Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Barron's Writing · 2026-09-26

IELTS Writing Task 2 question

Some people believe that children learn better when they are placed in classes with children of similar academic abilities. Others believe that children learn better when they are in classes with children representing a diverse range of academic abilities.

Discuss both these views and give your opinion

Give reasons for your answer, and include any relevant examples from your own knowledge or experience.

Student answer (Band 5.0)

It is an irrefutable fact that the students understand greater along with the learners of same scholastic caliber while some individuals think that kids acquire best when studying in a group of students with several educational potential.

Admittedly, children get encoraged when they are surrounded by highly cerebrally skilled fellows. To explain it, there are certain types of students who are keenly passionate about studies. The atmosphere of class is disciplined and organised in a way to motivate all class members to outperform each other and give their best in exams. For instance, the children studying in section A of class in the school tends to gain higher grades than those in section B of the classes due to intellectually active kids are usually emrolled in the A section. Thus, they also like to have group discussions and participate in the science projects to get involved precisely.

Contradictorily, students attending the classroom with various range of skills is indispensable as it allows children to comprehend concepts with different level of intellegence. This is because learners solve the mathematical expressions, learn literacy with

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response addresses both views regarding ability grouping, discussing the benefits of streaming students by academic capability as well as having a diverse classroom environment. However, the student's position is incomplete and the essay is cut off mid-sentence at the end of the second body paragraph. Crucially, the response contains only 182 words, falling significantly short of the mandatory 250-word minimum specified in the task instructions. This under-length violation heavily penalises Task Achievement, as the ideas cannot be fully developed or supported as required for higher bands. While the initial attempt at addressing the prompt is visible, the premature ending prevents the development of a fully articulated conclusion or a well-balanced argument.

Coherence and Cohesion: Band 5.0

The essay demonstrates some basic structural awareness with an introduction and separate body paragraphs. However, overall coherence suffers greatly due to the incomplete nature of the response, which ends abruptly in the middle of a sentence. Cohesive devices are attempted, such as 'To explain it' and 'Contradictorily', but some terms like 'Contradictorily' are unnatural or inappropriate in academic writing. Paragraphing is initiated, but the lack of a proper conclusion and the truncated final sentence severely disrupt the logical flow and progression of ideas throughout the text.

Lexical Resource: Band 5.0

The student attempts to use some less common vocabulary, such as 'irrefutable fact', 'scholastic caliber', and 'cerebrally skilled'. However, these attempts often result in awkward collocations or unnatural phrasing, such as 'students understand greater' or 'several educational potential'. There are also noticeable word choice and spelling errors, including 'encoraged' instead of 'encouraged', 'emrolled' instead of 'enrolled', and 'intellegence' instead of 'intelligence'. The vocabulary is minimally adequate to convey basic meaning, but frequent inaccuracies restrict the lexical score to Band 5.

Grammatical Range and Accuracy: Band 5.0

The essay displays a mix of simple and complex sentence forms, attempting relative clauses and participial phrases (e.g., 'children studying in section A... tends to gain'). However, grammatical accuracy is weak, with frequent errors that occasionally impede understanding, such as 'the students understand greater along with the learners' and subject-verb agreement issues ('children... tends'). Furthermore, punctuation and phrasing in complex structures often break down. Because the text is incomplete and errors are persistent across the limited output, the grammar performance aligns with Band 5 descriptors.

See this exact question answered at other band scores. The same prompt compared across bands.

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