Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Barron's Writing · 2026-10-14

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 5.5)

Some individuals believe that, placing kids with the same learning speed together, helps them understand faster. Others argue that having a variety of children with different lear ing ability is quite better. I believe, that having pupils of same learning ability in one class is better.

When children with same learning ability are placed together, teaching becomes easier for the tutor. During each lesson, very student follows and understands the teacher at the same time even if their pace is slow or fast making a better learnig space. secondly, no child will feel left out or neglected by the teacher.

A class with kids of varying understanding ability will make the teaching and learning process slow, as a result of going back and forth, to make sure that every student learn a particular thing. secondly, the faster learning kid can sometimes make the lower learning ones to feel that they are not smart enough there by making it difficult for the slow learners to learn.

I believe that placeing kids of the same abilities and learning speed in the same study environvent will speed up their learning process. Firstly when such kids are placed together the try to improve in their academic performance, so that they can be moved to the class persived to be for the brilliant students. Secondly they tend to learn from each other not compete among themselves. The teacher also propagates the knowledge faster because the pupils are all have the same speed at learnig making the process of teaching and learning faster.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both views and state a consistent opinion in favour of grouping pupils by similar ability. The first body paragraph explains that teachers can match the pace of lessons and that pupils may feel less neglected; the next presents concerns about mixed-ability classes, including slower progress and lower confidence. These are relevant reasons, and the final paragraph adds motivation and peer learning. However, the discussion is uneven: the case for mixed-ability classes is presented mainly through disadvantages, with little explanation of possible benefits, and several claims—such as pupils learning from one another—need a concrete example or fuller explanation. Develop both sides more evenly and clarify how your reasons support your position.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: an introduction, separate discussion of the two classroom arrangements, and a concluding paragraph that restates your view. This makes the main line of argument understandable. You also use signposts such as “Firstly,” “Secondly,” and “as a result.” However, the repeated sequencing words make connections feel mechanical, and the final paragraph repeats points about learning speed and teaching efficiency rather than bringing the discussion together. Some links between ideas are unclear, particularly the shift from pupils improving to being moved to a class for “brilliant students.” Use a wider range of linking expressions, make each paragraph’s purpose distinct, and ensure that pronouns and cause-and-effect links clearly refer to the intended idea.

Lexical Resource: Band 5.0

You use relevant vocabulary for the topic, including “academic performance,” “learning ability,” “neglected,” and “learning process,” so the reader can follow your main ideas. However, the range is limited and several phrases are inaccurate or awkward, which sometimes makes the meaning less clear. For example, “same learning speed” and “lower learning ones” are not natural ways to describe pupils, while “propagates the knowledge” does not fit the intended meaning of teaching effectively. Spelling errors such as “learnig,” “placeing,” and “environvent” are also noticeable. Build a more precise set of education-related expressions and check spelling and collocations carefully; this will make your argument clearer and more natural.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including a cause-and-effect construction beginning “A class with kids of varying understanding ability will make the teaching and learning process slow, as a result…”. Most of the argument remains understandable, but errors in sentence structure and agreement recur. Examples include “very student follows” and “every student learn,” where the subject and verb do not agree, and “the pupils are all have,” which combines incompatible verb forms. Commas are also misplaced, as in “I believe, that,” and some long sentences need clearer punctuation. Practise accurate subject–verb agreement, verb patterns, and sentence boundaries, then proofread each sentence for a complete and grammatically consistent structure.

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