Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-09

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 world people have a lot of interest to try new types of food. And now most of the countriest in global, cosumers can get food produced all over the world from a supermarket. In my opinion, it is a positive aspect because it will be a great oportunity to try new foods. This essay will explain both sides and will give a final conclusion.

First and foremost, foods which are produced all over the world gives a great oportunity for the food lovers who cannot go there. Some people really love to try foods from all culture. The food can carry the legacy of different countries and people can know about it. Moreover, there are a lot of people who lives in abroad and cannot get an opportunity to taste home food. By the supply chains of food can give the oportunity to taste home food. For example, a person who is from Bangladesh lives in Canada. And he must be craving for his home food. Whenever he is craving for home food, he can go to a supermarket and get that food very easily which is cooked but frozen.

In contrast, there are also some negative aspects because those preserved foods are not good for health because companies have to mix a lot of chemical which is really dangerous but needed to preserve the food properly. Without mixing those chemical, foods cannot be preserving for long days. These foods cause various types of disease which also can take lives of people. For example, some people want to buy f

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You give a clear positive view in the introduction and support it with relevant points about trying international food and helping people living abroad access familiar dishes. The Bangladesh-to-Canada example makes the second point concrete. However, the task is only partly addressed: the negative side is introduced, but the response ends mid-example (“For example, some people want to buy f”), so that argument is not completed and the conclusion promised in the introduction is absent. The discussion also focuses mainly on access and health, with limited explanation of why the overall development is positive despite the stated risks. Develop both sides more fully, then state clearly which consideration is more important and why.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, a paragraph supporting the positive view, and a contrasting paragraph. Linking phrases such as “First and foremost,” “Moreover,” and “In contrast” help signal the direction of ideas. However, progression is uneven because the final paragraph stops abruptly, and the promised final conclusion is missing. Some connections are mechanical or unclear, particularly “By the supply chains of food can give the oportunity,” which does not clearly link the cause to the benefit. The opening also announces that both sides and a conclusion will be discussed, but the essay does not complete that plan. Use clearer sentence-to-sentence links and ensure each paragraph reaches a complete point before moving on.

Lexical Resource: Band 5.0

You use enough topic-related vocabulary to communicate the main ideas, including “supply chains,” “preserved foods,” “legacy,” and “craving.” These choices show an attempt to discuss cultural access and food preservation rather than relying only on very basic terms. However, the range is limited and several expressions are inaccurate or repetitive, such as “great oportunity,” “home food,” and “mix a lot of chemical.” Spelling errors, including “countriest,” “cosumers,” and “oportunity,” are noticeable and reduce the accuracy of the writing. Aim for more precise collocations and vary repeated phrases; for example, describe “traditional dishes” or “additives used to extend shelf life” where appropriate.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including a relative clause in “foods which are produced all over the world” and a conditional structure beginning “Without mixing those chemical.” However, errors are frequent and sometimes make relationships between ideas difficult to follow. Examples include subject–verb disagreement in “foods … gives” and “people who lives,” the incomplete construction “By the supply chains of food can give,” and the awkward sentence fragment beginning “And he must be craving.” There are also problems with countable plurals and verb forms, as in “those chemical” and “foods cannot be preserving.” Practise building complete clauses with clear subjects and verbs, and check agreement and verb forms when revising.

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