Band 5.5 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-07-31
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)
Task-1
The circular graph illustrates the information about the export from many EU countries to Chine and India. It is calculated in percentages.
To initiate with, export of goods to india in 2000 and 2011. Firstly, the maximum number of goods export in united Kingdom with 29 percent. Belgium in 2000 and 13 percent in 2011. Secondly, Belgium had exactly a quator and 20 percent decrease in 2000 and 2011. moreover, the minium minimum export of products in Austria about 1 to a very small proportion in both years.
Looking at the other country, Germany demonstrates the large greatest value about 38 to 48 percentum in the year 2000 and 2001 in china. Besides, in 2000 Spain and Austria at a tiny portion whereas, in another year the lowest value in Finland and Austria.
Overall, it can be seen that united Kingdom Record high in india. However, Austria hit a low in china.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response fails to address the prompt provided. The instructions asked for an essay on the topic of single-sex versus co-educational schooling, but the student provided a report describing a graph about exports. Furthermore, the response is significantly under the 250-word minimum requirement (153 words vs 250 words). Because the response is entirely off-topic and fails to meet the length requirement, it cannot be assessed as a successful attempt at the assigned task. The content provided does not engage with the argumentative nature of the prompt at all.
Coherence and Cohesion — Band 5.5
The response is organised into paragraphs, but the logical progression is weak. While there are some attempts at cohesive devices such as 'To initiate with', 'Moreover', and 'Looking at the other country', these are often used incorrectly or in a way that does not clearly link the data points. The referencing is frequently unclear, making it difficult for the reader to follow the comparison of data between the two years and the different countries mentioned. The structure is mechanical rather than fluid.
Lexical Resource — Band 5.5
The vocabulary is limited and repetitive. There are several non-standard terms or incorrect word forms, such as 'percentum', 'quator', and 'minium'. The student struggles to use precise terminology for describing data trends, relying on simple phrases like 'large greatest value' or 'tiny portion'. The range of vocabulary is insufficient to demonstrate the flexibility required for higher bands, and the errors in word choice and spelling are frequent enough to occasionally impede the clarity of the information being presented.
Grammatical Range and Accuracy — Band 5.5
The grammatical range is very limited, consisting mostly of simple sentence structures. There are frequent errors in basic grammar, including subject-verb agreement ('export of goods... are'), missing articles ('in united Kingdom'), and incorrect preposition usage. Punctuation is also inconsistent, particularly with the use of capital letters for proper nouns like 'china' and 'india'. The lack of complex sentence structures and the high frequency of basic grammatical errors significantly limit the score in this criterion.
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