Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 16 · 2026-11-05

IELTS Writing Task 2 question

In some countries, more and more people are becoming interested in finding out about the history of the house or building they live in.

What are the reasons for this?

How can people research this?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Student answer (Band 5.5)

History of every country shows the legacy of every country.Nowadays, many people are trying to find new things about house or building where they live. I will explain that why people try to do this activity and how can they research this activity briefly.

To start, today's more and more people are making research on history of their places where they live.Many of the people like to know about their home's background. They feel happy when they come to know about their homes. When, they see towards their forefathers, they see that what a beautiful people they are. Hoew can they manage everything before when they have no any modren facilities like machines,clear water and etc. These ideas make a craze in their minds to know about their houses.

They likes to go to their forefathers and take information about them. Moreover, they tell the story of their childhood. They tell them everything about their life happily. Furthermore, many people take information from books whose forefathers expire. These books help them to learn about there houses. While, many of them go to consultants who have greater knowledge about their homes history. They tells them about legacy of their houses which inspired them a lot. As an illustration, me and my cousin was trying to know about history of our homes. We went to our grandfather and he told us complete story of his life. We really enjoyed it.

To conclude, interset of knowning about history of people has inrcreased. Which is a good sign, everybody trying to about their houses background. I think it should be very important for us to recognise our house's history. Which will bring a lot of information for us.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses both questions: it suggests that people want to learn about their family background and describes asking older relatives, consulting books, and seeking expert advice. The grandfather anecdote also gives a relevant example. However, the reasons are only partly developed: the discussion focuses mainly on pride in ancestors, while other possible motivations—such as understanding a building’s architectural or ownership history—are not explored. The research methods are mentioned, but “books” and “consultants” are vague; explain what records or specialists people might use and how these sources help. The opening and conclusion express a general view, but the central ideas need clearer explanation and support to address the task more fully.

Coherence and Cohesion: Band 5.5

There is a recognisable structure, with an introduction, a paragraph about reasons, a paragraph about research, and a conclusion. The sequence from family interest to asking a grandfather is understandable, and linking expressions such as “Moreover” and “Furthermore” help signal additions. However, progression within paragraphs is sometimes unclear: the discussion of forefathers and modern facilities shifts abruptly, and the research paragraph combines relatives, books, consultants, and a personal example without clearly distinguishing the methods. Some transitions are mechanical or inaccurate, including “While” at the start of a sentence and “Which” used to begin concluding fragments. Group related ideas more deliberately and use clear references so readers can follow how each point answers the question.

Lexical Resource: Band 5.0

The response uses some relevant vocabulary, including “background,” “forefathers,” “consultants,” and “legacy,” showing an attempt to discuss family and building history. However, the range is limited and several word choices or collocations are inaccurate or unclear, such as “making research on history,” “go to their forefathers,” and “books whose forefathers expire.” Repetition of “people,” “houses,” and “history” also limits precision. Spelling errors such as “Hoew,” “modren,” “interset,” and “inrcreased” are noticeable and can distract the reader. Build a more precise set of terms for research sources and historical information, and check spelling and natural word combinations when editing.

Grammatical Range and Accuracy: Band 5.0

The writing includes mostly simple sentences and attempts some longer structures, for example, “When, they see towards their forefathers, they see that what a beautiful people they are.” However, complex attempts are often faulty, and frequent errors sometimes make the intended meaning difficult to follow. Examples include “They likes,” “me and my cousin was trying,” and “They tells,” which show problems with subject–verb agreement. Sentence boundaries and punctuation also need attention: “Which will bring a lot of information for us” is a fragment, while commas are misplaced in “When, they see.” Practise accurate sentence patterns, agreement, and clause joining before adding more complex structures.

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