Band 5.0 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-09-25
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 this contemporary era , everything is available in supermarket such as groccery and many more which is produced all over the world . i believe that this is a positive development .
first of all, it is worth considering that availibility of global product playa a peramount role for consumer and producer for instance, in term of consumer he will have the veriety of product and different companies for that product such as we have phone due to global market we have the variety furthermore, for producer he will going to have the more opportunities as a consequence of he will have more people and a bigger platform for sale which may can to lead in sales ultimately which lead to profit and as much as product sale globaly that will also contribute to gdp.
However, it is undeniable that if global market increase it may push backward to our country market as we have the example of china now they are bann and it outcome will terrifying such as fall in sale and also in gdp. although, it is forgetten that indian producers produce good products they just need the more platform to introduce there product conequently its a great opportunities for the producers to contribute in gdp. and also shows the presence of indian made products globaly somewhere it is proud moment for us also
In conclusion, weighing up both the side of the argument . I firmly, believe that prons of global products in supermarket . outweigh its disadvantage. because it brings more opportunities for the producers moreover varieties for the consumers.
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 student addresses the prompt by clearly stating their position that the availability of global produce in supermarkets is a positive development. They attempt to support this with reasons related to consumer variety and producer opportunities. However, the development of ideas is limited and somewhat confused. For instance, the reference to phones does not fit well in a food-related context, and the paragraph discussing China being 'bann' and Indian producers is disjointed and difficult to follow. While all parts of the prompt are addressed, the arguments lack extension and clarity, placing the response firmly at Band 5.0.
Coherence and Cohesion: Band 5.0
The essay is divided into paragraphs, but the overall progression lacks clarity. Cohesive devices are used awkwardly or inaccurately, such as 'first of all, it is worth considering that...', 'furthermore, for producer he will going to have...', and 'consequently its a great opportunities'. Referencing is frequently unclear, and punctuation errors disrupt the flow. For example, sentences run together without proper pauses or separation, and capitalisation is often neglected at the start of sentences and with the pronoun 'i'. These issues create a mechanical and difficult reading experience, corresponding to Band 5.0.
Lexical Resource: Band 5.0
The student uses a limited range of vocabulary with frequent errors in word choice, spelling, and word formation. Examples include 'groccery', 'availibility', 'peramount', 'veriety', 'globaly', and 'conequently'. There are also awkward phrasings like 'push backward to our country market'. While the vocabulary is minimally adequate to convey the basic stance, the noticeable errors and spelling mistakes cause frequent difficulty for the reader, which aligns with the Band 5 descriptors.
Grammatical Range and Accuracy: Band 5.0
The student attempts some complex structures, but these are frequently faulty and run-on in nature. Examples of grammatical errors include subject-verb agreement issues ('for producer he will going to have'), missing articles, and heavy punctuation failures (e.g., lowercase 'i', comma splices like 'I firmly, believe'). The sheer frequency of errors across simple and complex sentences restricts the score to a 4.5 or 5.0, as errors persistently impede smooth communication.
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