Part 3 — Agree / Disagree
Hedged stance · concession + counter
1. Topic & Why It Matters
Agree/disagree questions are common in Part 3 because they test whether you can handle an abstract claim without sounding extreme, memorised, or argumentative. A strong answer gives a clear position, but it also shows balance, concession, and reasoned judgement.
Where marks are commonly dropped:
- Fluency & Coherence — saying "I agree" and then repeating the same idea with no development.
- Lexical Resource — overusing I think, good, bad, and very important.
- Grammar — using absolute claims with no hedging, such as everyone should or it is always wrong.
- Pronunciation — using flat intonation, so the concession and counter-argument sound like one blurred point.
2. Knowledge Points
The agree/disagree answer structure
| Move | Purpose | Example sentence starter |
|---|---|---|
| Hedged position | Give your stance without sounding extreme | I mostly agree with that, although I would add one condition. |
| Reason 1 | Explain the main logic behind your view | The main reason is that young people need structure, not just freedom. |
| Concession | Show that you understand the opposite side | That said, I can see why some people disagree. |
| Counter | Return to your position with stronger reasoning | But I still think the benefits outweigh the drawbacks. |
| Example | Make the argument concrete | For example, my cousin improved a lot when his parents set clearer limits. |
| Final judgement | End with a balanced conclusion | So, on balance, I would support it, but only if it is done flexibly. |
Three useful stance types
| Stance | When to use it | Example |
|---|---|---|
| Strong agreement | When the claim is sensible and easy to defend | I would largely agree with that, especially in big cities. |
| Partial agreement | When both sides are valid | I agree up to a point, but I think it depends on the situation. |
| Careful disagreement | When the claim is too simplistic | I am not fully convinced by that view, because it overlooks individual differences. |
| Conditional agreement | When your support depends on one condition | I would agree, provided that schools also teach practical skills. |
| Balanced judgement | When you want to avoid sounding absolute | On balance, I would say the advantages are slightly stronger. |
Do not turn Part 3 into a debate speech
IELTS Part 3 is a spoken discussion, not a written essay. The examiner wants to hear your thinking process. Use softer language like probably,in many cases, I would argue, and it depends so your answer sounds thoughtful rather than memorised.
3. Vocabulary & Phrase Bank
| # | Expression | Meaning / use |
|---|---|---|
| 01 | I mostly agree with that | clear but not extreme agreement |
| 02 | I agree up to a point | partial agreement before adding a limit |
| 03 | I am not fully convinced | polite disagreement |
| 04 | I would argue that... | introduces a reasoned opinion |
| 05 | from my point of view | natural stance marker |
| 06 | on balance | after weighing both sides |
| 07 | that said | introduces a concession |
| 08 | to be fair | shows respect for the opposite view |
| 09 | at the same time | adds nuance or contrast |
| 10 | the benefits outweigh the drawbacks | advantages are stronger than disadvantages |
| 11 | a double-edged sword | something with both positive and negative effects |
| 12 | draw the line | set a reasonable limit |
| 13 | take something too far | make a good idea excessive |
| 14 | a one-size-fits-all approach | one rule for everyone, usually too simple |
| 15 | it depends on the context | avoids overgeneralising |
| 16 | there is some truth in that | soft agreement before developing your view |
| 17 | I see where they are coming from | shows understanding of the opposite opinion |
| 18 | overlook the fact that... | miss an important point |
| 19 | be realistic about... | judge something practically |
| 20 | set healthy boundaries | create reasonable limits |
4. Grammar Patterns
5. Pronunciation Focus
Contrastive stress for concession + counter
In agree/disagree answers, your intonation should help the examiner hear the shift from concession to opinion. Use a lighter tone for the concession, then stress the counter marker: That SAID, but I STILL think,on BALance.
| Phrase | Stress target | Delivery tip |
|---|---|---|
| I agree up to a point, but... | a POINT / BUT | Pause briefly before 'but' to signal the turn. |
| That said, I still think... | SAID / STILL | Use 'that said' as a spoken bridge, not a rushed filler. |
| On balance... | BALance | Use a calm falling tone to sound measured. |
| The benefits outweigh the drawbacks. | OUTweigh / DRAWbacks | Do not make both nouns equally loud; stress the comparison. |
Linking in opinion phrases
Link the small words smoothly: up_to_a point, from_my point_of view,that_said, and on_balance. Clear linking makes your answer sound fluent without speeding up too much.
6. Common Pitfalls
7. Practice Question
Some people believe children should spend much less time using digital devices. Do you agree or disagree?
Follow-up: "Should parents or schools be responsible for setting these limits?"
Target length: 45–60 seconds · Aim for stance + concession + counter + example
8. Model Answer (Band 7.5+)
"Well, I mostly agree with that, but I would not say children should avoid digital devices completely. I mean, screens can be a double-edged sword. On the one hand, they give children access to videos, language apps, and all sorts of useful information. But on the other hand, if children are just scrolling for hours, it can affect their sleep, their attention span, and even the way they talk to people face to face.
So, from my point of view, the issue is not whether children use technology, but whether adults help them draw the line. For example, my younger cousin used to play games right before bed, and he was always tired at school the next morning. Once his parents set a simple rule, no phone after nine, he actually became calmer — or rather, he found it easier to switch off. So, on balance, I would agree with reducing screen time, provided that the rules are realistic and not just a total ban."
9. Annotated Commentary
"The issue is not whether children use technology, but whether adults help them draw the line" reframes the question with a parallel noun-clause structure.
"a double-edged sword" and "draw the line" fit the topic because screen time has both benefits and risks, and the answer focuses on limits.
The younger-cousin example gives a small real-life scene: games before bed, tiredness at school, and one practical rule.
"Well", "I mean", "so", "from my point of view", and "or rather" make the response sound like live speech rather than a memorised essay.
Pause after "on the one hand" and "on the other hand". Stress "not whether" and "but whether" to make the contrast easy to follow.
10. Self-Drill
Shadow-reading line — say this 5 times aloud
"I agree up to a point, but I still think adults need to help children draw the line."
Focus on: linking up_to_a point, pausing before but, and stressing still think and draw the line.
Improv prompt — record yourself, no notes
"Some people say schools should give students less homework. Do you agree or disagree?"
Target: 45+ seconds · Use I agree up to a point, that said, and one concession + counter structure.