TOEFL · Guides · October 25, 2026 · 9 min read

TOEFL Academic Discussion 2026: template, sample answers and topics

Write for an Academic Discussion is the last task of the TOEFL iBT Writing section. You see an online class forum: a professor’s post that ends with a question, and short replies from two students who take different views. You have 10 minutes to write your own contribution. Aim for at least 100 words; 120–180 is a comfortable full answer. It is scored 0–5, and the score rewards a clear position, a reason that adds something new to the discussion, a concrete example and accurate, varied language. Repeating what the two students already said, however well, does not count as development.

How the task works

The professor’s question is usually one of three shapes: Do you agree or disagree…?, Which of these two options is better…? or What is the most important factor in…? The two students give you two views and some vocabulary for free. Your job is to join the conversation, not to write an essay from scratch.

How the post is scored

In our own words, the rubric levels look like this:

The practical message: development is the main thing. One reason with a concrete example beats three reasons listed in one line each.

A 5-part template

1. Position (1–2 sentences). Answer the question directly and connect to the discussion. I see why Priya likes recorded lectures, but I would go further: …
2. Your new reason (1–2 sentences). Something neither student said. This is what “contributing” means.
3. Example (2–3 sentences). A specific case: something you saw, a typical situation, a short hypothetical with a detail.
4. Nod to the other view (1 sentence). Tom is right that attendance may drop, but…
5. Close (1 sentence). Restate the view in fresh words, or say what follows from it.

Useful phrases:

• Joining: I agree with Priya to some extent, but…, Both classmates make good points; however, I think the key issue is…
• Adding: What neither post mentions is…, Another reason is…
• Exemplifying: For instance, …, In my own experience, …, Imagine a student who…
• Conceding: Admittedly, …, While it is true that…
• Concluding: For this reason, …, Overall, I believe…

A sample prompt

This prompt was written for this guide.

Course: Education

Dr. Owens: Many universities now record lectures and post them online. Supporters say this helps students review difficult material and catch up when they are ill. Critics say it encourages students to skip class. Should universities record all of their lectures and make them available to students? Why or why not?

Priya: Yes. I often miss details when the professor speaks quickly, so being able to rewatch part of a lecture helps me understand it. It is also fair to students who work or have health problems.

Tom: I disagree. If every lecture is online, many students will stop coming. Then there is less discussion in class, and the students who do come lose out too.

A strong answer (about 165 words)

I agree with Priya that recordings should be available, but I think the strongest reason is one neither post mentions: recordings help students who are studying in a second language. In a live lecture, a non-native speaker has to listen, understand and take notes at the same time, and if they miss one key term, the next ten minutes can become confusing. With a recording, they can pause, look the term up and continue. For instance, a friend of mine who studied engineering in Canada used to rewatch the first fifteen minutes of each lecture, where the professor introduced new concepts, and her test results improved noticeably. Tom is right that some students might skip class, but universities could reduce this by releasing recordings a few days after the lecture or by giving credit for participation in class. Overall, the benefits for students who would otherwise fall behind are bigger than the risk of lower attendance.

Why it would score high: the position is clear in the first sentence and linked to a classmate; the reason (second-language learners) is new; the example is specific (engineering, Canada, the first fifteen minutes); it answers Tom’s concern with two practical solutions instead of ignoring it; the language is varied (if they miss…, where the professor introduced…, could reduce this by releasing…) and accurate.

A weaker answer (about 95 words)

I think universities should record lectures. Like Priya said, students can watch again when they don’t understand. Also it is good for students who are sick or working. Tom said students will not come to class but I don’t think so, because students want to see the professor. In my opinion recording lectures is very useful and have many advantages for everybody. So universities should record all lectures because it helps students to study better and it is fair.

What holds it back:

• Both reasons (watch again, sick or working) come from Priya, so the post adds nothing new.
• The answer to Tom (students want to see the professor) is an assertion without support.
• No concrete example anywhere.
• An agreement error: recording lectures is very useful and have, which should be has.
• The last two sentences repeat the first one.

This would probably score around 2–3. To fix it, keep the first sentence, replace the borrowed reasons with one new reason, and spend three sentences on an example.

How to use the 10 minutes

• 0:00–1:30. Read and decide. Read the question twice and both replies once. Pick your side, then find one reason that neither student gave.
• 1:30–2:30. Plan in your head. Reason, example, one line answering the other side.
• 2:30–8:30. Write the five parts. Keep going even if a sentence is not perfect.
• 8:30–10:00. Check agreement, articles, verb forms and that you named or answered at least one classmate.

20 practice topics

Write your own professor’s question and two short replies for any of these, then answer in 10 minutes.

Education

1. Should universities require all students to take a course outside their major?
2. Are group projects a fair way to grade students?
3. Should first-year students be required to live on campus?
4. Is it better to take exams at the end of a course or to be graded on many small assignments?

Technology 5. Should students be allowed to use AI tools to help write their assignments? 6. Do smartphones in class help or hurt learning? 7. Should cities replace paper tickets and cash with app-only payments for public transport? 8. Is it more important for young people to learn coding or a second language?

Environment and cities 9. Should cities ban cars from their historic centers? 10. Is it the responsibility of individuals or governments to reduce plastic waste? 11. Should universities stop selling bottled water on campus? 12. Is building more public parks a better use of city money than building more housing?

Business and work 13. Should companies allow employees to work from home permanently? 14. Is a high salary more important than job satisfaction for a first job? 15. Should internships always be paid? 16. Do small local shops deserve tax advantages over large chains?

Society and health 17. Should schools teach personal finance as a required subject? 18. Should governments tax sugary drinks? 19. Is volunteering more valuable than a part-time job for students? 20. Should museums be free for everyone?

Common mistakes

• Repeating a classmate’s reason. Agreeing is fine; borrowing their argument is not development.
• A general essay with no link to the forum. Mention a classmate by name at least once, and answer the professor’s actual question.
• Listing instead of explaining. Three reasons in three short sentences score lower than one reason developed properly.
• No example. Specific beats general: a field of study, a city, a situation, a number.
• Running out of time mid-sentence. Write the position first, the close last, and leave a minute to check.

This post is the most essay-like part of the new Writing section; the email before it is about getting something done, and Build a Sentence trains the grammar you need for both. For the whole test structure see the TOEFL iBT format; for how this 0–5 score becomes part of a 1–6 Writing band, see TOEFL scores.

Practise Academic Discussion in the Nomto room

The Academic Discussion practice in the Nomto TOEFL room shows a forum with a professor’s question and two students’ posts and gives you 10 minutes. Your post is scored 0–5 on the official rubric by AI, marked as an estimate. Feedback is available in English, Spanish, Portuguese, Russian, Vietnamese, Turkish or Indonesian. One written answer is scored free with an account; a pass opens all Nomto courses. To practise the whole section under exam timing, take a Writing or full mock test.

Common questions

How many words should a TOEFL Academic Discussion post be? At least 100 words is the usual target. About 120–180 is a full answer in 10 minutes. Length alone earns nothing; development does.

Do I have to agree with one of the students? No. You can agree, disagree or take a middle position, as long as you answer the professor’s question and support your view.

Can I use a personal example? Yes. A specific personal or typical example is one of the easiest ways to develop your reason.

Is a memorized template a problem? Short frames like I agree with … to some extent, but… are fine. A long memorized paragraph that could fit any topic adds nothing and wastes time.

What if I don’t know anything about the topic? The topics need no special knowledge. Use everyday reasoning and an example from your own life or from a typical situation.

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