Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · 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 6.0)

Few individuals consider that learners learn better way when they are placed in classrooms with children of same educational strengths.while, other believe that students will get more advantage in learning if they sit with wide range of childrens with variety of academic abilities. I will discuss both both views and my opinion on the above essay. Also, i will provide reasoning and will include examples from my experience and knowledge.

Body paragraph 1- Some individuals believe that when children are placed in the classes with children of similar academic abilities learn in a better way. The reason of this statement is because they think no one will judge them and they can have free discussions with other students . Another advantage would be there will be no inferiority complex between any of those learners. Infact, the learning environment will not be judgemental, rather it will be a free discussion class of knowledge. For instance, when my sister was a child she learnt in much more quicker way when she was placed in a class of students with a same range if learning abilities. She was much more enthusiastic to go to school because there was no one to judge her or to make her feel inferior .

Body paragraph 2- However, some section of society consider if students are placed with a learner of diverse academic abilities they will learn in a better way. Now , the reason of their belief is because they think students will have varied environment for learners to exchange their notions with other children who have knowledge of variety of other subjects. By this way children will gain knowledge from different variety of students with knowledge of diverse range of subjects which will not only boost their academic interests but also enhance their confidence and skill of public speaking because they are interacting with diversity. For example, I have taken education in a university with range of students with different academic and cultural backgrounds and i believe i gained more knowledge.

In conclusion, I believe learners should be placed in the classroom of students with diverse academic strengths because they will gain different knowledge and experience which will help them in academic and real life scenarios.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You address both views and state a clear preference for mixed-ability classes in the conclusion. The discussion is relevant, and the examples about your sister and your university experience help illustrate the two positions. The first view is supported with reasons about judgement and confidence, while the second includes possible benefits such as exchanging knowledge and developing speaking skills. However, some points are asserted rather than fully explained: for example, how similar-ability grouping improves learning itself is less clear than its effect on students’ comfort. The claim that diverse classmates share knowledge across subjects could also use a specific illustration. This covers the task well overall, but fuller explanation and more precise support would make the argument more consistently developed.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction, one paragraph for each view, and a conclusion that gives your opinion. The contrast between the positions is easy to follow, and linking expressions such as “However,” “For instance,” and “In conclusion” help signal the direction of the argument. Some cohesion is mechanical or repetitive, particularly the repeated use of “because” and “By this way,” and the opening sentence contains an awkward transition with “while.” The paragraph labels are unnecessary in a formal essay, and some references, such as “this statement” and “their belief,” could identify the idea more precisely. More varied, natural transitions and clearer links between reasons and examples would strengthen the progression.

Lexical Resource: Band 5.5

You use some relevant vocabulary for the topic, including “academic abilities,” “inferiority complex,” “diverse,” “confidence,” and “public speaking.” These choices show an attempt to discuss both classroom grouping and its possible effects. However, the range is limited by repeated general words such as “students,” “knowledge,” and “different,” and several phrases are inaccurate or unnatural, including “learn better way,” “free discussions,” “variety of other subjects,” and “academic interests.” There are also spelling and word-form problems, such as “childrens” and “Infact.” These do not prevent the reader from understanding the main ideas, but they reduce precision and sometimes make the writing sound awkward. Aim for accurate collocations and more specific vocabulary rather than repeating broad terms.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentences, including clauses introduced by “when,” “because,” and “which,” and the overall meaning is generally recoverable. However, control is inconsistent, and complex constructions often contain errors. For example, “when children are placed … learn in a better way” lacks a clear subject for “learn,” while “some section of society consider” has a subject–verb agreement problem. There are also errors with articles, plurals, and sentence boundaries, as in “a class of students with a same range” and the run-on opening after “strengths.” Capitalisation of “I” is inconsistent, and punctuation spacing is often faulty. Practise building accurate sentences first, then extend them with subordinate clauses and check agreement and punctuation.

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