Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Barron's Writing · 2026-11-02

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 5.0)

Education is a basic necessity of life; everyone should get basic education at least to know the basics of life. Learning with someone with same capabilities help you boost and grow together as a class, it does not make you feel minor or less knowledgeable, in fact you learn better while learning with someone of more academic abilities is good in some ways like you are able to learn from your fellows as it becomes their responsibility to guide others as well. Perhaps, in my point of view children of similar academic abilities should study together, this way they will learn better and stay connected throughout the year; nobody would feel minority.

On the one hand, children of same mental capacity learn fast, they have a competitor of same knowledge, this way nobody feels superior or inferior, everyone is at the same position while studying and grasping what is being taught in the class. Eventually when there is any exam, we can easily give remarks to the children that either they are doing well or they need improvement. This lessens the chances of favoritism as well.

On the other hand, if students study with someone with a less caliber, this causes two different perspectives; some of the children will get influenced by them while some will doubt themself that why they are not like them. However, it depends on the person who is more intelligent that either he is guiding others or he keeps the secret to himself. Moreover, this can promote favoritism in a way that teachers will do favor for the one who are more intelligent and give their example to the others who are of less caliber, this way they become overconfident whilst rest of the class become underconfident.

Well, in my point of view, students with same caliber should be placed in the same class as this way they will learn happily, they will get to know the mistakes they are making and what other students are making and can work hard to improve themself. This will keep the class united and nobody will feel unworthy even if they make blunders.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You discuss both arrangements and state a consistent preference for grouping children with similar academic abilities. The first body paragraph gives reasons such as shared pace, competition, and reduced feelings of superiority or inferiority; the second considers peer influence and possible teacher favoritism in mixed-ability classes. These points are relevant, but the discussion remains partly general and some claims are not fully explained—for example, how similar-ability grouping helps students identify and correct mistakes. The opposing view is acknowledged, but its potential benefits are only briefly mentioned, mainly that stronger students can guide others. Develop both sides more evenly with a specific example and explain why your preferred approach is more effective.

Coherence and Cohesion: Band 5.0

The response has an introduction, two contrasting body paragraphs, and a conclusion, so the reader can identify the main position and the two views. Linking phrases such as “On the one hand,” “On the other hand,” and “Moreover” help signal shifts in argument. However, progression within paragraphs is sometimes difficult to follow: the opening combines several ideas in one long sentence, and the first paragraph moves from learning pace to exam remarks and favoritism without clearly showing how these points connect. Repeated phrases such as “this way” and “in my point of view” also make cohesion mechanical. Use clearer topic sentences, divide related ideas, and make references such as “them” or “this” more precise.

Lexical Resource: Band 5.0

You use some topic-related vocabulary, including “academic abilities,” “competitor,” “favoritism,” and “overconfident,” and you attempt to express distinctions between students’ confidence and learning needs. However, the range is limited by repeated wording such as “same caliber,” “this way,” and “less caliber.” Several choices are inaccurate or unnatural, including “feel minority,” “give remarks,” and “doubt themself,” which can make the intended meaning less clear. Aim for more precise collocations and vary repeated expressions; for instance, describe students as feeling “inferior” or “excluded,” and say that teachers “assess students’ progress.” This would make the argument clearer and more natural without requiring unnecessarily complex vocabulary.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentences, including conditional and contrastive structures, but complex sentences are often difficult to control. For example, the opening sentence joins several independent ideas with commas, while “it depends on the person who is more intelligent that either he is guiding others” has an unclear clause structure. There are also recurring agreement and form errors, as in “children of same mental capacity learn fast,” “the one who are more intelligent,” and “improve themself.” Articles and pronouns are also inconsistent. These errors sometimes make the reader pause, although the overall meaning is usually recoverable. Practise shorter, complete sentences first, then check subject–verb agreement, articles, and pronoun forms.

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