Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 12 · 2026-10-16

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)

People in modern world are more concern about sharing information with others. Whilst some opine that information based on scientific research or business and academic distincts should be disclosed, others disagree with the notion. This essay will elaborate both views and explain possible arguments for my beliefs.

The proponents who think information is too valuable to be shared freely outline some key arguments. The foremost contention is that the researched outcomes are personal achievements of a person which should be shared with a specific price. That motivates others to achieve valuable information for their own. For example, the grounbreaking outcomes of scientific research is very costlier sometimes. Hence, it should not be shared freely rather the researcher should get enough remuneration for the achievement.

Conversely, the supporters of sharing information suggest some key contentions. At the outset, they prioritise shared information can work as a essential ground for the new researches to go further on a particular topic. For instance, if a business analyst shared his outcome of analysis that helps the new investors to select the potential profitable sectors. Moreover, In education sector, the shared knowledge plays effective roles for the students while the have to look up on actual data on a specific topic. For instance, if a political science theory can be elaborately depicted on a particular article that should be shared openly by faculty members. Because that can be helpful for the students to learn the theory more effectively. Additionally, shared information about scientific research can be a steping stone for new beginners. Hence, that eventually bolsters scientific achievement as a whole.

In conclusion, I firmly believe that resources should be openly shared for further developments and ensurinf effective know

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both sides of the discussion and state a clear preference for open sharing in the conclusion. The argument for protecting valuable information is relevant: you explain that researchers may deserve payment for their achievements. You also give several reasons for sharing, including supporting new research, helping investors, and assisting students. However, these points are not developed equally. The case for restricted access is mainly about remuneration, without considering other reasons such as commercial confidentiality or misuse. Some examples, particularly the business analyst example, are asserted rather than explained, and the final sentence is incomplete, so your concluding position is not fully reinforced. Develop each side with a clearer explanation of consequences and a more specific example to make the response more complete and persuasive.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, separate paragraphs for the two views, and a conclusion. Transitions such as “Conversely,” “Moreover,” and “In conclusion” help signal the direction of the discussion. However, cohesion is sometimes mechanical because several points are introduced with formulaic phrases such as “At the outset” and “For instance.” Connections within paragraphs are not always clear: the move from business analysis to education is abrupt, and “Because that can be helpful” forms a fragment rather than a smoothly connected explanation. The conclusion also stops mid-sentence, weakening the overall progression. Group related examples more deliberately, use referencing that clearly identifies what “that” refers to, and ensure the final paragraph completes the argument.

Lexical Resource: Band 6.0

You use an adequate range of topic-related vocabulary, including “scientific research,” “remuneration,” “potential profitable sectors,” and “scientific achievement.” There are also attempts at less common expressions, such as “foremost contention” and “stepping stone.” However, some word choices and collocations are inaccurate or unnatural, including “academic distincts,” “more costlier,” and “plays effective roles.” Spelling errors such as “grounbreaking,” “steping,” and “ensurinf” also reduce precision. These issues do not prevent the reader from understanding the main ideas, but they make parts of the response less fluent. Focus on accurate collocations and check spelling carefully; choosing simpler, natural phrasing is preferable to using an ambitious expression incorrectly.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex structures, including a concessive opening with “Whilst” and conditional examples beginning with “if.” The main ideas are generally understandable, but some grammatical errors remain. For example, “People in modern world” is missing an article, “the researched outcomes are personal achievements … which should be shared” has an unclear relative reference, and “if a political science theory can be elaborately depicted … that should be shared” has an awkwardly constructed conditional. “Because that can be helpful” is a sentence fragment, while the conclusion ends without a complete sentence. Improve article use, agreement, and sentence boundaries, and proofread each sentence to ensure that clauses are complete and their references are clear.

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