雅思寫作 Task 2 九大題型完全指南 (雙語版)
IELTS Writing Task 2: The 9 Essay Types Comprehensive Guide
本指南將雅思寫作題型細分為 9 種，並為每一種題型提供基於 C-A-E (主張-論點-證據) 的高分段落範例。
This guide classifies IELTS writing tasks into 9 distinct types, providing a high-scoring paragraph example based on the C-A-E (Claim-Argument-Evidence) logic for each.
類組 A：觀點與立場 (Opinion Cluster)
核心邏輯： 說服與裁決 (Persuasion and Adjudication)
Type 1: 直接觀點題 (Direct Opinion)
題目 (Prompt): "Do you agree or disagree?" (你同意還是不同意？)
策略 (Strategy): 選定立場（全有或全無），不要模稜兩可。
Take a side (completely or strongly). Do not sit on the fence.
📝 C-A-E Model Paragraph (Topic: Banning Smoking in Public)
(C) Claim: I strongly agree that a total ban on smoking in public places is necessary to protect public health.
(主張：我強烈同意必須全面禁止公共場所吸煙，以保護公眾健康。)
(A) Argument: This is because second-hand smoke contains carcinogenic toxins that pose severe risks not just to smokers, but to bystanders who have not chosen to engage in this harmful habit.
(論點：這是因為二手菸含有致癌毒素，不僅對吸煙者，也對那些未選擇此有害習慣的旁觀者構成嚴重風險。)
(E) Evidence: For instance, studies in cities like New York showed a 17% decline in hospital admissions for heart attacks within one year of implementing strict smoke-free laws.
(證據：例如，紐約等城市的研究顯示，在實施嚴格禁煙法後的一年內，因心臟病發作入院的人數下降了 17%。)
Type 2: 程度觀點題 (Extent Opinion)
題目 (Prompt): "To what extent do you agree or disagree?" (你在多大程度上同意？)
策略 (Strategy): 設定界線。你可以同意，但要加上「限制條件 (Restriction)」。
Set a boundary. You can agree, but add a "Restriction".
📝 C-A-E Model Paragraph (Topic: AI in Art)
(C) Claim: I agree that AI can assist artists, but only to the extent that it functions as a tool rather than a replacement for human creativity.
(主張：我同意 AI 可以協助藝術家，但前提是它必須作為工具，而非取代人類創造力。)
(A) Argument: While algorithms can mimic patterns, they lack the emotional consciousness and lived experience that drive genuine artistic expression, rendering their output technically proficient but soulless.
(論點：雖然演算法可以模仿模式，但它們缺乏驅動真正藝術表達的情感意識和生活經驗，這使得其產出雖然技術精湛但缺乏靈魂。)
(E) Evidence: A recent controversy involving an AI-generated prize-winning painting sparked backlash because the "artist" admitted to simply typing prompts, demonstrating a lack of actual creative labor.
(證據：最近一幅 AI 生成的獲獎畫作引發爭議，因為該「藝術家」承認只是輸入提示詞，顯示了缺乏實際的創造性勞動。)
Type 3: 正反發展題 (Positive or Negative Development)
題目 (Prompt): "Is this a positive or negative development?" (這是正面還是負面發展？)
策略 (Strategy): 評估趨勢的淨影響 (Net Impact)。通常選擇一邊倒（全是正面或全是負面）比較好寫。
Evaluate the Net Impact of a trend. Usually, taking a strong side (all positive or all negative) is easier.
📝 C-A-E Model Paragraph (Topic: Online Shopping)
(C) Claim: The shift towards online shopping is fundamentally a positive development due to the unparalleled convenience it offers to consumers.
(主張：轉向網購本質上是一個正面發展，因為它為消費者提供了無與倫比的便利。)
(A) Argument: It democratizes access to goods, allowing individuals in remote areas to purchase products that were previously geographically inaccessible, while also saving time.
(論點：它使商品獲取民主化，讓偏遠地區的人們能夠購買以前因地理位置無法獲得的產品，同時也節省了時間。)
(E) Evidence: During the COVID-19 lockdowns, e-commerce platforms were the sole lifeline for millions of households to access essential supplies safely.
(證據：在 COVID-19 封城期間，電子商務平台是數百萬家庭安全獲取必需品的唯一生命線。)
類組 B：討論與辯證 (Discussion Cluster)
核心邏輯： 客觀分析與綜合 (Objective Analysis and Synthesis)
Type 4: 純討論題 (Pure Discussion)
題目 (Prompt): "Discuss both views." (討論雙方觀點 - 較少見)
策略 (Strategy): 使用第三人稱（Supportes argue...）。不要過早加入自己的意見。
Use the third person (Supporters argue...). Do not insert your opinion too early.
📝 C-A-E Model Paragraph (Topic: Space Exploration - The Supporters)
(C) Claim: Proponents of space exploration argue that it is a vital catalyst for technological advancement.
(主張：太空探索的支持者認為，它是技術進步的重要催化劑。)
(A) Argument: They believe that the engineering challenges faced in space missions force scientists to invent solutions that eventually benefit daily life on Earth.
(論點：他們相信，太空任務面臨的工程挑戰迫使科學家發明解決方案，最終造福地球上的日常生活。)
(E) Evidence: A classic example cited is the development of satellite technology, originally for space race purposes, which now enables global GPS and telecommunications.
(證據：一個常被引用的經典例子是衛星技術的發展，最初是為了太空競賽，現在卻實現了全球 GPS 和電信通訊。)
Type 5: 混合討論題 (Discussion + Opinion)
題目 (Prompt): "Discuss both views and give your opinion." (討論並給出意見)
策略 (Strategy): 先承認反方觀點（讓步），再用更強的邏輯反駁它（Concession & Refutation）。
Acknowledge the opposing view first (Concession), then refute it with stronger logic.
📝 C-A-E Model Paragraph (Topic: University Education - Who pays?)
(C) Claim (Concession): Critics argue that students should pay for their own tuition to avoid burdening taxpayers.
(主張/讓步：批評者認為學生應自行支付學費，以避免加重納稅人負擔。)
(A) Argument (Refutation): However, this perspective is flawed because it treats education as a private commodity rather than a public good that drives national economic prosperity.
(論點/反駁：然而，這種觀點是有缺陷的，因為它將教育視為私人商品，而非推動國家經濟繁榮的公共財。)
(E) Evidence: Countries like Germany, which offer free tuition, have a highly skilled workforce and lower youth unemployment compared to nations with high student debt like the USA.
(證據：像德國這樣提供免學費的國家，與美國等學生債務高築的國家相比，擁有高技能的勞動力和較低的青年失業率。)
類組 C：利弊分析 (Advantage/Disadvantage Cluster)
核心邏輯： 列舉與衡量 (Listing and Weighing)
Type 6: 描述性利弊 (Descriptive Adv/Dis)
題目 (Prompt): "What are the advantages and disadvantages?" (有哪些優缺點？)
策略 (Strategy): 客觀列清單。一段寫優點，一段寫缺點。
Objective listing. One paragraph for pros, one for cons.
