essays, you need academic thought, not generic IELTS advice. We are taking you into university-level territory.
Generic IELTS teachers take this question…..
“To what extent do you agree university should be free for all?
and say ‘repeat the question and agree’.
If you do the same thing as everyone else, how can you expect to get a higher band?
Higher bands demand high-level argumentation.
University education is widely-recognised as a pillar of a successful society because the critical thinking skills learned are important in every industry.
compare it to
“There is a big debate in society about university education”.
No question about which is better right?
I’m writing the background to the essay.
In academia, this is called ‘context’.
Context is a fundamental part of essays at university.
So, when you give one to an examiner, who studied at university, they instantly recognise that you know what academic writing is.
That puts you ahead of 95% of IELTS candidates and boosts you from 7 to 9.
Now, let’s learn the academic language and education vocabulary you need to really write well.
Let’s start with Academic Task 2 Writing for IELTS
I’m assuming you know the basic structure etc of an essay. If you want a refresher, my other site can give it to you. ielts5to6.com
They tell you ‘your ideas don’t matter’.
They don’t tell you that a strong argument is crucial to high band scores.
The ideas are however the core fundamental part of the essay.
The Task Response band descriptor for band 9 states that ideas are ‘relevant’.
Compare
I think that university should be free for all because it is a right.
I think that university should be free for all because each university graduate has been proven to provide a higher contribution to gdp than those without.
Technically, both are ‘relevant’, but one makes far more sense.
One makes you think ‘yeah so what?’ and the other makes you understand the consequences instantly, even without an explanation.
The second gives you ‘instant depth’, an important part of band 9.
The first leaves you waiting for that explanation.
Vocabulary
You need ‘big words’ or ‘academic words’, yes but they function to express you idea, not to sit there on their own with no reasoning behind them. This is the difference.
Proponents for state-funded university assert that it is a right.
Same thing, still no punch.
Let’s make option 2 even stronger by simplifying and adding academic vocabulary.
I think that (these three are wasted words) university should be free for all (free tertiary education) (fewer words, bigger vocabulary, more punch) because each university graduate has been proven to provide a higher contribution to gdp than those without.
Free tertiary education boosts GDP.
In the IELTS game, brevity (short) is your best friend because you only have 250 words to give ‘depth’ as band 9 demands.
Let’s get some more vocabulary and go deeper.
| Common Word (Band 6) | Academic Alternative (Band 9) | Contextual Use |
| Many people | Proponents / Detractors | “Proponents of state-funded tuition argue…” |
| Good for jobs | Vocational Viability | “…enhancing the vocational viability of the youth.” |
| Poor people | Socioeconomically disadvantaged | “…bridging the gap for the socioeconomically disadvantaged.” |
| Big problem | Systemic challenge | “Funding remains a systemic challenge for governments.” |
Have a go at a first sentence for this essay.
Try to go beyond the ‘give your opinion’ advice. (I strongly agree that they should study for work’. This is weak.)
“Acknowledge the systemic complexity of the prompt in the introduction to signal high-level critical thinking.”
“Some people believe that university students should only study subjects that will be useful for their future careers. Others think they should be free to study any subject they like.
To what extent do you agree or disagree?
A complex ‘while’ sentence does this nicely.
“While it appears to be beneficial to focus on one career in university, without a comprehensive grasp of what one finds important, university can become a burden and hinder rather than support growth.”
I’m challenging the status-quo. This thinking is university and band 9 level.
Right from the first sentence, I’ve got a nuanced idea presented in a complex sentence with academic vocabulary. This is band 9.”I strongly agree” is empty.
*I’ve put a full model at the end.
Let’s go back to our first question.
“To what extent do you agree university should be free for all?
See if you can provide a strong first-sentence for this question now.
(bonus: see if you can address the idea of ‘extent’.)
University is often beyond the reach of many people financially, and they may need funding to support their studies. This essay will argue that a tiered system offers a fair overall burden on students and families.
Band 6 answer
In many countries, there is a debate about whether university students should focus only on subjects that help them get a job. THESIS: While I agree that career-focused subjects are important for the economy, I disagree that they should be the only choice for students.
*Notes: Can you see what’s wrong with this?
Your opinion should be agree OR disagree. You cannot argue both.
