Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Barron's Writing · 2026-10-02

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 6.0)

It is an ongoing debate that students get better education with classmates of simillar intellectual capabilities or with students who have diversified mind abilities. This essay with discuss both aspects before drawing a conclusion.

There are people who believe that students should get education with same intellectual capabilities. This is mainly because, same level of minds will allow a tough competition amongst the class, this enables students to move out of their comfort zone, by exploring new resources by which they can find ways to excel in the class. A clear example of this can be seen in number of educational centres increasing for giving private classes after school hours. As a result students can sharpen their minds and excel in their life.

On contrary, people who belive diversification of mindset is in a class is better for learning. This is largely because divercification promotes cross learning. This allows children to learn different capabilities from each other, by exchanging ideas and perceptions over a perticular topic. For example, a student who is good chess will have a strategic mindset, whearas a child with good acadamic capability will be good in studies, learning togather will allow both to exchange ideas and results in diversified learning for both students.

To conclude, where students with saimilar academic abilities promotes competition; The students with diverse range of academic abilities will show cross learning from each other. I firmly believe that chidren will learn better if diverse mindset are togather for a greater life ahead.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by discussing both views on ability grouping and providing a clear personal position in the introduction and conclusion. However, the development of ideas is uneven. For instance, the argument regarding same-ability classes is somewhat thin, supported vaguely by the mention of 'number of educational centres increasing for giving private classes,' which lacks a clear logical link to classroom competition. Similarly, the points on diverse classes are introduced with relevant notions like cross-learning, but the supporting example regarding a chess player and an academic student is slightly over-simplified. Overall, the ideas are relevant and present a transparent argument, meeting the criteria for a competent and straightforward task response.

Coherence and Cohesion: Band 6.5

The essay presents a coherent overall arrangement with a clear logical progression from introduction to body paragraphs and a concluding summary. Paragraphing is used appropriately to separate each view and the writer's stance. Cohesive devices are employed to signal transitions, such as 'There are people who believe,' 'On contrary,' and 'To conclude.' However, some referencing and cohesion are a bit mechanical or slightly awkward, such as the missing preposition in 'diversification of mindset is in a class' and the repetitive phrasing linking the paragraphs. To reach higher levels, the flow between sentences could be made more seamless and sophisticated, avoiding slightly repetitive structural patterns while maintaining this clear organizational framework.

Lexical Resource: Band 5.5

The vocabulary used provides an adequate range for the task, allowing the writer to communicate their ideas fairly clearly. There are several attempts to use less common vocabulary and topic-specific terms, such as 'intellectual capabilities,' 'diversified mind abilities,' and 'cross learning.' However, noticeable lexical errors and awkward word choices occur throughout the text, including spelling and form slips like 'simillar,' 'divercification,' 'perticular,' 'togather,' and 'saimilar.' Additionally, collocation is occasionally unnatural, such as 'diversified mind abilities' and 'good chess' instead of 'good at chess.' These errors do not seriously impede communication, but they restrict the lexical score because of frequent slips in spelling and word choice.

Grammatical Range and Accuracy: Band 5.5

The essay demonstrates a mix of simple and complex sentence forms, attempting varied structures like conditional or relative clauses. There are several grammar errors and punctuation slips, although they rarely impede understanding. Examples include article and preposition errors such as 'This essay with discuss,' 'same level of minds will allow,' 'divercification promotes cross learning,' and 'if diverse mindset are togather.' Punctuation and phrasing in the conclusion also show minor control issues, such as the semicolon usage in 'where students with saimilar academic abilities promotes competition; The students...' which contains a subject-verb agreement error ('promotes' with plural 'abilities') and incorrect capitalization. These issues reflect a mix of structures where some errors persist and occasionally affect precision.

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