Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 12 · 2026-07-27

IELTS Writing Task 2 question

Write about the following topic: Some people believe that it is good to share as much information as possible in scientific research, business and the academic world. Others believe that some information is too important or too valuable to be shared freely. Discuss both these views and give your own opinion.

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

Student answer (Band 6.0)

Some people think sharing information is very good for science, business and academic. Other people think some information is too important and too valuable, so we cannot share freely. I will discuss both views and give my opinion.First, sharing information is good because people can learn many things. For example, in science, if scientists share their research, other scientists can make new medicines fast. This can help many sick people in the world. Also, students can study better if they can read books for free on internet.Second, some information must be secret. In business, companies have secrets to make money. For example, Coca-Cola has a secret recipe. If they share it, everyone will make Coca-Cola and the company will lose money. Also, some science information like weapons can be very dangerous if bad people know it.In conclusion, sharing information has good things and bad things. I think we should share information for students, but business secrets must be protect because money is important.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response fails to meet the minimum word count requirement of 250 words, reaching only 163 words. This significantly impacts the development of ideas, as the arguments remain superficial and lack the necessary depth and supporting detail expected for an academic essay. While you have addressed both sides of the prompt and provided a clear opinion, the brevity prevents a full exploration of the topic. To improve, you must expand on your points with more detailed explanations, additional examples, and a more thorough analysis of the implications of sharing information in the specified fields.

Coherence and Cohesion — Band 6.5

The essay is organized into clear paragraphs, which helps the reader follow your argument. You use basic cohesive devices such as 'First', 'Second', and 'In conclusion' to signal the structure. However, the progression of ideas is somewhat mechanical, and there is a lack of more sophisticated linking words or referencing to connect sentences more fluidly. To reach a higher band, focus on using a wider variety of cohesive devices (e.g., 'consequently', 'furthermore', 'on the other hand') and ensure that your sentences flow naturally from one to the next rather than appearing as a list of points.

Lexical Resource — Band 6.0

Your vocabulary is adequate for the task but remains quite basic and repetitive. You rely on simple terms like 'good', 'bad', and 'things', which limits the precision of your argument. There is an attempt to use topic-specific vocabulary, such as 'scientific research' and 'academic world', but the overall range is narrow. To improve, try to incorporate more academic collocations and synonyms to avoid repetition. For example, instead of saying 'sharing information is good', you could use 'the open dissemination of data is beneficial'.

Grammatical Range and Accuracy — Band 6.0

The essay contains a mix of simple and some complex sentence structures. While the meaning is generally clear, there are several grammatical errors, such as 'business secrets must be protect' (should be 'protected') and 'on internet' (should be 'on the internet'). Additionally, there are minor issues with article usage and pluralization. To improve, focus on ensuring subject-verb agreement and correct passive voice construction. Increasing the variety of complex sentence structures, such as using relative clauses or conditional sentences, will also help demonstrate a higher level of grammatical control.

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