For the new TOEFL iBT (effective January 21, 2026) Writing Task 3 is the Academic Discussion task, where you write a short post responding to a professor’s prompt and classmates’ responses. ETS and prep sites have shared sample structure and prompts of this new task, and I’ll give you realistic examples you can practice with.

Below are realistic, ETS-style examples of TOEFL Writing Task 1 (Build a Sentence) for the post-Jan 21 2026 format. These mirror the difficulty, wording, and traps you should expect on test day.

I’ll give you multiple levels, from straightforward to slightly tricky.

Example 1 — Basic academic sentence

Prompt:
Reorder the words to form a complete sentence.

Words:

students / often / find / group projects / challenging

Tested skill: basic word order + adverb placement

Example 2 — Prepositional phrase

Words:

the professor / explained / the assignment / in detail

Tested skill: verb + object + prepositional phrase

Example 3 — Time expression (easy to misplace)

Words:

after the lecture / students / discussed / the topic

Trap: putting after the lecture in an unnatural position

Example 4 — Relative clause

Words:

the course / that / she enrolled in / was / demanding

Trap: breaking the relative clause or misplacing in

Example 5 — Adverb placement (common ETS trap)

Words:

researchers / have / recently / discovered / a new method

Tested skill: adverb position in present perfect

Example 6 — Academic tone

Words:

effective communication / is / essential / in / academic settings

Tested skill: adjective + noun phrase order

Example 7 — Slightly harder (modifier logic)

Words:

students / with strong study habits / tend to / perform / better

Trap: attaching the modifier to the wrong noun

Example 8 — Passive structure

Words:

the results / were / carefully / analyzed / by the team

Tested skill: passive voice + adverb placement

TOEFL Writing Task 3 (from Jan 21, 2026): the “Academic Discussion”

What the “Academic Discussion” Task Is

• You’ll read a brief professor question or prompt

• Then two student responses

• Your job is to write a discussion-board post

• State your position

• Connect with at least one other student’s point

• Support with reasons/examples

• ~100–140 words

• ~10 minutes to complete

This is similar to classroom online discussions.

Sample Academic Discussion Prompts (Realistic Practice)

Sample 1 — Course Requirement

Professor’s Prompt:
Some educators say university students should be required to take at least one course outside their major. Others believe students should focus only on subjects directly related to their future careers. What do you think is the better approach, and why?

Student 1:
I think students should focus mainly on courses related to their major because university education is expensive and time-limited. Taking unrelated courses may distract them from developing strong professional skills.

Student 2:
In my opinion, courses outside one’s major are valuable. These classes help students develop broader perspectives and critical thinking skills useful in many careers.

 Sample 2 — Academic Collaboration (created in the same style)

Professor’s Prompt:
Class participation is often graded in university courses. Some students argue this encourages engagement, while others say it unfairly rewards those who talk more over those who reflect quietly. Which perspective do you agree with, and why? (Assume two student replies are given.)
(This follows the same pattern you’ll see on test-day.)

Student A (model):
I believe graded participation motivates students to be active in discussions and improves overall engagement in class.

Student B (model):
I think participation grades favor outspoken students and may disadvantage quieter students who contribute in other ways.

(You would respond referencing their views.)

What Your Response Must Include

Your answer should:

✔ Clearly state your position
✔ Mention at least 1 student’s idea
✔ Support your point with reasons/examples
✔ Be written in a natural academic-discussion style (forums, boards, threads)

Practice Writing It (Example Answer)

Here’s what a good Academic Discussion response might look like:

I think university students benefit most when they are required to take at least one course outside their major. While I understand Student 1’s point that focusing on major-related courses saves time, expanding one’s studies can improve critical thinking and adaptability. For example, a science major who studies philosophy might learn reasoning skills that help in research design. In addition, broader coursework exposes students to different methods of thinking, which many employers value. Although professional preparation is important, developing well-rounded skills can better prepare graduates for diverse challenges. (≈120 words)

This kind of answer:

• States a clear position

• Responds to at least one student’s view

• Gives reasons and an example

• Uses an academic tone

Key Strategy for Success

1. Read all posts carefully (1–2 min)

2. Plan your position & supporting points (1 min)

3. Write 100–140 words (6–7 min)

4. Quickly revise for grammar/clarity (1–2 min)

✅ Sample Response (≈120 words)

I agree with Student 2 that requiring students to take at least one course outside their major is beneficial. While Student 1 is right that university time and money are limited, focusing only on career-specific subjects can be too narrow. Courses in other fields help students develop critical thinking and communication skills that are useful in many professions. For example, a business student who takes a psychology or ethics course may better understand human behavior and decision-making in the workplace. In addition, exposure to different disciplines encourages flexibility, which is increasingly important in a changing job market. Therefore, taking at least one course outside a student’s major can complement professional training rather than distract from it.

Why this would score well

✔ Clearly states a position
✔ Directly responds to both students
✔ Provides a concrete example
✔ Appropriate length (100–140 words)
✔ Academic but discussion-style tone
✔ No memorized templates or unnatural phrasing

Coach’s tip (important)

For Task 3:

• Do not summarize both students equally

• Choose a side early (first sentence)

• Refer to classmates naturally (“Student 1 is right that…”)

• One example is enough — clarity beats complexity

-    Don't you need some introductory sentence at the beginning ?

