Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-24

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 5.5)

In many countries, people can buy any type of food from any country in one place. Many people think that it have a positive impact, I completely agree with them.

One of the main reason is that, it saves time of many people. You can buy fruits and vegetables that dont have season like mangoes comes in summer season but supermarkets can store them make them available in any season. It also teaches us to respect other countries cultures and traditions like Italian pasta, Japanese sushi, Mexicon tacos, Pakistani nihari, and Indian food. For example, a young boy from Pakistan didn't know about avacado but when he went to supermarket and saw the fruit he do research on it and learn about that fruit.

Supermarkets can also import fruits and vegetables of different kind and different seasons like they can import dragon fruit in Pakistan from Japan, which can also increase the number of jobs and helps the economy of the country. People can make food from different countries without travelling to that country because supermarkets also import food from other countries like their ingredients. For example, a student who went out of budget at the end of the month and dont have much money and he wants to eat sushi or tacos he can simply go to the market buy the ready to eat food.

In conclusion, I think that it is a positive development as it saves time and you learn about other countries food and cultures. It can also provide jobs by importing food and can support the economy, and it is also very convenient and affordable.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

Your position is clear from the introduction—“I completely agree”—and remains consistent in the conclusion. You address the positive-development question with relevant points about convenience, access to seasonal produce, cultural awareness, employment and the economy. The examples of sushi, tacos and dragon fruit help illustrate these ideas. However, some points are not fully explained or are unclear: the claim that imported produce creates jobs and supports the economy needs a clearer link, and the example of a student buying ready-to-eat food mainly shows convenience rather than the wider benefits of global food availability. Develop each main reason with a more direct explanation and a specific, well-connected example.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, two body paragraphs and a conclusion, and the ideas generally follow a sensible order. Linking phrases such as “One of the main reason,” “For example” and “In conclusion” help signal the stages of the argument. However, progression within the body paragraphs is sometimes uneven: the first moves from saving time to cultural learning, while the second combines jobs, travel, affordability and ready-to-eat food. Some connections between these points are not made explicit, and repeated use of “also” makes cohesion feel mechanical. Group related ideas more carefully and use clearer transitions to show how each example supports its paragraph’s main point.

Lexical Resource: Band 5.5

You use enough topic-related vocabulary to communicate your main ideas, including “supermarkets,” “import,” “traditions,” “economy” and “ready to eat.” The examples of international dishes also make the discussion concrete. However, the range is limited and several word choices or collocations are inaccurate or repetitive, such as “food of different kind,” “dont have season,” and “went out of budget.” These expressions may make the reader pause, even though the overall meaning is usually recoverable. Aim for more precise phrases such as “a wider variety of produce,” “available year-round” and “exceeded his budget,” and check spelling, including “avocado” and “Mexican.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the overall meaning can generally be followed. However, errors in agreement, verb forms, articles and sentence boundaries are frequent enough to limit clarity. For example, “it have a positive impact” should be “it has a positive impact,” and “mangoes comes” should be “mangoes come.” In “supermarkets can store them make them available,” the verbs need a clearer grammatical connection, such as “store them and make them available.” There are also run-on sentences, particularly in the opening and conclusion. Practise accurate subject–verb agreement and use full stops or conjunctions to control longer sentences.

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