Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-11-14

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 5.0)

There are several types of people those who are highly interested in research for history about their surrounding areas where they live in. Neither it is a house or a building. Behind this interest, there are several types of reason. For instance, they are doing it from their personal interest or want to increase their knowledge.

Basically, all of us when we move in a new city or area for educational purposes or job posting, basically we try to focus on the area where we will live. Initially, we used to search about this location for better facilities, good job options and safety purposes etc.

However, various types of people those who are fully different from others. Firstly, they are focusing on the previous history of these areas from their interest, as well as they search for how older this building or house is? Also, they search for any type of criminal activities are being happened here in previously. On the contrary, a particular type of people, if they will find any evidence that this specified house is famous in the past because of any poet or king those who were living in that house the people used to find out more deeply about prehistoric artefacts or other materials.

As an example, I recognise a person who is my father's friend, a government employee. He uses to travel in many cities for job postings. Almost five years ago, he went to Jamalpur for attending in a seminar. At night, he stayed in a cottage, but no people didn't know that this cottage was previously used as a troop during the liberation war of Bangladesh. But my uncle, from his previous interest, he used to properly research about the building. However, he didn't find something interested rather than just an old almirah containing some old pictures of some persons. But at late night, when he went to the rooftop, there was a small room. People told him that it was a storage room for electronics. But when he went here, after an hour he got a small locker. Then breaking it, he found several types of guns used by the soldiers, cap and medical tool kit box. Then every people properly knew that this cottage previously used by armies.

Finally, I think people will try to deeply research about the house where they live in future. As this is not unnecessary, but it helps us to broaden our knowledge as well as for our safety purposes.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You address both questions: you suggest that curiosity and a wish to learn motivate research, and your example shows how someone might uncover a building’s past. The account of the cottage and its wartime objects is specific, but it takes up much of the response without clearly explaining the broader reasons people investigate their homes. More importantly, the second question—how people can research a building—is only indirectly answered through your friend’s search. You could develop practical methods, such as consulting local archives, property records, libraries, previous residents, or historical societies. Your final opinion is clear, but the ideas overall remain limited and unevenly developed, so the response only partially fulfils the task.

Coherence and Cohesion: Band 5.0

The response has an introduction, several body paragraphs, and a conclusion, and the example gives the reader a recognisable sequence of events. However, the overall progression is not consistently clear: the discussion shifts from moving to a new area, to motives for researching a building, and then to a long anecdote, without a clear distinction between reasons and research methods. Linking phrases such as “However,” “Firstly,” and “On the contrary” are sometimes used inaccurately or do not show the relationship between ideas. References such as “these areas” and “this specified house” can also be unclear. Organise the essay around the two questions, with one paragraph for reasons and another for practical ways to investigate, and use simpler, more precise links.

Lexical Resource: Band 5.5

You attempt vocabulary relevant to the topic, including “criminal activities,” “prehistoric artefacts,” “liberation war,” and “evidence,” and the reader can generally understand the intended meaning. There is some variety, but several phrases are unnatural or imprecise, such as “research for history,” “job posting,” “find something interested,” and “used as a troop.” Repetition of “types of people,” “building,” and “used to” also limits the range. These word-choice and collocation problems sometimes make the account harder to follow, particularly in the anecdote. Aim for common, accurate combinations before using more elaborate vocabulary—for example, “research the history of a property” and “consult historical records.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, including clauses introduced by “when,” “if,” and “because.” However, complex sentences are often faulty, and frequent errors can make relationships between ideas difficult to follow. Examples include “There are several types of people those who…” and “if they will find any evidence,” where the clause structures are not formed correctly. Verb forms and agreement are also inconsistent: “no people didn't know,” “he uses to travel,” and “this cottage previously used by armies” need different constructions. Articles, prepositions, and punctuation also require attention. Practise building accurate short sentences first, then combine them with one clear subordinate clause; check tense consistency and subject–verb agreement during revision.

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