Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 12 · 2026-10-26

IELTS Writing Task 2 question

Some people believe that allowing children to make their own choices on everyday matters (such as food, clothes and entertainment) is likely to result in a society of individuals who only think about their own wishes. Other people believe that it is important for children to make decisions about matters that affect them.

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)

Some people think that if you allow children to make decision about their everyday life such as the food that they eat and other choices, they will turn into a selfish person in the future society. While other believe that it is crucial for them to make their own choices about things that matters to them. I think, children should have the rights to choose what they want.

Children who grew up deciding what they want will turn into a selfish person in the future. Due to the fact that they had full control over their life, they never had the chance to worry about doing something they do not typically enjoy. For example, because their parents allowed them to do so, some kids only eat chicken nuggets and will refuse to eat vegetables or any other things that are unappealing to them. In group setting, this kind of people would only think about their needs without considering what majority of the people are wanting. Such as arguing with others just because they do not want to wear the agreed dress code.

On the other hand, making decisions that directly affects them is a essential part of their life. Because we often decide what we want and what we will do in our everyday life. Therefore it is a skill that every person needs to master. Most people say that, making plans with people who don't know want is more frustrating than people with their own strong preferrences. In addition, children have the rights to choose whatever is good for them. It is their own choice.

In conclusion parents allowing children to make choices for everything can lead to individual who only thinks of themselves, but learning to make decisions is a skill that everyone need to have plus making decisions is the rights that children have. Both of this views are correct on their own way.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You discuss both views and state your position in the opening: “I think, children should have the rights to choose what they want.” The examples about refusing vegetables and resisting an agreed dress code are relevant to the concern about self-centred behaviour. However, the discussion is only partly developed. The first view is presented as a definite outcome (“will turn into a selfish person”), without considering how parental guidance or limits might affect this. The case for children’s choices relies mainly on the general claim that decision-making is a skill and that children have a right to choose; explain more clearly how everyday choices build responsibility or benefit them. Your conclusion recognises both views, but “Both of this views are correct” leaves your own position less clear than the introduction suggests.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, one paragraph for each view, and a conclusion. “On the other hand” signals the shift between arguments, and the examples generally appear beside the point they illustrate. However, progression within paragraphs is sometimes unclear or repetitive. The first body paragraph moves from control over choices to food preferences and then to a dress code, without fully explaining the link between these examples and selfishness. Connectors such as “Because” and “Therefore” sometimes create incomplete or awkward links, as in “Because we often decide what we want…” followed by a separate sentence. The conclusion repeats earlier claims rather than synthesising them. Use clearer topic sentences and explain how each example supports the paragraph’s main idea.

Lexical Resource: Band 5.5

You use relevant vocabulary for the topic, including “everyday life,” “full control,” “group setting,” “decision-making,” and “frustrating.” These choices make the main ideas understandable, and you attempt to express concepts beyond basic preferences. However, the range is limited and several phrases are imprecise or unnatural, such as “a selfish person in the future society,” “what majority of the people are wanting,” and “strong preferrences.” Repetition of “choices,” “decisions,” and “people” also limits flexibility. Aim for more precise expressions, for example, describing children as “self-centred” or saying they should “consider others’ needs.” Check spelling and word forms, and choose collocations that sound natural in formal writing.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and complex sentences, including clauses beginning with “if,” “because,” and “who,” and the overall meaning is usually recoverable. However, errors occur frequently across sentence structures and agreement, which sometimes make the reader pause. Examples include “make decision” instead of a plural or article-marked noun, “other believe,” “things that matters,” and “a essential part.” Some sentences are fragments or awkwardly joined: “Because we often decide what we want…” and “Such as arguing with others…” are not complete sentences in this context. There are also agreement errors in “everyone need” and “Both of this views.” Practise checking subject–verb agreement, articles, plurals, and whether each sentence has a complete main clause.

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