Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 12 · 2026-10-21

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)

Knowledge is power in this era of technology and advancement. The ability to create knowledge, to discover something groundbreaking in today's time, is no small feat. To treat this information as valuable and to keep it hidden is a debate which is widely disputed, with no definite conclusion reached thus far.

People argue that knowledge of anything related to this world is public information that we are all supposed to know about it the counter argument rises due to the sensitivity of said information in most cases. The biggest informational treasures rest with the scientists of today's era, with discoveries every day, which are kept hidden from the public due to the volatility that may come with that information being spread- which is, to some, morally wrong and to some, morally right.

When talking about my own opinion in this regard, I would call it morally wrong, while understanding that the dangers that pertain to knowing certain things are great; theoretical knowledge is a right that everyone deserves. Scientists discover these new findings at great cost, in which great expenses are incurred; a normal human being can not do anything of great danger while just possessing knowledge of certain wonders and secrets of the world he lives in. People with curious minds like me and many others have a thirst for knowledge which is only to the extent of knowing things, knowing how certain processes work, knowing how discoveries are made, knowing what went down in history. It all leads up to simply having knowledge of them.

There is information, however, that must be kept hidden from the minds of the public; for example, military protocols and agencies, nuclear launch codes, etc. These fall into the common-sense factor where normal folk themselves know the sensitivity of the data and don't inquire much about it, knowing it would, in the long run, bring harm to themselves.

Information which does not bring harm must be regulated as much as possible in the science, business and academic world, as any new bit of information can change and challenge the existing information, advancing it to a newer version or debunking the theories and information entirely.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You discuss both the case for sharing knowledge and the need to protect sensitive information, and your own view is clear: you consider withholding knowledge morally wrong, while accepting exceptions such as military protocols and nuclear codes. These points are relevant, but the discussion is only partly developed. The argument for open sharing is mainly framed as a general right to know, without explaining how access benefits research, business, or education. The opposing view is illustrated with security examples, but the risks and limits of sharing are not explored in detail. Your final point about information advancing or debunking existing theories is useful, yet its connection to your position could be made clearer. Develop each side with a specific explanation or example and state more precisely what should be shared and what should remain restricted.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, discussion of the competing views, your opinion, an exception, and a concluding point. Paragraphing helps separate these stages, and phrases such as “When talking about my own opinion” signal a shift in focus. However, progression between ideas is sometimes unclear. The second paragraph combines public access, scientific discoveries, and moral disagreement in a long sequence, while the final paragraph introduces regulation without clearly resolving how it fits with your earlier claim that knowledge should be available. Some linking phrases feel mechanical, and references such as “this information” and “them” can leave the reader unsure of the precise idea. Use clearer topic sentences and connect each paragraph explicitly to your central position.

Lexical Resource: Band 5.5

You attempt a range of topic-related vocabulary, including “groundbreaking,” “sensitivity,” “volatility,” “theoretical knowledge,” and “debunking.” This gives the response some variety and shows an effort to discuss abstract issues. However, several expressions are imprecise or unnatural in context, such as “knowledge of anything related to this world,” “informational treasures,” and “a normal human being can not do anything of great danger.” The repeated use of “knowledge,” “information,” and “knowing” also limits flexibility. Some wording is overly dramatic or informal for an academic essay, including “normal folk” and “what went down in history.” Choose more precise terms for access, confidentiality, and potential harm, and vary repeated key nouns with accurate alternatives such as “findings,” “data,” or “research.”

Grammatical Range and Accuracy: Band 5.5

You use both simple and more extended sentence forms, including subordinate clauses and relative clauses, as in “while understanding that the dangers that pertain to knowing certain things are great.” Meaning is generally recoverable, but control is uneven, especially in long sentences. The opening of the second paragraph contains a run-on construction: “...we are all supposed to know about it the counter argument rises...” and needs a full stop or a linking conjunction. The sentence beginning “Scientists discover these new findings at great cost” also becomes difficult to follow because its clauses are not clearly connected. There are further issues with articles and agreement, for example “a newer version” after plural “information,” and punctuation around the dash in “spread- which.” Break complex ideas into controlled sentences, check clause boundaries, and proofread articles and punctuation.

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