Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-10-12

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 5.0)

It is argued that, people who are interested to learn and gain insights in scientific research, business and the academic world should be able to access information anytime and anywhere. While some believe that the information shouldn't be shared freely to everyone as it can be very confidential at some point.

Students and keen learners, who are interested on gathering more information on scientific research, business and the academic world try different ways primarily or secondarily to access the information. Many of the information are collected through internet, newspaper, social media and different portal available physically or digitally. Some information can be very beneficial for students on preparation of their reports, articleship and thesis papers. Personally, for me the information available on different portals helped me a lot on preparation of my report throughout my student life. Learners can get access to information on one click through internet. Moreover, some prefer newspapers and articles to search for information.

On the other hand, while different information relating to selective fields may be helpful for learners, it may also create a hurdle to preserve confidentiality. Some information may be the reason of downfall of the organisation in business. For instance, many information about a organisation secrets may be copied by their competitors. Many of the information shouldn't be free and easily accessible until and unless the person receiving information feels genuine.

In conclusion, people may argue about quiet lot of things about information that are readily available and selectively assessable. It is still a best thing for a new learner and student to get assessed to information without being able to pay.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses both perspectives: it explains that open access helps students prepare reports and theses, then notes that sharing business information can expose organisational secrets to competitors. Your personal experience with online resources also gives the discussion a relevant example. However, the ideas remain limited and are not developed enough to fully answer the task. The first view is mainly about students finding information, rather than why broad sharing benefits scientific research, business, and academia; the opposing view is largely confined to confidentiality in business. Your own position appears in the conclusion, but it is not clearly established or supported throughout. Develop each side with specific reasons and examples, and state your view directly. The response contains 8 words copied from the task prompt, which were not counted.

Coherence and Cohesion: Band 5.0

There is a recognisable structure, with an introduction, separate paragraphs for the two views, and a conclusion. The transition “On the other hand” clearly signals the change in perspective, and “In conclusion” marks the ending. However, the overall progression is not consistently clear: the first body paragraph repeats the idea of accessing information and lists sources without building a focused argument. Some linking and reference choices are awkward, such as “Many of the information” and “quiet lot of things,” which make relationships between ideas less clear. The conclusion introduces “selectively assessable” information without resolving the earlier discussion. Organise each body paragraph around one main claim, then explain and illustrate it, using clearer references and less repetitive linking.

Lexical Resource: Band 5.5

You use some topic-relevant vocabulary, including “scientific research,” “confidentiality,” “competitors,” and “thesis papers,” so the reader can follow the general subject. There are also attempts at more formal phrasing, such as “preserve confidentiality.” However, the range is limited and several word choices or collocations are inaccurate or unnatural, sometimes making the meaning unclear. For example, “articleship” does not fit the context of student work, “assessed to information” is not the intended expression, and “downfall of the organisation” is imprecise for the risk of disclosure. Repeated use of “information” also limits variety. Build a more precise set of topic phrases, such as “access research findings,” “protect commercially sensitive data,” and “gain a competitive advantage.”

Grammatical Range and Accuracy: Band 5.0

The response includes both simple sentences and attempts at complex structures, for example the opening “While some believe…” clause and the sentence beginning “Some information may be…”. Meaning is generally recoverable, but errors are frequent and complex constructions are not consistently controlled. The opening has an unnecessary comma after “argued,” and “people who are interested to learn” shows an incorrect grammatical pattern. Other examples include “Many of the information are collected,” where the noun requires singular agreement, and “a organisation,” where the article is incorrect. The sentence beginning “Many of the information shouldn’t be free” also has an awkward “until and unless” construction. Practise accurate article use, agreement with uncountable nouns, and clause construction before adding more complex sentences.

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