📝 C-A-E Model Paragraph (Topic: Gap Year - Disadvantage)
(C) Claim: A significant disadvantage of taking a gap year is the potential loss of academic momentum.
(主張：休學年的一個重大缺點是可能失去學術動力。)
(A) Argument: When students disconnect from formal education for a long period, they may struggle to readjust to the rigorous study habits and discipline required for university life.
(論點：當學生長時間脫離正規教育時，他們可能難以重新適應大學生活所需的嚴格學習習慣和紀律。)
(E) Evidence: Surveys show that some students who travel for a year find it difficult to return to a sedentary classroom environment, leading to a drop in first-year grades.
(證據：調查顯示，一些旅行一年的學生發現很難回到久坐的課堂環境，導致大一成績下滑。)
Type 7: 權衡性利弊 (Outweigh Essay)
題目 (Prompt): "Do the advantages outweigh the disadvantages?" (優點是否大於缺點？)
策略 (Strategy): 這是一個比較級。你必須解釋為什麼好處比壞處更重要（例如：長遠利益 > 短期成本）。
This is comparative. You must explain WHY the pros are more important than the cons (e.g., Long-term benefit > Short-term cost).
📝 C-A-E Model Paragraph (Topic: Nuclear Power)
(C) Claim: I believe the environmental advantages of nuclear energy far outweigh the safety risks.
(主張：我相信核能的環境優勢遠大於安全風險。)
(A) Argument: While the risk of accidents exists, it is statistically minimal compared to the guaranteed and immediate destruction caused by carbon emissions from fossil fuels.
(論點：雖然事故風險存在，但與化石燃料碳排放造成的必然且立即的破壞相比，統計上它是微乎其微的。)
(E) Evidence: Modern reactors have redundant safety systems, whereas coal plants are directly responsible for millions of respiratory deaths annually worldwide.
(證據：現代反應堆擁有多重安全系統，而燃煤電廠每年直接導致全球數百萬人因呼吸道疾病死亡。)
類組 D：問題與解決 (Remedial Cluster)
核心邏輯： 診斷與處方 (Diagnosis and Prescription)
Type 8: 問題/原因/解決 (Problem/Cause/Solution)
題目 (Prompt): "What are the causes? What solutions...?" (成因是什麼？解決方案...？)
策略 (Strategy): 對應關係。解決方案必須直接針對你提出的成因。
Correspondence. The solution must directly address the cause you identified.
📝 C-A-E Model Paragraph (Topic: Traffic Congestion - Solution)
(C) Claim (Solution): To combat traffic caused by excessive private car use, governments must invest heavily in reliable public transport infrastructure.
(主張/解決方案：為了打擊因私家車過多造成的交通擁堵，政府必須大力投資可靠的大眾運輸基礎設施。)
(A) Argument: If buses and trains are faster and cheaper than driving, commuters will naturally switch modes, thereby reducing the volume of vehicles on the road.
(論點：如果公車和火車比開車更快、更便宜，通勤者自然會轉換交通方式，從而減少道路上的車輛數量。)
(E) Evidence: The introduction of the congestion charge and improved subway lines in London successfully reduced central traffic volume by approximately 15% in its first year.
(證據：倫敦引入擁堵費並改善地鐵線路，成功在第一年將市中心交通量減少了約 15%。)
類組 E：綜合題 (Inquiry Cluster)
Type 9: 雙重問題 (Two-Part Question)
題目 (Prompt): 兩個直接問句。例如："Why is happiness difficult to define? How can people achieve it?"
策略 (Strategy): 各個擊破。第一段回答問題一，第二段回答問題二。
Divide and Conquer. Paragraph 1 answers Q1, Paragraph 2 answers Q2.
📝 C-A-E Model Paragraph (Answer to Q1: Why is happiness difficult to define?)
(C) Claim: Happiness is difficult to define because it is a highly subjective and culturally relative concept.
(主張：幸福難以定義，因為它是一個高度主觀且具文化相對性的概念。)
(A) Argument: What brings joy to one individual (e.g., career success) might cause stress to another who values leisure, meaning there is no universal metric for satisfaction.
(論點：帶給一個人快樂的事物（如事業成功）可能會給另一個重視休閒的人帶來壓力，這意味著滿足感沒有通用的衡量標準。)
(E) Evidence: The "World Happiness Report" often ranks Scandinavian countries highest based on social security, whereas Latin American surveys often prioritize strong family bonds, showing divergent definitions.
(證據：「世界幸福報告」常因社會保障將北歐國家排在首位，而拉丁美洲的調查則常優先考慮牢固的家庭紐帶，顯示了定義的分歧。)
1. 執行摘要 (Executive Summary)
本指南旨在解決雅思寫作中關於「段落結構」的核心問題。雖然 T-E-E 和 P-E-E 是最基礎的模型，但在高分段（Band 7+）的寫作中，考生需要更複雜的邏輯框架來展現批判性思維。本報告將 14 種 學術寫作結構依據其「功能」與「目標分數段」進行分類，提供考生一套完整的邏輯工具箱。
2. 第一層級：線性基礎模型 (The Linear Foundation)
適用分數段：Band 5.5 - 6.5
核心功能：陳述與支撐 (Support)
這一層級的結構是所有學術寫作的基石，強調「有觀點就必須有證據」。
2.1 P-E-E (Point - Explanation - Example)
最經典的寫作結構，強調觀點必須被證明 1。
P (Point): 提出一個明確的論點（Topic Sentence）。
E (Explanation): 解釋這個論點的含義或原因。
E (Example): 提供具體的例子作為證據。
2.2 T-E-E (Topic - Explanation - Example)
與 P-E-E 類似，但更適用於說明文或報告類題型（Report Writing）2。
T (Topic): 引入一個客觀的話題（而非主觀論點）。
E (Explanation): 闡述該話題的細節。
E (Example): 舉例說明。
2.3 P-I-E (Point - Illustration - Explanation)
強調「證據後的分析」，順序與 P-E-E 不同 4。
P (Point): 論點。
I (Illustration): 插圖/例證（直接給出證據）。
E (Explanation): 分析證據。告訴讀者這個證據說明了什麼。這比單純給出例子更具學術深度。
3. 第二層級：銜接與迴圈模型 (The Cohesive Loop)
適用分數段：Band 6.5 - 7.5
核心功能：凝聚力 (Cohesion)
為了解決段落「有去無回」的問題，這一層級引入了「連結 (Link)」元素，確保段落扣題。
3.1 P-E-E-L (Point - Explanation - Evidence - Link)
目前雅思教學中最推薦的標準結構 5。
L (Link): 連結/回扣。
功能1：總結本段觀點。
功能2：明確指出本段如何回答了題目（Essay Question）。
功能3：過渡到下一段。
3.2 T-E-E-L (Topic - Explanation - Evidence - Link)
適用於 "Discuss both views" 題型中描述客觀事實或他人觀點的段落 7。
3.3 O-R-E-O (Opinion - Reason - Evidence - Opinion)
適合初學者或強調立場的題型，採用「三明治」結構，首尾呼應強調立場 8。
4. 第三層級：批判與分析模型 (The Analytical Frameworks)
適用分數段：Band 7.5 - 8.5
核心功能：深度論證 (Critical Thinking)
此層級要求考生不僅僅是「展示」知識，而是要「評估」知識，解釋邏輯的合理性。
4.1 C-R-E-W (Claim - Reason - Evidence - Warrant)
引入了邏輯學中的「授權 (Warrant)」概念，極大提升論證深度 9。
C (Claim): 主張（等同於 Point）。
R (Reason): 理由。
E (Evidence): 證據。
W (Warrant): 授權/擔保。解釋為什麼這個證據可以支持這個主張。這揭示了論證背後的隱藏假設。
4.2 M-E-A-L (Main Point - Evidence - Analysis - Link)
強調「分析 (Analysis)」是段落的主菜（Meal），要求分析的篇幅要大於證據 11。
A (Analysis): 對證據進行消化、評估和解讀，而不只是列舉。
4.3 A-X-E-S (Assertion - Example - Explanation - Significance)
引入了「重要性 (Significance)」作為結尾，提升立意 12。
S (Significance): 回答 "So what?"（那又怎樣？）。指出這個段落的論點對整個社會、未來或題目的深層意義。
5. 第四層級：高階與特殊應用模型 (Expert & Specialized)
適用分數段：Band 8.5 - 9.0
