Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Barron's Writing · 2026-10-11

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)

While some people are of the opinion that children tend to learn better when they are in the same classes with other children of similar academic performances, others believe that children do better when they are in classes with other children with different range of academic abilities. I strongly agree with the former opinion due to below reasons.

On the one hand, placing children with same academic performances help the schools and teachers to identify the classes' strength and weakness, and prodvide tailored teaching that will benefit them. If classes are mixed, there are possiblities that the smart ones will mask the performances of the struggling children, making the required help unavailable to them. In addition, when children with similar abilities are put together in the same classes, it creates a healthy competition among them, making each and everyone of them striving to do better and also carry themselves along. For instance, my friend's child was consistently at the top of her class every school term, until my friend changed her to another school and she came out sixteenth. It turned out that she was just a local champion at her formal school with little or no competition.

On the other hand, mixing children of diverse academic performances in same class can help to motivate the children that are struggling. They have their fellow students who can teach them in a more simplified way, and by so doing can foster teaching and leadership qulaities in the other students, making it a win-win for both students. Furthermore, mixing children in classes eliminates strata and ensures that every child receives equal treatment. This, also removes bullying of the less brighter students by the more bright ones.

To conclude, although some people believe that children learn better when they are in classes with children representing a diverse range of academic abilities, I am of the opinion that children learn better when they are placed in classes with children of similar academic abilities, because the teaching style and delivery are tailored to their abilities as well as help to create healthy competitions.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You address both views and state a clear, consistent preference for grouping children by similar ability. The first body paragraph gives relevant reasons—teachers can tailor instruction, and competition may encourage effort—and the example of your friend’s daughter supports your point. You also explain the opposing view through peer support, leadership development and equal treatment, so the response fully meets the core task. To make the discussion more complete, develop the mixed-ability benefits further and qualify the anecdote: one student’s change in ranking does not by itself show that ability grouping is generally more effective. Your conclusion restates your position, but could synthesise the comparison rather than repeat the prompt’s wording.

Coherence and Cohesion: Band 6.0

The response has a clear overall structure: an introduction, separate paragraphs for each view, and a conclusion. Signposts such as “On the one hand,” “On the other hand,” and “To conclude” make the progression easy to follow. Within paragraphs, however, some links feel mechanical, and the relationship between ideas is not always precise. For example, the claim that similar-ability classes create competition is followed by “also carry themselves along,” which does not clearly explain how that outcome follows. “This, also removes” has an unnecessary pause, while “Furthermore” introduces another point without showing how it relates to the preceding claim. Use clearer referencing and transitions that express the exact relationship between each reason and its support.

Lexical Resource: Band 5.5

You use a relevant range of vocabulary, including “tailored teaching,” “healthy competition,” “struggling,” and “leadership qualities,” which helps communicate the main arguments. However, several inaccurate or unnatural choices limit precision and sometimes make the reader pause. Examples include “academic performances” where “academic ability” is more natural, “formal school” for “former school,” and “less brighter” and “more bright,” which are not standard forms. There are also spelling errors such as “prodvide,” “possiblities,” and “qulaities.” Aim for accurate collocations and proofread carefully; a smaller set of well-controlled expressions will be more effective than awkward or incorrect phrasing.

Grammatical Range and Accuracy: Band 6.0

You use a mix of simple and complex structures, including a concession in the conclusion and clauses explaining cause and effect. Most meaning remains clear, but some grammatical errors recur. For example, “placing children with same academic performances help” needs an article and subject–verb agreement (“placing children with the same academic performance helps”). In “making each and everyone of them striving,” the verb pattern is incorrect; use “encouraging each of them to strive.” There are also article and plural issues in “in same class” and “healthy competitions.” The sentence beginning “It turned out that she was just a local champion” is understandable, though its connection to the preceding ranking could be expressed more precisely. Review agreement, articles and verb patterns, while retaining your attempts at longer sentences.

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