Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-11-05

IELTS Writing Task 2 question

In many parts of the world girls and boys are educated together in co-educational or mixed schools. Some people think that girls and boys benefit from being educated separately in single-sex schools. To what extent do you agree with this view?

Give reasons for your answer and include any relevant examples from your own knowledge and experience. Write at least 250 words.

Student answer (Band 6.0)

In many countries, co-education is the approved system where girls and boys study together. It is often argued that separated education bring more advantages towards the students. This essay totally disagrees with that viewpoint because co-education helps students experience the real competion and generalising the gender issue, which will not create unneccessary curiosity towards the opposite gender.

First of all, competition would not be clear if only girls compete girls and boys compete boys in separate classrooms. This is could be explained by the situation that, in some classes boys are more genius, or in some classes girls could represent moderate level of intelligence. Hence, if they couldn't face each gender to compete in a classroom, the competetion would never be understood appropriately. For example, a female student represtented the first rank until the classrom was separated till Eight grade. However, when the classrooms were alligned, that student ranked sixth, where the first five rank were occupied by the boys students. Therefore, the real level of the performance the above mentioned girl was undiscovered until the co-education system returned.

The another consequence of the single-sex schools would be increasing unneccessary curiosity towards the opposite gender. If both gender participate in one classroom, the factor would become normal, they will start behaving as usual classmates. Confronting the opposite gender's fellow from earlier phase would help students having natural thought about them. However, if the education system introduces separated schools, unneccessary curiosity towards the opposite gender might be increased. It would enable circulating negative thoughts originated from natural curiosity.

In conclusion, I believe the accurate level of one's intelligence could be cleared through co-education, helping one gender's student to compete with both gender's mates and the curiosity about the opposite gender would remain natural.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

Your position is clear from the introduction: you disagree that single-sex schools offer greater benefits, and the conclusion restates this view. You address the question with two relevant reasons—mixed classrooms provide a broader basis for competition and make interaction between genders feel more ordinary. The classroom-ranking example also gives the first reason some concrete support. This meets the task well, and the response shows some development beyond simply stating an opinion. However, the second reason is less fully explained: the claim that separation may circulate “negative thoughts” is not illustrated or clarified. The comparison between competition in mixed and single-sex settings also relies on broad assumptions. Explain these links more carefully and qualify generalisations to make the argument more convincing.

Coherence and Cohesion: Band 6.0

The response has a clear overall structure: an introduction, two body paragraphs presenting separate reasons, and a conclusion. Signposts such as “First of all,” “For example,” “Therefore,” and “In conclusion” help readers follow the argument. Within the first body paragraph, the example is connected to the point about competition, giving the paragraph a recognisable progression. Some cohesion is nevertheless mechanical, with repeated transitions and repeated references to “the opposite gender” and “curiosity.” In the first example, “that student” and “the above mentioned girl” are understandable but cumbersome references, and the shift from the general claim to the ranking anecdote could be smoother. Use a wider range of linking methods and make references more concise and precise.

Lexical Resource: Band 5.5

You use vocabulary relevant to education and the argument, including “co-education,” “single-sex schools,” “competition,” and “intelligence.” There are also attempts at more formal phrasing, such as “the real level of the performance” and “natural thought.” However, several word choices and collocations are inaccurate or unnatural, which limits precision: “competition would not be clear,” “bring more advantages towards,” and “the first five rank were occupied” do not express the intended ideas naturally. Spelling errors such as “competetion,” “unneccessary,” and “classrom” are also noticeable. Aim for accurate, natural combinations rather than elaborate phrasing; for example, describe students as competing “against one another” and say that a system “offers greater benefits.”

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex sentences, including conditional and subordinate structures: “if both gender participate in one classroom” and “if the education system introduces separated schools.” This gives the response some structural variety, and the main argument is generally understandable. Some grammatical errors remain, particularly with agreement, articles, and sentence construction. For instance, “separated education bring” needs subject–verb agreement, while “This is could be explained” combines incompatible verb forms. “The another consequence” and “both gender participate” also show problems with article use and number agreement. In the example, the tense sequence in “ranked sixth, where the first five rank were occupied” is awkward. Review agreement and verb forms, and edit each sentence for a clear, complete grammatical structure.

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