核心功能：精確性與辯證 (Precision & Dialectics)
5.1 T-R-I-A-C (Topic - Restriction - Illustration - Analysis - Conclusion)
解決「過度概括 (Over-generalization)」的問題，這是 Band 8+ 的關鍵 14。
R (Restriction): 限制/聚焦。在提出主題後，馬上縮小範圍（例如從「科技」縮小到「社交媒體對青少年的影響」）。這展示了極高的思維嚴謹度。
5.2 T-E-A-M (Topic - Evidence - Analysis - Mechanism)
適用於 "Cause and Effect"（原因影響）題型 16。
M (Mechanism): 機制。詳細描寫從原因導致結果的具體運作過程（Process）。
5.3 S-T-E-E-L / P-E-T-A-L
源自文學分析，但可用於分析「解決方案」的有效性 17。
T (Technique): 手段/技術。分析某個解決方案具體是如何運作的。
5.4 TAS (Thesis - Antithesis - Synthesis)
黑格爾辯證法，用於宏觀篇章佈局或高難度的 "Discuss both views" 19。
Thesis (正題): 提出一個觀點。
Antithesis (反題): 提出反對觀點或限制。
Synthesis (合題): 結合兩者，提出一個更全面、更深刻的新結論。
6. 結構比較對照表 (Comparison Table)
7. 給考生的建議 (Recommendations)
循序漸進：如果您的目標是 6.5，請先精通 P-E-E-L。確保每一段都有 Link (回扣題目)。
升級策略：如果您的目標是 7.0 或以上，請開始在段落中加入 Analysis (分析) 或 Warrant (授權)，嘗試使用 M-E-A-L 或 C-R-E-W 的思維。
1. Introduction: The Rhetorical Complexity of High-Stakes Language Assessment
The International English Language Testing System (IELTS) Writing Task 2 stands as a preeminent benchmark for global academic literacy, assessing a candidate's ability not merely to construct sentences, but to engage in sophisticated discursive argumentation. While introductory pedagogical materials often reduce this task to a simplified set of four or five categories, a rigorous applied linguistic analysis reveals a more granular taxonomy. To achieve the highest bands of the assessment scale (Band 8.0 and 9.0), candidates must navigate the subtle rhetorical distinctness of prompt variations that, while superficially similar, demand fundamentally different cognitive strategies and structural architectures.
This report presents an exhaustive classification of nine distinct IELTS Writing Task 2 essay types. This taxonomy is derived from a synthesis of examiner expectations, assessment criteria (Task Response, Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy), and the specific directive keywords found in prompt syntax.1 By moving beyond the elementary "Opinion vs. Discussion" dichotomy, this analysis explores the specific logical requirements, argumentative structures, and linguistic resources necessary for each of the nine variations.
1.1 The Theoretical Imperative for Granular Classification
The necessity for a nine-type system arises from the criterion of "Task Response" (TR). In the IELTS assessment framework, TR measures how fully and appropriately a candidate addresses the specific requirements of the prompt. A generic approach—applying a "one-size-fits-all" template—often leads to a ceiling at Band 6.0 or 7.0 because the candidate fails to address the nuanced directive of the prompt.4 For instance, treating a "To what extent do you agree?" prompt (Type 2) identically to a "Do you agree or disagree?" prompt (Type 1) ignores the scalar dimension invited by the former, potentially limiting the depth of the argument.6 Similarly, conflating a "Cause and Solution" task (Type 8) with a generic "Problem and Solution" task (Type 7) can lead to incoherence if the causal mechanism is not explicitly linked to the remedial measures proposed.7
Therefore, this report categorizes the essay types not just by their topic tags, but by their rhetorical function:
Adjudication: Making a definitive judgment (Types 1, 2, 4).
Dialectic: Exploring tensions between opposing views (Types 5, 6).
Exposition: Analyzing phenomena objectively (Types 3, 8).
Remediation: Proposing actionable solutions to specific deficits (Type 7).
Inquiry: responding to specific, multi-faceted interrogation (Type 9).
2. The Opinion Cluster: Adjudication and Nuance
The first cluster of essay types centers on the candidate's ability to form, articulate, and defend a position. These are often collectively termed "Opinion Essays," yet they differ significantly in the strength and nature of the opinion required.
Type 1: The Direct Opinion Essay ("Do you agree or disagree?")
2.1.1 Rhetorical Analysis
The Direct Opinion essay represents the most binary form of argumentation within the IELTS suite. The prompt typically presents a controversial premise—often related to education, technology, or social policy—and explicitly demands the candidate's stance.
Directive Syntax: "Do you agree or disagree?" / "What is your opinion?"
Cognitive Demand: The task requires a definitive position. Ambiguity or "fence-sitting" is penalized as a failure of Task Response. The candidate must validate one side of the argument or the other, or explicitly reject the premise.8 The rhetorical goal is persuasion through strong affirmation or refutation.
2.1.2 Structural Architecture: The Thesis-Led Model
To secure a high band score, the "Direct Opinion" essay favors a Thesis-Led structure. The examiner expects the candidate's position to be codified immediately in the introduction and maintained consistently throughout the text.
2.1.3 Deep Insight: The Logic of Categorical Assertion
In Type 1 essays, the writer assumes the role of an advocate. The linguistic register should be assertive. High-scoring candidates use intensifiers and strong modal verbs ("must," "undoubtedly," "crucial") rather than hedging devices ("might," "could," "perhaps") which are more appropriate for Discussion essays. The error of "over-balancing"—where a candidate writes 50% for and 50% against without a clear decision—is fatal here. The prompt asks for a decision, not a debate.9
Type 2: The Degree Opinion Essay ("To what extent do you agree?")
