Task 2 Paragraph Skeleton
writingaccuracypracticeindividualnone prep10-15 min
Learners plan full Task 2 body paragraphs using a one-page skeleton: Topic sentence → Explanation → Example → Link/Implication. Writing full paragraphs without this planning is where most Band 6 essays stall.
The Skeleton
Topic Sentence: …
(1 sentence — your main claim for this paragraph)
Explanation: …
…
(2 sentences — why this claim is true)
Example / Evidence: …
…
(1–2 sentences — a concrete instance)
Link / Implication: …
(1 sentence — so what? back to the thesis)Procedure
- Display prompt: Some people believe university education should be free for all. To what extent do you agree?
- Students write the whole essay plan using skeletons — 1 intro, 2 body skeletons, 1 conclusion skeleton. No flowing prose yet.
- Each paragraph skeleton = 5 minutes to plan.
- Pair up. Partners read each other's skeletons and rate: does the Example actually support the Explanation? Does the Link return to the thesis?
- Only after skeletons are approved, students write the full paragraphs.
Why It Works
- Plan-then-prose: most essay failures are planning failures. The skeleton makes the plan visible.
- Forces concrete examples: the Example slot must be filled; students cannot lazily wave at "many studies show".
- The Link slot is the Band 7 move: this is the sentence that signals paragraph-to-thesis coherence, often missing in Band 6.
Skeleton Variants
- For counter paragraph: Claim → Counter-claim → Rebuttal → Link
- For Agree/Disagree prompt: Strong position → reasoning → concession → reinforce position
- For Problem/Solution: Problem description → cause → solution → feasibility check
Variations
- Chunked writing: each skeleton slot is written separately, with pair-review between. Slows the drafting but raises quality.
- Reverse-skeleton: take a Band 8 essay; reconstruct the skeleton from the prose. Builds reading-to-plan intuition.
- Skeleton-only essays: for a week, students only submit skeletons, no full essays. Forces planning discipline.
Tips
- Match the skeleton to the prompt type. Opinion, discussion, problem/solution, and advantage/disadvantage prompts each deserve a different skeleton shape.
- Once the skeleton is automatic, drop it. Learners who remain skeleton-dependent produce formulaic, high-Band-6, never-Band-7 essays.