Band 5.0 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-08
IELTS Writing Task 2 question
In many countries nowadays, consumers can go to a supermarket and buy food produced all over the world.
Do you think this is a positive or negative development?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Student answer (Band 5.0)
In many countries consumers go to the super market and buy food produced all over the wolrd. From the one side,I think that it is true because it helps people to taste the food which is produced all over the world and also share their review. I think it is a good sign, that every thing is available for what people need, for example if some one dont like the fast food which is the national food of India , then he donot know what to do in this situation, When he finds his favourite food he becomes fresh after eating.
From the other side, I think that it is not true to buy food all over the world because the Shef dont know how to make any other food which they dont try before it. He might add some other nutritions and powders which are not healthy for us, For example when i go to a trip to englamd i ask to a waiter for biryani and he dont know about this, so i tell him it is produced from rice and chiken, after a long time he served me this dish, when i taste i became to vomit continously. So i think it is not true to buy food which is produced all over the world.
In conclusion i think we should take a intermediate situation we should buy food if it is popular there and we dont ask to any one for other type of food which he dont know how to make it.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response addresses the prompt by discussing both sides of the issue, but the development of ideas is weak and often illogical. For example, the argument that consumers should not buy global food because a chef might not know how to cook it is not a strong or relevant point regarding the availability of global food in supermarkets. The position is somewhat clear, but the reasoning lacks depth and relies on personal anecdotes that do not effectively support the main argument. To improve, you should focus on broader societal or economic impacts, such as environmental concerns or cultural exchange, rather than individual dining experiences.
Coherence and Cohesion — Band 5.0
The essay is organized into paragraphs, but the logical progression is hindered by repetitive phrasing and a lack of cohesive devices. Transitions like 'From the one side' and 'From the other side' are used, but they feel mechanical and do not effectively link the ideas. The sentences within paragraphs often lack clear connections, making the flow disjointed. To improve, use a wider variety of linking words (e.g., 'furthermore', 'consequently', 'on the contrary') and ensure that each sentence builds logically upon the previous one to create a cohesive argument.
Lexical Resource — Band 5.0
The vocabulary is quite limited and repetitive. There are several spelling errors, such as 'wolrd', 'Shef', 'nutritions', and 'chiken'. The word choice is often imprecise, such as using 'true' to mean 'a good idea' or 'positive'. The range of vocabulary is insufficient to express complex ideas clearly. To improve, focus on learning topic-specific vocabulary related to globalization and trade, and work on using more precise adjectives and verbs to convey your meaning accurately rather than relying on basic, informal language.
Grammatical Range and Accuracy — Band 5.0
There are frequent grammatical errors throughout the text, including issues with subject-verb agreement ('he donot know', 'Shef dont know'), article usage, and sentence structure. Many sentences are run-on or lack proper punctuation, which makes the text difficult to follow. The range of structures is limited, consisting mostly of simple sentences with some errors in complex constructions. To improve, focus on mastering basic sentence construction, specifically subject-verb agreement and the correct use of auxiliary verbs, before attempting more complex grammatical structures.
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