2.2.1 Rhetorical Analysis
While structurally similar to Type 1, the inclusion of the phrase "To what extent" introduces a scalar dimension to the argument. It shifts the task from a binary choice (Yes/No) to a spectrum analysis.6
Directive Syntax: "To what extent do you agree or disagree?"
Cognitive Demand: This prompt explicitly invites nuance. It allows for "partial agreement," which is often a more sophisticated rhetorical move than total agreement. The writer is tasked with defining the limits of the premise's validity.
2.2.2 Structural Architecture: The Qualified Thesis
The structure must reflect the "extent" declared in the introduction. A standard agree/disagree structure can work, but a nuanced structure scores higher for Task Response.
The Qualified Thesis: Instead of "I agree," a Band 9 thesis might read: "I agree that technology aids learning to a significant degree, provided that it is accompanied by traditional pedagogical methods".14
The "Concession" Paragraph: In Type 2, the body paragraphs often follow a pattern of "Admission" and "Restriction."
BP1 (Admission): Acknowledge where the statement holds true (The Extent of Agreement).
BP2 (Restriction): Discuss the situations or contexts where the statement fails (The Extent of Disagreement).
Synthesis: The conclusion must reconcile these two, reiterating the specific boundary drawn in the thesis.15
2.2.3 Deep Insight: Conditional Logic
The linguistic key to Type 2 is the conditional clause. Candidates demonstrate advanced grammar by using structures such as "unless," "provided that," "only if," and "conversely." This demonstrates that the candidate is evaluating the variables that influence the validity of the prompt, rather than accepting it as an absolute fact. This sophisticated evaluation is a marker of Band 8+ critical thinking.13
3. The Discussion Cluster: Dialectic and Deliberation
The second cluster moves away from pure advocacy toward a more objective, exploratory mode of writing. These essays require the candidate to act as a mediator between conflicting viewpoints before (usually) delivering a verdict.
Type 3: The Pure Discussion Essay ("Discuss both views")
3.1.1 Rhetorical Analysis
This type is distinct in its requirement for neutrality—at least initially. The prompt presents two opposing viewpoints (e.g., "Some think X, others think Y") and instructs the candidate to analyze both.16
Directive Syntax: "Discuss both views." (Note: In modern IELTS, this is almost always followed by "and give your opinion," making it Type 4, but "Pure Discussion" remains a distinct pedagogical category for structural training).
Cognitive Demand: Objective Analysis and Perspective Taking. The writer must step into the shoes of the proponents of both sides, articulating their rationale without immediately dismissing it.18
3.1.2 Structural Architecture: The Alternating Narrator
Introduction: Paraphrase both views. An outline statement indicates the essay will examine both perspectives.19
Body Paragraph 1 (View A): "On the one hand, proponents of X argue..." The writer uses attributive verbs (claim, posit, assert) to distance themselves from the view. The arguments presented must be the strongest possible arguments for that side, even if the writer disagrees.20
Body Paragraph 2 (View B): "On the other hand, opponents contend..." Similar objective treatment.
Conclusion: Summarize the debate.
Type 4: The Hybrid Discussion Essay ("Discuss both views and give your opinion")
3.2.1 Rhetorical Analysis
This is the most common and complex variation of the Discussion task. It combines the objective analysis of Type 3 with the subjective judgment of Type 1/2.21
Directive Syntax: "Discuss both views and give your opinion."
Cognitive Demand: Synthesis. The candidate must validate their understanding of why others hold their views, while simultaneously carving out their own distinct position.
3.2.2 Structural Architecture: The "Debater" Model
A fatal error in Type 4 is discussing View A and View B objectively in the body, and only revealing the writer's opinion in the conclusion ("The Mystery Novel approach"). For Band 9, the writer's position should be clear throughout.22
3.2.3 Deep Insight: The "Pivot" Mechanism
Success in Type 4 relies on the "Pivot"—the linguistic transition between the view of others and the writer's stance. This often occurs within body paragraphs. A Band 9 paragraph might start with "Supporters of X argue..." (View A), explain their logic, and then pivot with "However, this perspective overlooks..." (Writer's Opinion). This integration of discussion and opinion fulfills the criteria for Coherence and Cohesion at the highest level.22
4. The Expository Cluster: Analysis and Evaluation
These essays are less about "winning" an argument and more about "weighing" evidence or "listing" factors. They require a tone of detached observation and logical categorization.
Type 5: The Descriptive Advantage/Disadvantage Essay ("What are the advantages and disadvantages?")
4.1.1 Rhetorical Analysis
This essay type is expository. It does not ask for a judgment on whether the trend is "good" or "bad" overall, but rather asks for an objective listing of pros and cons.24
Directive Syntax: "What are the advantages and disadvantages?"
Cognitive Demand: Description and Categorization. The writer acts as an observer. The use of neutral, objective language is crucial.
4.1.2 Structural Architecture: The Balanced Inventory
Introduction: Paraphrase + Outline Statement (e.g., "This essay will explore both the benefits and the drawbacks of this phenomenon"). Note: No personal opinion is strictly required in the thesis.
Body Paragraph 1 (Advantages): Topic sentence covering the positive aspects. Use plural markers ("The primary benefits are...", "Another advantage is...").
Body Paragraph 2 (Disadvantages): Topic sentence covering the negative aspects.
Conclusion: Summary of the main points discussed.
4.1.3 Common Pitfalls
A critical error here is offering a judgment (e.g., "The advantages are stronger") when the prompt only asked "What are they?". This is a Task Response error. The candidate must strictly adhere to the instruction words and avoid drifting into Type 6 logic.25
Type 6: The Evaluative Advantage/Disadvantage Essay ("Do the advantages outweigh the disadvantages?")
4.2.1 Rhetorical Analysis
This is a critical variation of Type 5. The word "outweigh" transforms the task from expository to argumentative.26
Directive Syntax: "Do the advantages outweigh the disadvantages?"
Cognitive Demand: Comparison and Evaluation. The candidate must not only list pros and cons but quantify or qualify their relative importance.
4.2.2 Structural Architecture: The Weighted Scale
Introduction: Paraphrase + Clear Declaration of Weight (e.g., "I believe the advantages significantly outweigh the disadvantages").
Body Paragraph 1 (The Minor Side): Discuss the weaker side (e.g., Disadvantages). Use concessive language (e.g., "Admittedly, there are drawbacks...").
Body Paragraph 2 (The Major Side): Discuss the stronger side (e.g., Advantages). Use comparative language to show why this side is superior (e.g., "However, these risks are mitigated by the overwhelming economic benefits...").
Conclusion: Reiterate the verdict.
4.2.3 Deep Insight: The Concept of "Net Utility"
To score highly, one must explicitly demonstrate why one side outweighs the other. Is it a long-term vs. short-term comparison? Is it an individual vs. societal benefit comparison? Simply listing 3 pros and 2 cons is insufficient for Band 9. The logical link (the "warrant") establishing the superiority of one side must be explicit. For example, "While the cost is a disadvantage, the life-saving potential of the drug is an advantage that logically outweighs the financial burden".29
5. The Remedial Cluster: Problems, Causes, and Solutions
These essays test the candidate's ability to analyze societal pathology (problems/causes) and propose therapy (solutions). They require a shift in vocabulary from abstract nouns to actionable verbs.
