Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 16 · 2026-10-21

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)

In some countries, many people become interested in searching out about the history of the hosue or building where they used to live. People are obsessed about the things present in their surroundings and wants to know about their existence and how they were discovered in the past and they tried locating about each and every clue related to this. People believe that their ancestors left out many things that may be worthy for them with respect to money and can also connect themselves emotionally. Many people are involved in research projects which demands them to relocate things from the old remains of their houses so they take interest in seeking essential details about the history of the buildings where they live. People can research this by contacting with the relevant authorities such as government bodies who look after the documentation process. But there are also important materials available on the internet which can be useful in this process in order to get informed about the owner name, history of its existence, number of people lived in. They can also ask to their grandparents about this because they are well aware of its history or they can give a clue of important details of the findings. I have known a friend who was interested to get informed about the history of his house as he was indulged in history projects of school so I advised him to talk to his parents and old members of the family. After he had done this his grandparents told him about every kind of thing whe he wanted to know about his house so he started doing his history projects.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses both questions: it gives possible reasons for interest in a building’s past, including emotional connections and the possibility of finding valuable objects, and suggests research through official records, the internet, and older relatives. The personal example about your friend also supports the family-history method. These ideas are relevant, but some are not fully explained. For instance, the point about people undertaking research projects and relocating objects is difficult to connect clearly to why residents generally become interested. The research methods would be stronger with more detail about what records or sources people should consult. Overall, the main parts of the task are covered, though the development is uneven and some explanations remain unclear.

Coherence and Cohesion: Band 4.5

The response contains a generally understandable sequence: it first discusses reasons for interest, then moves to research methods, and ends with an example. However, presenting everything in one paragraph makes these stages difficult to distinguish and limits the clarity of progression. Several ideas are joined in long chains with “and” or “because,” such as the explanation about surroundings, ancestors, and research projects. This makes relationships between points less clear. Some references are also vague, including “this” and “every kind of thing,” so readers must infer what they refer to. Use separate paragraphs for reasons, research methods, and the example, and connect each point with clear, varied transitions.

Lexical Resource: Band 5.0

You use some vocabulary relevant to the topic, including “ancestors,” “documentation,” “authorities,” and “history projects,” which helps communicate the main ideas. However, word choice and collocation are often inaccurate or unnatural, as in “searching out about,” “obsessed about,” “relocate things,” and “get informed about.” These expressions sometimes make the intended meaning less precise. There are also spelling errors, such as “hosue” and “whe,” and repeated general words such as “things” and “details.” Aim to learn common word partnerships and choose more specific nouns—for example, distinguish between historical records, previous owners, and family heirlooms. This would make the response clearer and more appropriate for an academic essay.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and complex sentences, including clauses with “because,” “who,” and “as,” so there is some structural variety. However, errors in agreement, verb forms, articles, and sentence construction are noticeable. For example, “many people … wants” should use a plural verb, while “they tried locating” does not fit smoothly with the surrounding present-tense discussion. The sentence beginning “People are obsessed…” also combines several ideas without clear grammatical control, and “number of people lived in” lacks a complete clause structure. These issues do not prevent the reader from understanding the overall message, but they reduce accuracy. Practise checking subject–verb agreement and keeping tense consistent, then divide long sentences into clearer units.

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