Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-07-28

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 5.5)

Actually, I don't think so that girls and blys should have different school because the thinking capacity of boys and girls are different. They can teach each other good things and also the variety of knowledge and experience increase. The negative point of building different school based on sex can make them feel awkward when they will go for higher education, they might not get comfortable with there opposite gender to work with.

As an graduate student I know how important it is to build a nice network with people with the same gender as well as opposite. But if we restrict it from childhood they might not get exposure they want.

Also they might get bullied in college for being an introvert and not working with opposite gender. I think we should treat both equally whether what is there gender. We should see there intelligence over there gender.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response fails to meet the minimum word count requirement of 250 words, reaching only 149 words. Consequently, the ideas are significantly underdeveloped. While you state a clear position against single-sex education, the arguments regarding social exposure and bullying are presented in a very brief, superficial manner without sufficient elaboration or concrete examples. To achieve a higher band, you must expand each point with detailed explanations and relevant illustrations. The task is only partially addressed due to the lack of depth and the failure to meet the length requirement, which severely limits your ability to develop a coherent argument.

Coherence and Cohesion — Band 6.0

The essay is organized into two short paragraphs, but the progression of ideas is limited by the brevity of the text. You use some basic cohesive devices such as 'Also' and 'But', but the overall flow is somewhat disjointed. Paragraphing is present, but the lack of content makes it difficult to demonstrate a sophisticated use of linking words or logical transitions. To improve, you should focus on using a wider range of cohesive devices (e.g., 'furthermore', 'consequently', 'in contrast') to connect your ideas more fluidly and ensure that each paragraph has a clear, central topic sentence.

Lexical Resource — Band 5.5

Your vocabulary is functional but basic. You rely on simple, repetitive language, such as 'good things', 'different', and 'nice'. There is little evidence of less common lexical items or an awareness of collocation. For instance, phrases like 'thinking capacity' and 'variety of knowledge' are somewhat imprecise in this context. To reach a higher band, you need to incorporate more academic vocabulary and precise terminology related to education and social development. Avoid informal phrasing like 'Actually, I don't think so that' and aim for more formal, objective language throughout your writing.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Examples include 'different school based on sex' (missing article), 'there opposite gender' (incorrect pronoun usage), and 'whether what is there gender' (awkward phrasing). Punctuation is also inconsistent. While the meaning is generally understandable, the high frequency of errors in basic grammar and word choice prevents a higher score. You should focus on subject-verb agreement, correct pronoun usage, and the proper application of articles to improve your accuracy.

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