Type 7: The Problem/Solution Essay ("What are the problems and solutions?")
5.1.1 Rhetorical Analysis
This type identifies a societal issue (e.g., traffic, pollution, obesity) and asks for remedial measures.30
Directive Syntax: "What problems does this cause? What solutions can you suggest?"
Cognitive Demand: Diagnosis and Prescription. The relationship between the problem and the solution must be logical. A solution must address the specific problem raised.
5.1.2 Structural Architecture: The Direct Correspondence Model
Introduction: Paraphrase + Outline (Problems and Solutions).
Body Paragraph 1 (Problems): Identify 1-2 key problems. Explain their mechanism and impact.
Body Paragraph 2 (Solutions): Propose 1-2 specific solutions. Critically, these solutions must solve the problems mentioned in BP1. If BP1 mentions "pollution," BP2 cannot discuss "cost."
Conclusion: Summarize the main problems and the proposed remedies.
5.1.3 Linguistic Strategy: Modals of Obligation
This essay type relies heavily on modals of obligation ("should," "must," "ought to") and vocabulary of implementation ("implement," "enact," "subsidize"). Band 9 candidates use these with precision, distinguishing between government mandates ("The state must ban...") and soft power ("Schools should encourage...").
Type 8: The Cause/Solution (or Cause/Effect) Essay
5.2.1 Rhetorical Analysis
Often conflated with Type 7, this type focuses on the etiology (origins) of a trend rather than just the problems it causes.3
Directive Syntax: "What are the causes of this? What solutions can you suggest?" OR "What are the causes? What are the effects?"
Cognitive Demand: Causal Analysis. The writer must demonstrate a chain of events (Cause -> Phenomenon -> Effect).
5.2.2 Structural Architecture
Introduction: Paraphrase + Outline.
Body Paragraph 1 (Causes): "The primary driver of this trend is..." Focus on root causes rather than symptoms.
Body Paragraph 2 (Solutions/Effects): Depending on the prompt. If asking for solutions, they must address the root causes identified in BP1.
Conclusion: Summary.
5.2.3 Deep Insight: The Plurality Trap
Prompts often ask for "Causes" (plural) and "Solutions" (plural). A common Band 6 error is writing one cause and one solution. A Band 9 response respects the plurality, usually offering two distinct causes and two distinct solutions, or a multi-faceted single cause that covers various aspects.30
6. The Inquiry Cluster: Complex and Direct Questions
The final cluster includes essay types that do not fit neatly into the standard argumentative or expository structures. These are often characterized by multiple distinct questions within a single prompt.
Type 9: The Two-Part (Direct) Question Essay
6.1.1 Rhetorical Analysis
This category captures prompts that consist of a premise followed by two distinct, often unrelated, specific questions.32
Directive Syntax: "Why is this happening? Is it a positive or negative development?" OR "Who should be responsible for X? How should they do it?"
Cognitive Demand: Responsiveness. The essay is essentially two mini-essays joined together. Each question must be answered fully.
6.1.2 Structural Architecture: The Two-Mini-Essay Model
Introduction: Paraphrase + Thesis answering both questions briefly.
Body Paragraph 1: Answer Question 1 completely. Start with a topic sentence that echoes the question.
Body Paragraph 2: Answer Question 2 completely. Use a transition phrase ("Regarding the second question...") to signal the shift.
Conclusion: Summarize the answers to both questions.
6.1.3 The "Positive/Negative Development" Nuance
A specific and common variation of the Direct Question is the "Positive or Negative Development" prompt.4 While structurally similar to Type 1 (Opinion), it asks for an evaluation of a trend rather than agreement with a statement.
Band 9 Strategy: The candidate should clearly state whether the trend is positive, negative, or mixed. If "mixed," the structure resembles Type 6 (Outweigh), where the writer argues that the positives outweigh the negatives.
7. Strategic Synthesis: The Claim-Argument-Evidence (CAE) Framework
Across all nine essay types, the internal structure of body paragraphs determines the Coherence and Cohesion score. The Claim-Argument-Evidence (CAE) model is the gold standard for academic writing in IELTS.36
7.1 The Generic CAE Model
Claim (Topic Sentence): The main idea of the paragraph. It must directly answer the prompt.
Argument (Reasoning): The logical bridge. Why is the claim true? This often involves "if/then" reasoning or "because" clauses.
Evidence (Support): Concrete data, examples, or hypothetical scenarios that illustrate the argument.
Link (Warrant): A concluding sentence that ties the paragraph back to the thesis or prompt.
7.2 Application Across Types
8. Conclusion: The Path to Mastery
The classification of IELTS Writing Task 2 into nine distinct types provides a necessary scaffolding for advanced performance. While the superficial similarities between prompts often lead candidates to apply a "one-size-fits-all" approach, the linguistic and structural nuances of each type are significant.
From the binary logic of the Direct Opinion (Type 1) to the scalar nuance of the Extent Essay (Type 2), the comparative evaluation of the Outweigh Essay (Type 6), and the dual-narrative of the Discussion Essay (Type 4), each format demands a specific cognitive and rhetorical toolkit. Mastery of these nine types allows a candidate to satisfy the "Task Response" criterion fully, laying the groundwork for a Band 9 score. The effective application of the Claim-Argument-Evidence model within these specific architectures ensures that the candidate's ideas are not just present, but persuasive, coherent, and academically rigorous.
Summary Taxonomy Table
(Note: "Positive/Negative Development" is structurally treated as Type 1 or Type 6 depending on the writer's approach to "evaluation".)
This detailed taxonomy offers a complete roadmap for navigating the complexities of the IELTS Writing Task 2, providing the analytical depth required for expert-level instruction and performance.
