Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 12 · 2026-10-27

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 5.5)

A few individual argue that it is beneficial for local to share more scientific information related to business and the educational world. While, other counter- claim that it is do not safe to share valuable information. In my opinion, most of the scientific research details have deeply informative, so that the main authorities can apply some restrictions. I will explain both views in the upcoming paragraphs with relevant examples.

Initially, the scientific knowledge can freely shared on certain platforms it helps individuals enhance their abilities. To elaborate, in research scientise can explore all the small information, they allowing people to collaborate for all the different parts. So that reason, people can experience technology and do practical activities. For example, students if did not understand the scientific information so that they searching deeply and learn accurate knowledge. Furthermore, people can open their business with accurate details. To explain, people do not to get more searching on their work because individuals learn through the scientific paper and also more expand their business.

On the other hand, openly share important information people can easily get misused. In modern time, technology become more advanced. Therefore people can use this type of information for blackmailing. individual can misplace the main research name and it is also possible to highly sell in the market.

In conclusion, sharing scientific information to help people to develop thinking mindset as well as develop their business. However, people can use information for their own benefits like financially also a blackamailing purposes.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address both sides of the discussion and give a position: you support sharing information for learning and business, while recognising risks such as misuse and blackmail. The opening and conclusion make this overall stance visible. However, the response only partially develops the task. The benefits are explained mainly in general terms, and the example about students searching for scientific information is unclear. The opposing view is even less developed: risks are mentioned, but the response does not explain why valuable research or commercial information might need protection, or give a specific example. Clarify your opinion on what should be shared and what should remain restricted, then support each view with a developed reason and relevant example.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: an introduction, a paragraph supporting sharing, a paragraph about risks, and a conclusion. Signposts such as “Initially,” “On the other hand,” and “In conclusion” help readers follow the broad direction. However, progression within paragraphs is sometimes unclear, and some links feel mechanical. For example, “So that reason” does not clearly connect the preceding point to its result, while “To elaborate” and “To explain” introduce ideas that remain difficult to follow. References such as “this type of information” are also broad. Improve cohesion by making each paragraph develop one main point in a clear sequence, and use linking phrases only when the relationship between ideas is precise.

Lexical Resource: Band 5.0

You attempt vocabulary relevant to the topic, including “scientific research,” “collaborate,” “restrictions,” and “blackmailing,” so the reader can identify the main subject and concerns. However, the range is limited and several inaccurate word choices or forms make meaning difficult to interpret. Phrases such as “scientific research details have deeply informative,” “scientise,” and “misplace the main research name” do not express the intended ideas clearly. There are also spelling and word-form problems, including “blackamailing.” Build a more reliable set of topic vocabulary and check collocations: for instance, describe information as “valuable” or “sensitive,” and explain that it could be “misused” or “sold without permission.”

Grammatical Range and Accuracy: Band 5.0

You make some attempts to combine ideas using clauses and cause-and-effect structures, as in “While, other counter- claim…” and “Therefore people can use this type of information…”. However, the range is limited, and errors in sentence construction and verb forms occur frequently enough to make parts of the response difficult to understand. Examples include “it is do not safe,” “the scientific knowledge can freely shared,” and “technology become more advanced.” Some sentences are fragments or have unclear clause relationships, such as “So that reason, people can experience technology.” Work on basic sentence patterns first: use a clear subject and verb, form passive structures correctly (“can be shared”), and check subject–verb agreement and articles. Then practise adding accurate subordinate clauses.

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