Band 6.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.5 · IELTS General Essentials · 2026-07-24

IELTS Writing Task 2 question

We no longer need to have animals kept in zoos, so zoos should be closed.

Do you agree or disagree?

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

Student answer (Band 6.5)

Currently, zoos exist worldwide to provide knowledge about them to children and youth. Many people argue that zoos play a crucial role to enhance individuals knowledge about wildlife, while others believe that zoos should be banned because it is torture to the animals. I strongly believe that zoos should remain open with specific limitations about wildlife safety and habitat.

On the one hand, many individuals argue that this is the part of learning about various species. For instance, schools organise trip to different zoos for student to make them familiar with the creatures of nature, which otherwise is not possible through the textbooks. Furthermore, these animal's shelters prevent the extinction of rare species such as lion, tiger and so on.

On the other hand, some people think that zoos have a bad influence on animals who dwell in nature. For example, the bear and the deer live in open green places, however, keeping them in cages is unfair for them. Moreover, nowadays, zoos are unable to provide sufficient amenities that are necessary for numerous animals. Hence, zoos should not capture the animals which demands a unique environment.

In conclusion, although these shelters are a method of learning about different creatures, the habitat they require should not be neglected by them. The animals in zoos should be kept in their natural way of living, like a forest, rather than locking up in the tiny cages. Therefore, the zoos should take a foremost responsibily to meet the requirements.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The essay addresses the prompt and maintains a clear position throughout. However, the response falls slightly short of the 250-word minimum requirement (246 words), which negatively impacts the task achievement score. While the ideas are relevant, they are somewhat underdeveloped; for instance, the argument regarding 'rare species' could be strengthened with more specific examples or a deeper explanation of how zoos contribute to conservation beyond just mentioning lions and tigers. The conclusion attempts to summarize the position but introduces a slightly new nuance about 'natural ways of living' that could have been integrated more smoothly into the body paragraphs to ensure a more fully developed argument.

Coherence and Cohesion — Band 6.5

The essay is organized into clear paragraphs, each with a distinct focus. The use of cohesive devices such as 'On the one hand', 'Furthermore', and 'In conclusion' helps guide the reader through the argument. However, some transitions feel a bit mechanical, and the logical flow between sentences could be improved. For example, in the second paragraph, the jump from school trips to the extinction of species is a bit abrupt. Additionally, the referencing is occasionally unclear, such as the use of 'them' in the final paragraph, which creates minor ambiguity regarding whether it refers to the zoos or the animals.

Lexical Resource — Band 6.5

The vocabulary is generally adequate for the task, allowing the writer to express their ideas clearly. There are some attempts at more sophisticated vocabulary, such as 'extinction' and 'amenities', but the range remains somewhat limited. There are also minor errors in word choice and collocation, such as 'this is the part of learning' (should be 'part of the learning process') and 'take a foremost responsibily' (should be 'take primary responsibility'). To reach a higher band, the student should focus on using more precise academic collocations and avoiding repetitive phrasing.

Grammatical Range and Accuracy — Band 6.0

The essay uses a mix of simple and complex sentence structures. While the meaning is generally clear, there are frequent grammatical errors that affect the fluency of the text. Examples include 'organise trip' (should be 'trips'), 'for student' (should be 'for students'), 'these animal's shelters' (should be 'these animal shelters'), and 'locking up in the tiny cages' (should be 'being locked up in tiny cages'). These errors are noticeable but do not prevent the reader from understanding the writer's intent. Increasing the variety of complex structures while ensuring subject-verb agreement and correct article usage would improve the score.

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