Works cited
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雅思學術寫作任務2的高階分類與教學分析：九種作文類型的綜合分類
1. 引言：高風險語言評估的修辭複雜性
國際英語語言測驗系統（IELTS）寫作任務二是全球學術素養的卓越標桿，它不僅評估考生建構句子的能力，更檢視其進行複雜論述的能力。儘管入門教材通常將這項任務簡化為四到五個類別，但嚴謹的應用語言學分析揭示了更細緻的分類體系。為了達到評分標準的最高等級（8.0分和9.0分），考生必須駕馭不同題幹之間微妙的修辭差異。這些題幹表面上看似相似，但實際上對認知策略和結構架構的要求卻截然不同。
本報告對以下內容進行了詳盡的分類：九種不同的雅思寫作任務2作文類型此分類法源自於考官期望、評估標準（任務反應、連貫性和銜接性、詞彙資源、語法範圍和準確性）以及提示句法中發現的特定指令關鍵字的綜合分析。1透過超越基本的「觀點與討論」二分法，該分析探討了九種變體中每一種所需的具體邏輯要求、論證結構和語言資源。
1.1 細粒度分類的理論必要性
九型題型體系的必要性源自於「任務回應」（TR）此評分標準。在雅思考試框架中，任務回應衡量的是考生對題目具體要求的回答是否全面且恰當。採用通用方法——即套用「一刀切」的模板——往往會導致分數上限僅為6.0或7.0分，因為考生未能準確掌握題目的細微要求。4例如，將「你在多大程度上同意？」提示（類型 2）與「你同意或不同意？」提示（類型 1）同等對待，會忽略前者所引入的標量維度，從而可能限制論證的深度。6同樣，如果因果機制沒有明確地與所提出的補救措施聯繫起來，那麼將「原因和解決方案」任務（類型 8）與一般的「問題和解決方案」任務（類型 7）混淆可能會導致不連貫。7
因此，本報告不僅根據文章的主題標籤，而且根據文章的修辭功能對其進行分類：
裁決：做出最終判斷（類型 1、2、4）。
辯證法：探討對立觀點之間的矛盾（類型 5、6）。
展覽：客觀地分析現象（類型 3、8）。
補救措施：針對具體缺陷提出可行的解決方案（第 7 類）。
詢問：回應具體的、多方面的審訊（第 9 類）。
2. 意見集群：裁決與細微差別
第一類作文主要檢視考生形成、闡述和捍衛自身立場的能力。這類作文通常統稱為“觀點作文”，但它們在以下方面存在顯著差異：力量 和自然所需意見。
第一種類型：直接觀點文章（「你同意或不同意？」）
2.1.1 修辭分析
直接觀點作文是雅思寫作科目中最具二元論證特徵的寫作形式。題目通常會提出一個有爭議的前提——通常與教育、科技或社會政策相關——並明確要求考生表明立場。
指令語法：你同意還是不同意？ /你的看法是什麼？
認知需求：這項任務要求考生表明明確立場。模稜兩可或「騎牆式」的回答將被視為任務完成失敗。考生必須肯定論點的某一方，或明確否定該前提。8修辭目標是透過強而有力的肯定或反駁來達到說服的目的。
2.1.2 結構架構：論文主導模式
為了獲得高分，「直接觀點」作文傾向於…論文主導型結構。考官希望考生在引言中立即闡明自己的立場，並在全文中保持一致。
2.1.3 深度洞察：分類斷言的邏輯
在第一類作文中，作者扮演的是倡議者的角色。語言風格應自信果斷。高分考生會使用強調詞和強有力的情態動詞（例如「必須」、「無疑」、「至關重要」），而不是更適合討論類作文的緩和語氣詞（例如「可能」、「或許」、「也許」）。 「過度平衡」——即考生在論述中一半支持一半反對，卻沒有明確的結論——是致命的錯誤。題目要求的是做出決定，而不是展開辯論。9
類型 2：觀點性論文（「您在多大程度上同意？」）
2.2.1 修辭分析
雖然結構上與第一類相似，但「在何種程度上」這一短語的加入為論證引入了標量維度。它將任務從二元選擇（是/否）轉變為光譜分析。6
指令語法：您在多大程度上同意或不同意？
認知需求：這個提示明確鼓勵細微差別。它允許“部分同意”，這通常比完全同意更是一種高明的修辭手法。作者的任務是定義…限制前提的有效性。
2.2.2 結構建築：合格論文
結構必須體現引言中所述的「程度」。標準的同意/不同意結構可以奏效，但更細緻的結構在任務回應中得分較高。
合格論文：一篇9分範文的論點可能不是簡單地寫“我同意”，而是這樣寫：“我同意科技有助於學習”。在很大程度上前提是它要配合傳統的教學方法」。14
「讓步」段落：在第二類中，正文段落通常遵循「准入」和「限制」的模式。
BP1（入院）：承認陳述在哪些方面是正確的（同意的程度）。
BP2（限制）：討論該陳述不成立的情況或背景（分歧程度）。
合成：結論必須調和這兩者，重申論文中劃定的具體界線。15
2.2.3 深入洞察：條件邏輯
第二類語言的關鍵在於條件條款考生透過使用「unless」、「provided that」、「only if」和「conversely」等結構來展示其高級語法能力。這表示考生正在評估…變數這種評估方式會影響題目的有效性，而不是將其視為絕對事實。這種精細的評估是雅思8分以上批判性思考的標誌。13
3. 討論小組：辯證法與審議
第二類文章不再侷限於純粹的論證，而是採用較客觀、探索性的寫作模式。這類文章要求考生在（通常）給出結論之前，扮演調解不同觀點的角色。
第 3 類：純粹的討論性文章（「討論兩種觀點」）
3.1.1 修辭分析
這種類型的題目獨特之處在於它要求考生保持中立——至少在初期階段是如此。題目會提出兩種對立的觀點（例如，「有人認為X，有人認為Y」），並要求考生對這兩種觀點進行分析。16
指令語法：「討論雙方觀點。」（註：在現代雅思考試中，這句話後面幾乎總是跟著“並給出你的觀點”，使其成為第 4 類，但“純粹討論”仍然是結構化訓練中一個獨特的教學類別。）
認知需求：客觀分析和換位思考。作者必須設身處地站在支持者的角度思考問題。兩個都雙方闡述各自的理由，而不是立即否定它。18
3.1.2 結構架構：交替敘述者
介紹：請用自己的話複述雙方的觀點。提綱顯示文章將探討這兩種觀點。19
正文第 1 段（視圖 A）：「一方面，X 的支持者認為…」 作者使用了定語動詞（聲稱、提出、斷言）以表明自己與該觀點的立場。所提出的論點必須是…最強可能即使作者本人並不認同，也會提出支持該方的論點。20
正文第 2 段（視圖 B）：另一方面，反對者則認為… 類似的客觀處理。
結論：總結辯論內容。
類型 4：混合式討論文章（「討論兩種觀點並給出你的觀點」）
3.2.1 修辭分析
這是討論題中最常見也是最複雜的一種形式。它結合了第三類題的客觀分析和第一/第二類題的主觀判斷。21
指令語法：請討論兩種觀點並給出你的看法。
認知需求：綜合分析。考生必須驗證其對以下問題的理解：其他的他們堅持自己的觀點，同時塑造自己獨特的立場。
3.2.2 結構架構：「辯論者」模型
第四類錯誤的一個致命之處在於，正文客觀地討論了觀點A和觀點B，而僅在結論部分揭示作者的觀點（「推理小說方法」）。對9分來說，作者的立場應該要清晰明確。自始至終。22
3.2.3 深度洞察：「樞紐」機制
第四類文章的成功關鍵在於「轉折點」——即在他人觀點和作者立場之間進行語言上的過渡。這種轉捩點通常出現在正文段落中。例如，一篇9分水平的段落可能以「X的支持者認為…」（觀點A）開頭，闡述他們的邏輯，然後以「然而，這種觀點忽略了…」（作者的觀點）作為轉折點。這種討論與觀點的融合，達到了連貫性和銜接性的最高標準。22
4. 說明文群：分析與評價
這些文章與其說是要「贏得」一場辯論，不如說是要「權衡」證據或「列舉」因素。它們要求作者以客觀冷靜的觀察和邏輯嚴密的分類來寫作。
第五類：描述性優缺點文章（「有哪些優點和缺點？」）
4.1.1 修辭分析
這種類型的文章屬於說明文。它不要求對這種趨勢總體上是「好」還是「壞」做出判斷，而是要求客觀地列出其優缺點。24
指令語法：“它的優點和缺點是什麼？”
認知需求：描述與分類。作者扮演觀察者的角色。使用中立、客觀的語言至關重要。
4.1.2 結構架構：平衡清單
介紹：釋義 + 提綱陳述（例如，「本文將探討此現象的優點和缺點」）。註：論文中無需嚴格要求個人觀點。
