Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-10-31

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)

Many individuls argue that it is benefical to share as much information as possible in scientific research, business and the academic world. other believe that some information is too important or too valuable to be shered freely. In my perspective shere inforamtion paly improtant role in human life to sher a lot impormation people learn for it. but some impormation too valuable to shered freely.

On the one hand, shering imformation play important role in learning, gain new thinking about busines and academic world such at schools, universities, For example, In schools information such is academic, scientifics, crucial to learn it because its paly important role to build succesfull futher and also learned a lot of inventions. In additon, shering freely information with puple in school crucial beacuse its open the brain of students and also open the modern world dors.

On the other hand, shering a worng information effect the new thinking such in news or newspaper many channel share incorect ideas about business, they make a lot of issue about new thinking this way peoples can not belief at reyal information. futhermore, shered freely information some drawback such is chemical or other dangers information makes individual confuse and crate toxic for future.

In conclusion, shering a lot of information in the form of education, businesses, and the academic world play a vital role wherase people cach new thinking and create there own invention form the knowledge. while shered freely information also decrease the habit of some individuls that can use for harmful.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You address both views and give a personal position: sharing information can support learning, while some information may be harmful if shared freely. The school examples and reference to dangerous information are relevant, but the discussion remains general and the second view is not clearly distinguished from the problem of misinformation. Your conclusion repeats the benefits and risks rather than resolving them with a precise opinion. The response is also 23 words below the 250-word minimum; the 27 words copied from the task prompt were not counted. This limits the space available to explain and support your ideas. Develop each side with a specific example and state clearly what kinds of information should or should not be shared.

Coherence and Cohesion: Band 5.5

The response has a recognisable overall structure: an introduction, separate paragraphs beginning “On the one hand” and “On the other hand,” and a conclusion. These markers help the reader identify the two sides. However, progression within paragraphs is often unclear: the first body paragraph moves from learning to schools, inventions, and students’ minds without explaining the links, while the second combines inaccurate news with dangerous information. Connect each example directly to its main point and organise the two risks separately. Some linking phrases, such as “In addition” and “furthermore,” are used, but they do not always clarify the relationship between ideas. Clearer referencing and more deliberate sequencing would make the argument easier to follow.

Lexical Resource: Band 4.5

You use some topic-related vocabulary, including “scientific research,” “academic world,” “inventions,” and “harmful,” so the reader can identify the subject of the essay. However, the range is basic and repetitive, especially around “information,” “important,” and “share.” Frequent spelling errors—such as “individuls,” “benefical,” “shered,” and “imformation”—make reading difficult, and several word combinations are unclear, including “open the brain of students” and “create toxic for future.” Aim to learn accurate spelling and natural collocations as complete phrases. More precise terms for the two sides, such as “research findings,” “commercially sensitive data,” or “misleading claims,” would help you express the argument more clearly.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentences, including a contrast between the two views and examples introduced with “For example.” However, control of sentence structure is weak, and frequent errors sometimes obscure the intended meaning. For instance, “some information too valuable to be shared freely” lacks a finite verb, while “sharing information play important role” has problems with subject–verb agreement and missing articles. The sentence beginning “In schools information…” also contains unclear clause structure and punctuation. Practise building accurate basic sentences first, then combine them using clauses such as “because” and “although.” Check that every sentence has a subject and verb, and review agreement, articles, and sentence boundaries.

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