Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · IELTS Summit Mastery · 2026-10-23

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 5.5)

In these days the number of youngsters prefer to has a gap year after finishing primary education and entering into universit level studies so that they can achieve practical life experiences or to move around the world. The experience of these actual life activities gives advantages to the students when they come back to universities. In this essay i will discuss it, according to my opinion.

On the one hand, i firmly believed that taking a gap year is really a good deal for a number of students. Therefore, learners could get a chance to reset their minds after a long period of study. For instance, plenty of people don't really able to find out a way or unable to decide a particular decision after completing intermediate education, they need a brief movement for it. Although there is also the number of such individuals who are able to make choices very quickly. However, not everyone can do it, they are terified of taking a wrong decision, that's why they required a annum to prepare or to decide things and more precisely to get advantages of real life applications.

On the second hand, in modern days every learners should have to take a year for other things that can enhance or help them in life in a better way .

But it depends totally on students because the students who are noy before interected in school education would find a movement to get rid of education, for these students taking a gap year would not be a gain. The bridge between school and university would take them away from education completely. Shorlty, the students who are not sure that in this gap their interest may be modify in a way that they would not be able to join higher education because of lack of interest, they should not take risk. By the other way students who are sure about their this decision as holidays, they should take a rest and additionally travel somewhere to find how people are living in present.

To conclude that, it is a unique approach to take a brief and adjustable gap after schooling. Although this is only for limited number of students who are really puntual in everything, but not for, who are irregular in things. overall, this is a benefit for learners.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address the question and give a generally positive view of taking a gap year, while recognising that it may not suit every student. The point that a break can help learners “reset their minds” and make decisions is relevant, and you also identify the risk that some may lose interest in education. However, the position is not fully consistent: you say students “should have to take a year,” then argue that only some should do so, and the conclusion calls it a benefit without clearly resolving this qualification. The discussion of work experience and travel is also brief, with few concrete examples of how either would help students on returning to university. Develop these benefits and explain your conditions more clearly.

Coherence and Cohesion: Band 5.5

The response has an introduction, two main body paragraphs and a conclusion, so the reader can identify its broad structure. You also use signposts such as “On the one hand,” “On the second hand” and “To conclude.” However, progression within paragraphs is often difficult to follow: the first body paragraph moves from rest to indecision and fear of choosing incorrectly without clearly connecting these points. Some linking expressions are inaccurate or mechanical, and the contrast introduced by “Although” is not completed smoothly. The second body paragraph combines a general claim, a warning about disengagement and advice about travel, making its central point unclear. Organise each paragraph around one main reason, then explain and illustrate it in a logical sequence.

Lexical Resource: Band 5.0

You attempt vocabulary relevant to the topic, including “practical life experiences,” “higher education” and “lack of interest,” and you try to express distinctions between students who may benefit and those who may not. However, the range is limited and several word choices or collocations are unnatural, which sometimes makes the meaning difficult to interpret. For example, “a brief movement” appears to mean a break, while “a good deal” is not a natural way to describe the value of a gap year. Spelling errors such as “terified,” “noy” and “Shorlty” also reduce accuracy. Build a more precise set of topic vocabulary and check spelling; prefer familiar, accurate expressions over ambitious but unclear phrasing.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, including clauses introduced by “because,” “although” and “who,” but complex structures are often faulty and errors occur frequently. Examples include “the number of youngsters prefer,” “learners could get a chance” after a present-tense general claim, and “every learners should have to take,” where agreement and verb construction are problematic. Articles and prepositions are also inconsistent, as in “entering into universit level studies.” Some sentences run together or use punctuation unclearly, particularly the long sentence beginning “Shortly, the students who are not sure.” These errors can make the intended relationships between ideas hard to follow. Practise accurate subject–verb agreement and build longer sentences from shorter, controlled clauses.

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