Band 5.0 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-02
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 todays world, Purchasers can move towards marts and purchase food and groceries that was produce in different parts of world.
It helps the purchasers to taste different taste of food in their home town.
Food have various taste at different parts of the worlds. It depents upon species, flavors, Recipe and way of cooking. Pasta from Italy, Sushi from Japan. If I talk about fruits, There is waste variety in it. Apples from Newzeland, Mangoes from Pakistan, Oranges from India. Different types of food brings different culture.
Although, If anybody thinks it plays a bad impact on development because we forget our food and use to give attentions to different dishes thats not the way to perserve your food. Food should be tasty, rich in indegrents, should be eaten by every age group. Yesterday, I went for a dinner with my friends. One of my friend Ali came from Italy. He ordered Pasta and I ordered Biryani. I tasted pasta and he tasted Chicken biryani, We both each others dishes. Pasta was full of cheese and creamy stuff on the other hand biryani was full of spicy rice with potato and chicken piece. Ali was so happy and ordered a takeaway biryani. We enjoyed alot.
Different cuisins and food brings a positive impact on society. It helps to bring people closer and know about each others taste. Different food from different places should be placed at marts.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The response addresses the task partially, attempting to discuss whether global food availability is positive or negative. However, the position is not always clearly sustained throughout, and the length requirement is not met, as the response is twelve words short of the two hundred and fifty word minimum. Ideas are somewhat limited and under-developed, relying on basic assertions and a personal narrative about eating with a friend named Ali rather than sustained argumentation. To move to a higher band, the writer needs to fully develop well-supported ideas regarding the broader socio-economic and cultural implications of global food trade while meeting the word count requirement.
Coherence and Cohesion: Band 5.5
There is some organisation evident in the writing, but it lacks a clear overall progression. Paragraphing is disjointed, with very short, isolated paragraphs such as 'It helps the purchasers to taste different taste of food in their home town.' Cohesive devices are used minimally or inaccurately, and referencing is sometimes unclear, such as abrupt shifts from global fruits to a personal restaurant anecdote about Ali. To achieve a higher band, the writer must ensure logical sequencing between sentences and paragraphs, using cohesive devices more naturally and purposefully to guide the reader smoothly through the arguments.
Lexical Resource: Band 5.0
The vocabulary range is limited but minimally adequate for the task. There are noticeable lexical errors and awkward word choices, such as 'Purchasers' instead of consumers, 'marts' instead of supermarkets, and 'was produce' instead of produced. Spelling and word formation issues also appear, such as 'depents', 'species' when referring to spices, 'indegrents', 'cuisins', and 'alot'. These inaccuracies reflect a limited control of word choice and collocation. To improve, the student should expand their working vocabulary, pay closer attention to word forms, and eliminate frequent spelling errors.
Grammatical Range and Accuracy: Band 5.0
The writer uses a very limited range of sentence structures, relying mostly on simple sentences with frequent errors in complex constructions. There are frequent grammatical errors involving subject-verb agreement, such as 'Food have' and 'Different types of food brings', as well as missing articles and incorrect pluralisation like 'waste variety' instead of vast variety. Punctuation and capitalization errors are also present. These frequent errors can cause some difficulty for the reader. To reach the next band, the student needs to demonstrate a greater variety of grammatical structures and maintain much better control over basic sentence mechanics.
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