Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Barron's Writing · 2026-10-21

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)

In this contemporary epoch, education method vary worldwide, and there is always debate over which method yield to the best result of lessons for childrens. While some people emphasize that student perfom much better when they are accompanied with the extra talent student, whereas I strongly affirm that children accompanied with the same talent of student also peform well and achieve good marks and career in their life. In this essay I will be discussing both the sides and the reason for my viewpoints.

To commence with former view, children learning with same level of pupil always perform good in their studies and their personal and social life. To expalin, when a child learn with the same level of another children is easy to make friend and learn together. There is no competetion between them and they learn to socialize and make more friends, which help them stay postive, provide motivation to go to school, and them to help their friend to achieve same grade as their grade.

On the other hand, When a child made to attend the class with the over achiever student, they get scared and pressuirzed with the load of expectation to show same level of growth and achievement. To exclude, this kind of environment creates stress in chidlren mind and even sometimes they feel inferior in front of them will performing. This situation not only lead to mental stress but also increase the sense of low morality in the children and they might loses the interest in studies which can have devastating effect on their future.

For instance, an average student when goes to attend a high class school and attend lecture with the extra talented pupil may feel less talent and this encourage the sense of inferiority in them which leads to lower their confidence and focus on their studies.

In the conclusion, Although, many only consider the postive side of children attending student with same level of pupil but the negative side of the children attending over samrt pupil cannot be ig

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address both views and state a preference for grouping children with similar abilities, so the response is relevant to the question. The discussion of similar-ability classes includes socialising and mutual motivation, while the opposing view is represented through possible stress and reduced confidence. However, your position is not fully consistent: the opening says students do better with “extra talent” students before you affirm the same-ability view, and the conclusion is cut off before your final judgement is clear. The example about an average student in a high-level school supports your concern but does not explain the benefits of mixed-ability learning. Develop both sides more evenly and make your opinion explicit and consistent from introduction to conclusion.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, separate body paragraphs for the two views, and a concluding paragraph. Signposts such as “To commence with” and “On the other hand” help readers identify the shift in argument. However, progression is weakened by unclear or contradictory phrasing in the introduction and by the unfinished conclusion, which ends at “cannot be ig”. Some links between ideas are also difficult to follow; for example, the first body paragraph moves from friendship to motivation and helping classmates without clearly explaining how these points connect to academic learning. Use clearer topic sentences, connect each supporting point explicitly to the question, and complete the conclusion with a concise summary of your position.

Lexical Resource: Band 5.0

You attempt a range of topic-related vocabulary, including “motivation,” “expectation,” “inferiority,” and “devastating effect,” which helps convey your concerns about classroom grouping. However, word choice and spelling errors are frequent and sometimes make the meaning difficult to interpret. Examples include “education method,” “extra talent student,” “low morality,” and “over samrt pupil”; several expressions are not natural or precise in this context. There are also repeated spelling errors such as “perfom,” “pressuirzed,” and “chidlren.” Build a more reliable set of collocations for education and ability, and proofread spelling. Prefer precise phrases such as “mixed-ability classes,” “academic pressure,” and “self-esteem” over improvised expressions.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentence forms, including a contrast clause beginning “While some people…” and a conditional example beginning “when a child…”. However, control is inconsistent, and errors occur in many sentences, sometimes obscuring the intended relationships. For example, “education method vary” has a subject–verb agreement problem, while “when a child learn with the same level of another children is easy” lacks a clear grammatical structure. The opening “While… whereas…” construction also combines two contrasting linkers awkwardly, and the final sentence is incomplete. Practise accurate subject–verb agreement, articles and plural forms, and make sure each sentence has a complete main clause. Shorter, carefully checked sentences would improve clarity while you develop more complex structures.

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