Short answer: No — you do NOT need a traditional introductory sentence for the new TOEFL iBT Writing Task 3 (Academic Discussion).

And I’ll be very clear about why, because this is a common trap.

What ETS expects in Task 3

This task is not an essay.
It is a discussion-board post.

That means:

• No formal introduction

• No topic-rephrasing sentence

• No “This essay will discuss…” language

ETS explicitly rewards:

• Immediate engagement

• Clear position

• Direct response to classmates

Why starting directly is actually BETTER

Compare these two openings:

❌ Essay-style (not recommended)

This discussion will examine whether university students should be required to take courses outside their major.

This wastes words and adds zero score value.

✅ Correct Task 3 opening

I agree with Student 2 that requiring students to take at least one course outside their major is beneficial.

This:
✔ States your position immediately
✔ Engages with a classmate
✔ Matches the discussion format
✔ Saves time and words

When an “intro sentence” is acceptable (but optional)

You may use a very short framing sentence, but only if it sounds natural:

I believe taking at least one course outside a student’s major is the better approach.

That’s fine — but notice:

• It is one sentence

• It is your position

• It is NOT a topic summary

What graders actually look for in the first 1–2 sentences

They ask:

• Did the student take a clear position?

• Did they engage with another response?

• Is the tone appropriate for an academic discussion?

They do not reward:

• Introductions

• Rephrased prompts

• Formal essay structure

Bottom line (memorize this)

Task 3 = discussion post, not an essay.
Start with your opinion or with a direct response to a classmate.

If you start strong, you’re already ahead of most test-takers.

Below is the SAME content, rewritten two ways.
Read it like a grader would.

❌ Version 1: Bad Intro (Essay-style — hurts your score)

This discussion will examine whether university students should be required to take courses outside their major in higher education. There are different opinions on this issue, and both perspectives have valid points.

I agree with Student 2 that requiring students to take at least one course outside their major is beneficial. While Student 1 is right that university time and money are limited, focusing only on career-specific subjects can be too narrow. Courses in other fields help students develop critical thinking and communication skills that are useful in many professions. For example, a business student who takes a psychology or ethics course may better understand human behavior and decision-making in the workplace. In addition, exposure to different disciplines encourages flexibility, which is increasingly important in a changing job market.

Why this is bad for Task 3

• Wastes 2 full sentences

• Sounds like an IELTS/TOEFL essay

• Delays your position

• Adds no scoring value

• In a 120-word task, this is costly

This response would still pass, but it risks a 3–4 instead of a 5.

✅ Version 2: Optimal Opening (High-scoring Task 3 style)

I agree with Student 2 that requiring students to take at least one course outside their major is beneficial. While Student 1 is right that university time and money are limited, focusing only on career-specific subjects can be too narrow. Courses in other fields help students develop critical thinking and communication skills that are useful in many professions. For example, a business student who takes a psychology or ethics course may better understand human behavior and decision-making in the workplace. In addition, exposure to different disciplines encourages flexibility, which is increasingly important in a changing job market.

Why this scores higher

• Position stated immediately

• Direct engagement with both students

• Natural discussion-board tone

• Efficient use of word limit

• Exactly what ETS designed this task for

Rule to remember on test day

If your first sentence doesn’t show your opinion or mention a classmate, it’s probably wrong for Task 3.

No introductions. No prompt rephrasing.
Just respond.

Below are 3 realistic, exam-level Academic Discussion prompts designed specifically for the new TOEFL iBT Writing Task 3 (effective after January 21, 2026).

These mirror ETS style: neutral academic topics, two contrasting student posts, and a professor-led discussion.

Sample Prompt 1 — Online vs In-Person Learning

Professor’s Prompt:
With the growth of online education, some universities are offering more fully online courses. Some believe this increases access to education, while others argue that in-person classes provide a better learning experience. Which approach do you think is more effective for university students, and why?

Student 1:
I think online courses are more effective because they allow students to learn at their own pace and balance studies with work or family responsibilities. This flexibility makes higher education accessible to more people.

Student 2:
In my opinion, in-person classes are better because students can interact directly with professors and classmates. This interaction helps students stay motivated and understand the material more deeply.

Sample Prompt 2 — Use of Artificial Intelligence in Education

Professor’s Prompt:
Some educators support the use of artificial intelligence tools, such as AI writing assistants, in university courses. Others believe these tools may reduce students’ ability to think independently. Do you think AI tools should be allowed in academic coursework, and why?

Student 1:
I believe AI tools should be allowed because they can help students improve their writing and understand complex topics more efficiently. When used responsibly, these tools support learning rather than replace it.

Student 2:
I disagree because relying on AI tools may prevent students from developing essential skills like critical thinking and problem-solving. Students should learn to complete academic tasks on their own.

Sample Prompt 3 — Group Work vs Individual Assignments

Professor’s Prompt:
Group projects are commonly used in university courses. Some students say group work prepares them for real-world collaboration, while others prefer individual assignments because they are fairer. Which type of assignment do you think is more effective, and why?

Student 1:
I prefer group projects because they teach students how to communicate and work with others, which is an important skill in most careers.

Student 2:
I think individual assignments are better because group work can be unfair if some members do not contribute equally, which affects everyone’s grade.

How to use these effectively

For each prompt, practice writing:

• 100–140 words

• Start with your position

• Refer to at least one student

• Include 1 clear reason + 1 example