正文第一段（優點）：主題句應涵蓋正面方面。使用複數標記（“主要好處是…”，“另一個優點是…”）。
正文第二段（缺點）：涵蓋負面方面的主題句。
結論：主要討論要點總結。
4.1.3 常見陷阱
這裡的一個關鍵錯誤是在提示資訊不足的情況下給出判斷（例如，「優勢更明顯」）。僅有的問「它們是什麼？」。這是任務反應錯誤。考生必須嚴格依照指示行事，避免陷入第六類邏輯思維。25
第六類：優缺點評價性文章（「優點是否大於缺點？」）
4.2.1 修辭分析
這是類型 5 的關鍵變體。 「勝過」一詞將任務從說明文轉變為議論文。26
指令語法：“優點是否大於缺點？”
認知需求：比較與評估。考生不僅要列出優點和缺點，而且量化 或者資格它們相對重要性。
4.2.2 結構架構：加權尺度
介紹：改述 + 明確陳述權重（例如，「我認為優點遠大於缺點」）。
正文第一段（次要方面）：討論其不足之處（例如，缺點）。使用讓步性的語言（例如，「誠然，存在一些缺點…」）。
正文第二段（主要方面）：討論優勢方（例如，優點）。使用比較性語言來表明為什麼這一方更勝一籌（例如，「然而，這些風險被巨大的經濟效益所抵消…」）。
結論：重申判決。
4.2.3 深度洞察：「淨效用」的概念
要獲得高分，必須明確地展示為什麼一方的優劣明顯高於另一方。這是長期與短期效益的比較嗎？還是個人效益與社會效益的比較？僅僅列出3個優點和2個缺點不足以達到9級。證明一方優越性的邏輯連結（「論證」）必須清晰明確。例如，“雖然成本是一個劣勢，但該藥物的救命潛力是一個優勢，從邏輯上講，它超過了經濟負擔。”29
5. 補救集群：問題、原因和解決方案
這些文章旨在檢視考生分析社會弊病（問題/原因）並提出應對方案（解決方案）的能力。它們要求考生將詞彙從抽象名詞過渡到可操作的動詞。
類型 7：問題/解決方案型文章（「有哪些問題？有哪些解決方案？」）
5.1.1 修辭分析
這種類型的信件會指出社會問題（例如交通、污染、肥胖），並要求採取補救措施。30
指令語法：“這會造成什麼問題？您能提出哪些解決方案？”
認知需求：診斷與治療方案。問題與解決方案之間的關係必須合乎邏輯。解決方案必須針對所提出的具體問題。
5.1.2 結構架構：直接對應模型
介紹：釋義 + 提綱（問題和解決方案）。
正文第一段（問題）：找出 1-2 個關鍵問題，並解釋其機制和影響。
正文第二段（解答）：提出 1-2 個具體解決方案。關鍵在於，這些解決方案必須解決 BP1 中提到的問題。例如，如果 BP1 中提到“污染”，則 BP2 不能討論“成本”。
結論：總結主要問題和提出的補救措施。
5.1.3 語言策略：義務情態動詞
這類文章大量運用表示義務的情態動詞（例如“should”、“must”、“ought to”）和表示實施的詞彙（例如“implement”、“enact”、“subsidize”）。 9分考生能夠精準地運用這些詞彙，區分政府指令（例如“The state must ban...”）和軟實力（例如“Schools should encourage...”）。
第八類：原因/解決方案（或原因/結果）論文
5.2.1 修辭分析
這種類型常與7型混淆，它側重於…病因（趨勢的）起源，而不僅僅是它造成的問題。3
指令語法：“造成這種情況的原因是什麼？您能提出哪些解決方案？”或者“造成這種情況的原因是什麼？會產生哪些影響？”
認知需求：因果分析。作者必須展示事件的因果鏈（原因→現象→結果）。
5.2.2 結構建築
介紹：改述 + 提綱。
正文第一段（原因）：「這一趨勢的主要驅動因素是…」 重點關注根本原因而不是症狀。
正文第二段（解/效果）：根據提示而定。如果要求解決方案，則必須解決BP1中確定的根本原因。
結論： 概括。
5.2.3 深度洞察：多元化陷阱
題目通常會要求列出「原因」（複數）和「解」（複數）。 6 分題常見的錯誤是只寫一個原因和一個解。 9 分題的答案會尊重複數形式，通常會提供兩個不同的原因和兩個不同的解，或一個涵蓋多個面向的多面向原因。30
6. 探究式學習集群：複雜問題與直接問題
最後一類文章類型無法完全歸類於標準的議論文或說明文結構。這類文章的特點是，一個題目中包含多個不同的問題。
第九類：兩部分（直接）問答題
6.1.1 修辭分析
這一類別包含的提示由一個前提和兩個不同的、通常不相關的特定問題組成。32
指令語法：“為什麼會發生這種情況？這是好事還是壞事？”或“誰應該負責X？他們應該怎麼做？”
認知需求：答題性。這篇論文其實由兩篇小論文組成，每題都必須完整回答。
6.1.2 結構架構：雙迷你論文模型
介紹：釋義 + 論文答辯兩個都簡要提問。
正文第一段：請完整回答問題 1。開頭要寫一個與問題相呼應的主題句。
正文第二段：請完整回答問題 2。使用過渡短語（“關於第二個問題…”）來表示話題的轉換。
結論：總結這兩個問題的答案。
6.1.3 「正面/負面發展」的細微差別
直接提問的一個具體而常見的變體是“積極或消極的發展”提示。4雖然結構上與類型 1（意見）相似，但它要求對趨勢進行評估，而不是同意某個陳述。
雅思9分策略：候選人應明確說明趨勢是正面的、負面的還是好壞參半。如果是“好壞參半”，則結構類似於第六類（優勢大於劣勢），即作者論證積極因素大於消極因素。
7. 策略綜合：主張-論證-證據（CAE）框架
在所有九種文章類型中，段落主體部分的內部結構決定了文章的連貫性和銜接性得分。主張-論證-證據（CAE）該模型是雅思學術寫作的黃金標準。36
7.1 通用 CAE 模型
論點（主題句）：段落的主旨。它必須直接回答題目要求。
論證（推理）：邏輯橋樑。為什麼這個論斷是正確的？這通常涉及“如果/那麼”的推理或“因為”從句。
證據（支持）：用具體數據、例子或假設情境來說明論點。
連結（授權書）：總結句，將段落內容與主題或提示連結起來。
7.2 跨型別應用
8. 結論：通往精通之路
雅思寫作任務二分為九種不同的題型，為考生提升寫作程度提供了必要的架構。雖然題目表面上的相似性常常導致考生採用「一刀切」的答案方法，但每種題型在語言和結構上的細微差別都至關重要。
從二進位邏輯來看直接意見（類型 1）到標量細微差別拓展論文（類型 2）對……的比較評價權衡論文（類型 6）以及雙重敘事討論文（第四類）每種題型都需要特定的認知和修辭工具。掌握這九種題型，考生就能完全滿足「任務回應」的要求，為獲得9分奠定基礎。在這些特定的題型架構中有效運用「論點-論證-證據」模型，可以確保考生的觀點不僅存在，而且具有說服力、連貫性和學術嚴謹性。
分類概要表
（註：「正面/負面發展」在結構上被視為第 1 類或第 6 類，取決於作者對「評價」的方法。）
這個詳細的分類系統為應對雅思寫作任務 2 的複雜性提供了完整的路線圖，提供了專家級指導和表現所需的分析深度。
引用作品
雅思寫作任務2問題及解答 | Setu G - Medium，瀏覽日期：2025年12月2日https://medium.com/@setug/ielts-writing-task-2-problems-and-solutions-3a79e2f747fc
掌握雅思寫作任務2：5種作文類型的完整指南，瀏覽日期：2025年12月2日https://wwai.ai/ielts/complete-guide-to-the-ielts-task-2-essay-types/
正向或負向發展：雅思範文，瀏覽日期：2025年12月2日https://ieltsliz.com/positive-or-negative-development-ielts-model-essay/
雅思寫作任務2：如何回答「你同意或不同意到什麼程度」的問題 - Medium，訪問日期：2025年12月2日https://medium.com/@mobolajiaromokeye/ielts-writing-task-2-how-to-answer-a-to-what-extent-do-you-agree-or-disagree-question-d95a26c0d9df
