Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 12 · 2026-09-04

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 5.5)

There is no country in this world which is untouched by the phenomenon of sharing information. Recent studies indicate that it is only likely to accentuate in the coming decades considering the ground realities of the modern world. Increasingly laid out for all to see and fast becoming a fixture of many discussions that pertains to effectiveness to which people believe that such information should be shard freely, others argue that certain valuable information should be kept confidential. This essay shall analyse the issue in every angle and argue that information's should be shared freely.

In the arsenal of arguments supporting some people's perspective that too important information should no shared freely, one of the potent is that certain information's are confidential or commercially valuable. the proponent of the view also feels that business may lose their competitive advantage. finally sensitive research should be misused.

However, a frank analysis of the situation at hand would make up realise that above mentioned perspective is an archaic approach to the dynamics of the modern cosmopolitan world but also fails to take into account these actions that we have achieved as a human being. The wheel of life and real world will halt you if we accepted some puritanical arguments. certain

compromises are inevitable and indispensable for the seamless functioning of the system and its high time we realise that above mentioned argument is not practically possible and any argument that leaves out pragmatism out of the equation is tenable.

A quick perusal of situation would throw up a surfeit of seminal of seminal reasons supporting my perspective that it is good to share as much information as possible. Firstly, by sharing information students and business can access the knowledge and improve their work. i also feels t also feels that, researchers can build each other's discoveries. finally, it also encourages scientific progress and innovation.

Having considered both sides it seems ever so sensible to register my disagreement with the statement that information should not be shared freely. In spite of the intricate tapestry of arguments delicately woven in favour of the same it seems unconvincing to my mind in a subtextual basis. It is also evident that the downsides to sharing valuable information is tangible profound and enormously consequential, the benefits are ephemeral superficial and beyond a point cease to be palpable in the long run suffice it to say that information should be shared so that only individuals can help the authorities.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response addresses both sides of the argument and provides a clear personal opinion. However, the development of ideas is inconsistent. The second paragraph is underdeveloped, listing points like 'competitive advantage' and 'misuse' without sufficient explanation or examples. The third paragraph is somewhat abstract and lacks clear logical connection to the prompt. While the position is clear, the supporting arguments are often repetitive or lack the depth required for a higher band. The conclusion is slightly confusing in its phrasing, particularly the final sentence, which does not clearly follow from the previous points.

Coherence and Cohesion — Band 5.5

The essay is organised into paragraphs, but the logical progression is frequently interrupted by awkward phrasing and unclear transitions. While cohesive devices are used (e.g., 'However', 'Firstly', 'Finally'), they are sometimes applied mechanically or in contexts where they do not fit well. The referencing is occasionally confusing, such as the phrase 'above mentioned perspective' used repeatedly without clear antecedent clarity. The flow of ideas is hindered by sentences that are overly complex and grammatically strained, making it difficult for the reader to follow the argument's development smoothly.

Lexical Resource — Band 5.5

The student attempts to use a wide range of vocabulary, including academic terms like 'accentuate', 'arsenal', 'puritanical', and 'seminal'. However, many of these are used incorrectly or in unnatural collocations, such as 'information's' (a non-count noun used as plural) and 'subtextual basis'. There is also evidence of repetition, such as 'seminal of seminal'. While the vocabulary is ambitious, the frequent errors in word choice and collocation indicate a lack of precision, which occasionally impedes the reader's understanding of the intended meaning.

Grammatical Range and Accuracy — Band 5.0

The essay contains a mix of simple and complex sentence structures, but there is a high frequency of grammatical errors. Common issues include subject-verb agreement ('i also feels'), incorrect pluralisation ('certain information's'), and awkward sentence construction ('any argument that leaves out pragmatism out of the equation is tenable'). Punctuation is also inconsistent, with missing capitalisation at the start of sentences and missing commas. While the meaning is generally discernible, the persistent grammatical errors and awkward phrasing significantly impact the overall fluency of the writing.

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