Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Barron's Writing · 2026-10-08

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)

Their is an opinion that children learn better when they are placed in classes with chilreen of sinilar academic abililities whie others believe that children lear better when they are in classes wih children representing a diverse range of academic abilities. Although the opinion differs but has congicise reasons depends in the perception.

Placing children of similar academic abilities will always skyrocket their sense of reasoning. This will give more room for competitions and academic performance because, one will always strive to study harder for more scores and grades

On the other hand, placing children in the class with children representig a diverse range of academic abilities is a rising strategy for children that are not too smart or brilant enough in their academics and also might be a set back for a chid that easily be negatively influenced. For instance, a child witth non challant attitude when it comes with studies might be easily influenced by those ones that studied seriously while the serious minded child might equally be influenced by the no challant ones.

The most advantage part of placing the children of diverse rande of academic abilities is that; it some times strategise the weaker ones in learning fast enough to match the energy ofn the ones ahead of him/her. Negatively, it might mar the interest of the weaker ones once he /she notice that other or some children is ahead of them. In this situation, inferiority conference might set in.

Further more, placing children with similar academic abilities in a class gives room and makes it easy for teachers to dictate when a child starts back sliding because their limit is well known. Unlike when they were mixed up with chikdren representing a diverse range of acadeomic abilities.

Conclusively, it will be better tom place chikldren of the same acadamic ability in the same class for easy academic up bringing.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You discuss both classroom arrangements and give a clear final preference for grouping children of similar ability. Relevant points include competition and teachers noticing when pupils fall behind, as well as weaker pupils learning from stronger classmates and the risk of discouragement. However, several claims are asserted rather than explained: for example, that similar-ability classes “will always skyrocket” reasoning is not supported with a concrete explanation or example. The discussion of mixed classes also becomes confusing when you describe pupils influencing one another in opposite directions. Develop each view with a specific example and explain why it supports your position; this would make the response more fully address the task. (Nineteen words copied from the task prompt were not counted.)

Coherence and Cohesion: Band 5.0

The response has separate paragraphs for the two views, a further comparison, and a conclusion, so the reader can identify its broad structure. Linking phrases such as “On the other hand,” “For instance,” and “Conclusively” also signal relationships between points. However, progression is not consistently clear: the paragraph beginning “The most advantage part” repeats the mixed-ability argument, while the example about pupils influencing one another is difficult to follow. The opening sentence is also hard to interpret, and “Although the opinion differs but” does not establish a clear relationship. Organise the essay into a direct introduction, one focused paragraph for each view, and a conclusion, using clear references and fewer, more accurate transitions.

Lexical Resource: Band 4.5

You attempt some topic-related vocabulary, including “academic performance,” “inferiority,” “back sliding,” and “academic abilities,” and these choices show an effort to discuss educational effects. However, the range is limited and several word choices, collocations, and spellings make the meaning difficult to follow. Examples include “skyrocket their sense of reasoning,” “strategise the weaker ones,” and “inferiority conference”; the intended meanings appear to be improve reasoning, motivate weaker pupils, and an inferiority complex. Frequent misspellings such as “chilreen,” “brilant,” and “acadeomic” also reduce clarity. Build a reliable set of education-related phrases and check spelling and collocation carefully before submitting.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple statements and longer structures, including a conditional idea beginning “once he/she notice” and a contrast introduced by “Unlike when…”. However, complex sentences are often faulty, and errors occur frequently enough to make some relationships unclear. For example, “Although the opinion differs but has…” combines incompatible linking structures, while “a child … might be easily influenced by those ones” has unclear sentence construction. There are also problems with agreement and verb forms, as in “some children is ahead” and “once he/she notice.” Use shorter, complete sentences first, then practise combining them with one accurate subordinate clause. Check subject–verb agreement, articles, and punctuation during revision.

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