Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Barron's Writing · 2026-10-17

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)

Its a good discussion we need to do now a days because of Education system and children facing issue with these 2 variant system.In my openion I belive that children representing a diverse range of academic abilities. are better because of the below views

First i like to discuss my views on classes with children representing a diverse range of academic abilities.

In this case the children will not have any inferiority complex as its wide range ablity and because of this there will be open discussion amoung the children and it will increase there confident amoung children.

I like explain this situation with my own example . As its a different academic criteria i use to help other students if they need help or if they didnt understand any topic and its viceversa if i didnt understand any topic other use to help me and it use to boost my confidence

Now i would like to explain my view on classes with children of similar academic abilities.

Here in this case as everyone are of equal academi9c abilities it will help Teachers to go on one single phase of speed and also i guess there is no competetaion amound students ,

As i faced this in my 12th becasue they use to put the same marks children in 1 single class so, i can say that it will be helpful only for teachers not students .The competetion amoung the children will not grow.

So i conclude by saying that wrt the growth and confident of children its better if they are representing a diverse range of academic abilities.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both views and make your preference clear: you support mixed-ability classes, while recognising that similar-ability grouping can let teachers work at a shared pace. The personal example about helping classmates and receiving help is relevant and gives some support to your position. However, the discussion is unevenly developed. The benefits of mixed classes are explained through confidence and peer support, but the claim that similar-ability classes offer little benefit to students is asserted rather than explored; for example, you could consider whether a shared pace might help students who need extra support or greater challenge. Develop both sides with clearer reasoning and a specific example before reaching your conclusion.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, a paragraph on mixed-ability classes, a paragraph on similar-ability classes, and a conclusion. Phrases such as “First” and “Now I would like to explain” help signal the shift between views. However, progression within paragraphs is sometimes difficult to follow, and several links are mechanical or unclear. For instance, “because of this” and “and it will increase” do not clearly show how the points connect, while “its viceversa” leaves the reference unclear. Use topic sentences that state each paragraph’s main point, then connect explanations and examples with precise referencing. Clearer sentence boundaries and paragraph development would make the argument easier to follow.

Lexical Resource: Band 5.0

You use some relevant vocabulary for the topic, including “academic abilities,” “inferiority complex,” “competition,” and “confidence.” These choices show an attempt to discuss educational effects rather than relying only on very general language. However, spelling errors and inaccurate or unnatural word combinations are noticeable and sometimes make the reader pause, as in “openion,” “ablity,” “amoung,” and “boost my confidence.” Phrases such as “one single phase of speed” and “same marks children” are also unclear. Aim for accurate, natural collocations and check spelling carefully. More precise terms such as “pace of instruction,” “students with similar grades,” and “peer support” would help express your ideas clearly.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, including explanations with “because” and conditional phrasing such as “if they need help.” The overall meaning is usually recoverable, but control is inconsistent. Examples include “children representing a diverse range … are better,” where the sentence construction is incomplete, and “as everyone are of equal academic abilities,” which has an agreement error. There are also problems with articles, verb forms, and sentence boundaries, as in “I like explain this situation” and the long sentence beginning “As i faced this in my 12th.” Practise building complete sentences with a clear subject and verb, and check agreement and tense. Breaking long sentences into shorter units would improve accuracy and readability.

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