Band 7.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 7.5 · IELTS Summit Mastery · 2026-09-26

IELTS Writing Task 2 question

Write about the following topic:

Many young people choose to take a year out between finishing school and starting university in order to gain work experience or to travel. The experience of non-academic life this offers benefits the individual when they return to education.

To what extent do you agree or disagree?

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

Student answer (Band 7.5)

Whether a year spent working or travelling before university genuinely helps young people once they return to their studies is a question that has divided opinion for some time. In my view, such a break is highly beneficial, since it builds the maturity that academic life demands and gives school leavers a clearer sense of what they want from their degree.

The most compelling argument for taking a gap year is that it develops a level of independence that school alone rarely provides. It is widely recognised that many first-year undergraduates struggle with the sudden freedom of campus life, so they miss lectures, fall behind and sometimes drop out altogether. Where young people have first held a job or travelled on their own, they tend to manage their time much more effectively, because they have already had to meet deadlines, handle money and solve problems without a teacher to guide them. Admissions tutors at many universities, for example, have observed that gap-year students often settle into higher education more quickly than their peers. Even lecturers stand to gain, as motivated learners bring energy and real-world insight to seminars.

Career concerns strengthen the case further. At present, many teenagers pick a course under pressure from their parents or simply because their friends are applying, and doubts about that choice tend to deepen as the workload grows. A year of work or travel, by contrast, allows them to test their interests before committing, which matters enormously in demanding fields such as medicine or engineering, where switching subjects halfway through can set a student back by years. There is also a question of cost here: someone who abandons a degree after two years has wasted both time and tuition fees, whereas one who arrives with a clear goal is far more likely to graduate and put that qualification to use.

Admittedly, some young people lose their study habits during a long break, particularly if they spend the year without any clear purpose. Nevertheless, I firmly believe that a well-planned year out leaves students better equipped for university, given that it makes them more self-reliant, helps them choose the right course and reduces the risk of dropping out.

AI examiner evaluation

Task Achievement / Task Response: Band 7.5

The candidate fully addresses all parts of the task, presenting a clear, well-developed position throughout the essay. The introduction establishes a definitive stance, which is systematically supported in the body paragraphs. In the second paragraph, the writer explores how independence and time management are fostered through non-academic experiences, supporting this with relevant observations regarding university admissions tutors and student adjustment. The third paragraph broadens the discussion to include career choices and economic benefits, noting how testing interests beforehand mitigates the risk of costly course switches. The arguments are extended logically and supported with clear reasoning. Ideas are fully developed without drifting off-topic, easily satisfying the Band 8 descriptor for Task Achievement.

Coherence and Cohesion: Band 7.5

The essay demonstrates clear logical organisation and progression throughout. Each paragraph has a distinct central topic, moving smoothly from the thesis statement to supportive arguments regarding personal development and career choices, and finally to a nuanced counterargument in the fourth paragraph. Cohesive devices are used naturally and flexibly, with transitional phrases such as 'Where young people have first held a job...', 'by contrast', and 'Admittedly' guiding the reader effortlessly through the text. Paragraphing is used sufficiently and appropriately, ensuring the logical structure of the argument remains transparent. Overall, the management of cohesion and logical sequencing easily aligns with Band 8 descriptors.

Lexical Resource: Band 7.5

The writer employs a wide, fluent, and flexible range of vocabulary appropriate for an academic response. Less common lexical items are used skilfully, including phrases such as 'sudden freedom of campus life', 'admissions tutors', and 'demanding fields'. Word choice and collocations are generally precise, as seen in expressions like 'mitigates the risk' and 'test their interests before committing'. While there are occasional minor inaccuracies in collocation or phrasing, such as 'There is also a question of cost here', communication is never hindered. The vocabulary range and control comfortably meet the criteria for a Band 7.5 or 8.0, and a Band 8 is awarded for the skilful deployment of sophisticated academic vocabulary.

Grammatical Range and Accuracy: Band 7.5

The response features a wide range of complex structures used with a high degree of accuracy. The writer successfully incorporates conditional clauses ('particularly if they spend the year...'), concessive clauses ('Admittedly, some young people...'), and relative clauses ('where switching subjects halfway through can set a student back...'). The majority of sentences are completely error-free, and punctuation is handled with precision. Minor slips do occasionally occur, but they are non-systematic and do not impede communication in any way. The grammatical flexibility and control demonstrated throughout the essay clearly reflect Band 8 standards.

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