Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 20 · 2026-10-05

IELTS Writing Task 2 question

Access to clean water is a basic human right. Therefore every home should have a water supply that is provided free of charge.

Do you agree or disagree?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Student answer (Band 5.5)

Water is a natural resource and is one of the basic necessity for our everyday life, so it should be provided free of cost to every household.

Yes, as per my perspective water should be provided free of cost, as in today's life without water, living is almost impossible. Every government have to realize that providing water supply facility to hosehold is their basic right as there is no cost related to it whereas only the relevant cost is of boring the well which is a one time cost and the government has to be the moral responsibilty of giving water to every home, by only bearing the one time cost.

As of now in Pakistan most of the people in rural and mountain covered areas is unable to meet the basic necessity of water demand therefore they have no choice but to drink and use dirty water full of diseases due to which they are ill most of the time. If it is difficult or costly then the government can think of providing a joint tank system so that every household from that village can use that facilty. The easy way of providing water to a village is to built a large tank and then water supply connection should be given to every home free of charge without any interruption.

As per the conclusion, government can provide water with different menthods, as they have more resources than the individual person. Government should place providing water on their first priority as nowadays water is almost use in every aspect of life.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response presents a clear position regarding whether clean water should be provided free of charge, addressing the prompt by arguing strongly in favor of this stance. The ideas are generally relevant, satisfying the requirements for the task. For example, the student discusses the health impacts of drinking dirty water in rural areas and suggests practical solutions like building large tanks or a joint tank system. However, the development of these ideas is uneven. While the point about rural areas in Pakistan introduces some specific context, the overall argument tends to generalise and lacks deep extension. Some points are repeated rather than expanded upon, which places the response precisely at the threshold where some ideas are well-handled while others remain under-developed. To reach higher levels, the writer needs to explore the economic and logistical implications of free water provision in greater depth, balancing the moral argument with a more thorough examination of government responsibilities and alternative funding models.

Coherence and Cohesion: Band 5.5

The response demonstrates a coherent overall arrangement with a recognisable introduction, body paragraphs addressing specific issues, and a conclusion. There is a clear attempt to logically sequence ideas, moving from the general principle of water as a basic human right to specific regional examples in Pakistan, and finally to proposed solutions. However, cohesion is at times mechanical or faulty. For instance, the transition at the beginning of paragraphs relies heavily on formulaic phrases like 'As of now' and 'As per the conclusion', and referencing is occasionally unclear, such as how sentences link within the second paragraph. Paragraphing is attempted, though the grouping of ideas within paragraphs could be structured more cleanly. To improve, the writer needs to employ a wider range of cohesive devices more naturally and ensure that each paragraph builds a distinct, smoothly flowing sub-topic without repetitive transitions.

Lexical Resource: Band 5.0

The vocabulary used is adequate for the task, successfully communicating the student's core message. The writer attempts some less common vocabulary items and topic-specific terms, such as 'natural resource', 'moral responsibilty', and 'joint tank system'. However, there are noticeable lexical errors and issues with word formation and collocation throughout the text, such as 'basic necessity' instead of 'basic necessities', 'hosehold' instead of 'household', 'mountain covered areas' instead of 'mountainous areas', and 'built a large tank' instead of 'build a large tank'. Furthermore, phrasing like 'boring the well' is slightly awkward in this context. These errors do not seriously impede communication, allowing the reader to follow the argument, but they restrict the score because they reflect a limited and occasionally inaccurate lexical control. To achieve a higher band, the writer must expand their range of vocabulary, improve word formation, and ensure accurate collocations.

Grammatical Range and Accuracy: Band 5.0

The student attempts a mix of simple and complex sentence forms, demonstrating some capability to construct multi-clause sentences, such as conditionals like 'If it is difficult or costly then the government can think of...'. Nevertheless, the grammar and punctuation contain frequent errors that are characteristic of this level. There are noticeable issues with subject-verb agreement, such as 'Every government have to realize' and 'most of the people... is unable', as well as article omissions and misuse, such as 'water is almost use in every aspect of life'. Prepositions and grammatical patterns within sentences also show instability, for example, 'place providing water on their first priority'. While these errors rarely completely obscure the meaning, they occur regularly and signal that attempts at complex structures are often faulty. To progress, the writer needs to exercise greater control over basic grammatical agreements, refine tense consistency, and reduce the frequency of structural errors.

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