This is because there is not enough space in the essay to go deep into both sides. If you try, you’ll lose marks.
Thesis: This essay will argue that (who should do what?)
This essay will argue that university students should focus on their future career because the job market is tight, and jobs expect experience and knowledge from applicants.
*Note:
I gave one side.
I gave TWO reasons. Each reason will be the focus of a body paragraph.
Task:
Can you write a body paragraph for this question?
Body 1
The main reason to focus on career-specific subjects is the state of the modern economy. Because the job market is tight, employers no longer want to train new staff from zero. Instead, they expect applicants to arrive with professional knowledge and practical experience. For example, a company hiring a computer programmer will choose the candidate who has spent four years studying coding over someone who studied a general subject like philosophy. As a result, students who focus on their career during university have a much higher chance of finding stable employment.
Notes:
Do not start any sentences with ‘because’. This word goes between two SVO structures.
The main reason to focus on career-specific subjects is the state of the modern economy because the job market is tight. Further, employers no longer want to train new staff from zero.
Notice the word ‘instead’. It shifts the focus from what employers do not want to what they do.
Body 2
Furthermore, university is a very expensive investment. Most students have to pay high tuition fees and often take out loans to finish their degrees. If a student chooses a subject that does not lead to a specific job, they may find it impossible to pay back their debt. By focusing on vocational training, such as nursing or engineering, students are protecting their financial future. This makes university a practical tool for success rather than just a place to learn general information.
Notes:
Do not use ‘very’. Instead, use ‘extremely’.
Employers no longer want to train new staff from zero; instead, they expect applicants to arrive with professional knowledge and practical experience.
Notice how I used ‘instead’ in between the two ideas? This is a natural shift.
Band 9 Essay Example IELTS Writing
Standard writing will treat this like a ‘this or that’ question. To reach Band 9, we must frame it as a conflict between Economic Functionalism and Intellectual Liberty.
Elite Analysis: Career Utility vs. Academic Freedom
Band 9 Model Essay
The contemporary debate regarding the primary purpose of higher education often oscillates between two competing ideologies: the utilitarian demand for career-specific training and the more liberal pursuit of academic autonomy. While the pressure to align tertiary enrollment with market demands is understandable in an increasingly competitive global economy, I fundamentally disagree with the notion that students should be restricted to purely vocational pathways.
Advocates for a career-centric curriculum argue that the primary function of a university is to produce a skilled workforce. From this perspective, subjects such as philosophy or art history are often viewed as fiscal luxuries that contribute little to a nation’s Gross Domestic Product. In an era of escalating tuition fees and student debt, prioritizing subjects with high vocational viability—such as STEM or data science—is seen as a pragmatic strategy for both individual financial security and national economic stability. Indeed, when higher education is viewed as a significant personal and state investment, the expectation of a quantifiable return is perhaps inevitable.
However, a narrow focus on immediate employability overlooks the broader, more transformative benefits of intellectual exploration. Higher education is not merely a mechanism for job placement; it is a crucible for critical thinking and cognitive flexibility. By engaging with diverse disciplines, students develop the ability to synthesize complex information—a skill that is often more durable than specific technical knowledge, which may become obsolete as technology evolves. Furthermore, the democratization of knowledge requires that the choice of study remains a matter of personal agency. Forcing students into utilitarian molds risks stifling the very creativity and cross-disciplinary innovation that drive long-term societal progress.
In conclusion, while the alignment of education with professional outcomes is a legitimate economic consideration, it should not be the sole arbiter of a student’s academic journey. A robust educational system must safeguard the freedom to pursue knowledge for its own sake, as the most versatile professionals are often those whose intellectual foundations are not limited to a single career path.
Why this beats the “Top Hits”
- Task Response: Instead of just saying “I agree,” it explores the Economic Utility of the argument before dismissing it as too narrow. This shows the examiner you understand the complexity.
- Cohesion & Coherence: Notice the lack of “Firstly.” Instead, the essay uses Thematic Transitions like “From this perspective,” and “Furthermore,” which allows the argument to flow like a real academic paper.
- Lexical Resource: Terms like vocational viability, fiscal luxuries, sole arbiter, and cognitive flexibility move the essay out of “IELTS student territory” and into “Academic entry territory.”
IELTS 5 to 6 