IELTS 作文 9 分範文及實用技巧，瀏覽日期：2025 年 12 月 2 日https://ieltsliz.com/ielts-solution-essay-band-9-model-answer/
如何撰寫雅思寫作任務2中的議論文 - idp ielts，訪問日期：2025年12月2日https://ielts.idp.com/vietnam/about/news-and-articles/article-ielts-argumentative-essay/en-gb
雅思同意或不同意作文 - 9 分指南，訪問日期：2025 年 12 月 2 日https://ielts-up.com/writing/agree-disagree-essay.html
議論文－同意或不同意某個觀點－Test-English，造訪日期：2025年12月2日https://test-english.com/explanation/b2-writing-explanation/opinion-essay-agree-or-disagree-with-a-statement/
反駁論點 | 大學寫作與演講中心 | 內華達大學雷諾分校，2025年12月2日訪問https://www.unr.edu/writing-speaking-center/writing-speaking-resources/counterarguments
新聞與見解 - 如何撰寫同意/不同意作文… - 雅思，瀏覽日期：2025年12月2日https://ielts.org/news-and-insights/how-to-write-an-agree-disagree-essay-for-ielts-writing-task-2
雅思寫作任務二每種題型的最佳結構是什麼？ - Reddit，瀏覽日期：2025年12月2日https://www.reddit.com/r/IELTS/comments/1oycs8s/whats_the_best_structure_for_each_ielts_writing/
寫作任務 2 討論兩種觀點課程 - IELTS Advantage，造訪日期：2025 年 12 月 2 日https://www.ieltsadvantage.com/2015/03/18/writing-task-2-discussion-essay-lesson/
雅思議論文寫作－逐步指南 - IELTS Jacky，瀏覽日期：2025年12月2日https://www.ieltsjacky.com/ielts-discussion-essays.html
2025年12月2日造訪的雅思作文中討論兩種對立觀點的簡單公式https://ielts.idp.com/chile/prepare/article-simple-formula-discussing-opposing-views-ielts-essay
雅思寫作任務2：討論雙方觀點的文章結構和技巧，訪問日期：2025年12月2日https://www.ieltsbandscore.com/ielts-preparation-materials/ielts-writing-task-2-discussion-both-views
寫議論文：討論兩種觀點並給出你的看法 - Test-English，訪問日期：2025年12月2日https://test-english.com/explanation/b2-writing-explanation/discussion-essay-discuss-two-views-and-give-your-opinion/
雅思寫作任務2：討論兩種觀點並表達你的觀點，訪問日期：2025年12月2日https://ielts-up.com/writing/discuss-both-views-essay.html
如何寫一篇雅思寫作Task 2 9分作文 | 兩種觀點及你的看法，瀏覽日期：2025年12月2日https://fastrackielts.com/ielts-writing-essay-two-views/
IELTS Essay Types with Writing Topics and Samples - Benchmark Education，瀏覽日期：2025年12月2日https://edubenchmark.com/blog/ielts-essay-types/
雅思寫作任務2關於優缺點的文章，訪問日期為2025年12月2日。https://ielts.idp.com/vietnam/about/news-and-articles/article-ielts-writing-task-2-advantages-disadvantages-essay/en-gb
IELTS Advantage Disadvantage Model Essay With Useful Tips，瀏覽日期：2025年12月2日，https://ieltsliz.com/ielts-advantage-disadvantage-model-essay/
雅思作文：五種雅思作文類型 - IELTS Liz，瀏覽日期：2025年12月2日https://ieltsliz.com/types-of-ielts-essays/
IELTS作文題型及技巧（2025年12月2日瀏覽）https://ieltsidpindia.com/blog/ielts-advantage-disadvantage-essay-questions
優點是否大於缺點？雅思作文，瀏覽日期：2025年12月2日。https://ieltsliz.com/do-the-advantages-outweigh-the-disadvantages/
優點大於缺點的論文範例（KIRAN JAVED）| PDF - Scribd，造訪日期：2025年12月2日https://www.scribd.com/document/832942195/Advantage-OUTWEIGH-Disadvantage-Essay-Sample-KIRAN-JAVED
雅思學術寫作任務2：問題解決作文 - Leap Scholar，訪問日期：2025年12月2日https://leapscholar.com/exams/ielts/writing/task-2/problem-solution
雅思問題解決型作文－逐步指南 - IELTS Jacky，瀏覽日期：2025年12月2日https://www.ieltsjacky.com/ielts-problem-solution-essays.html
雅思雙題作文：Qverview、結構與技巧，瀏覽日期：2025年12月2日https://ielts-testpro.com/writing-tips/ielts-double-question-essay-qverview-structure-and-tips/
雅思直接問答寫作：結構、題型、範例及技巧 | IELTSMaterial.com，瀏覽日期：2025年12月2日https://ieltsmaterial.com/direct-question-essay/
如何撰寫雅思寫作任務二中的「正面或負面發展」文章，造訪日期：2025年12月2日https://ielts.idp.com/vietnam/about/news-and-articles/article-positive-or-negative/en-gb
四步驟提升雅思寫作任務二：第三步－準備與使用證據庫 - LingoLeap，瀏覽日期：2025年12月2日https://lingoleap.ai/ielts/blog/boost-your-ielts-writing-task-2-in-four-steps-step-3--preparing-and-using-your-evidence-bank
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