Band 5.5 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-09-17
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)
It is true that many individuals delima about whether boys and girls should be educated in co-educational or mixed sxhools. Other believe that girls and boys advantage from being educated separately in single -sex schools. I believe co educational is benefical for social development, I partially agree with given statement, i will discuss my view points in upcoming paragraphs.
On the one hand, there are several benefits of being educated in co-educational schools First and all it can provide real world preparation like students learn to communicate, collborate, and work along side the opposite gender which build the confidence of the people. In addition, daily interaction help the students not only build natuaral freindship but also mutual respect , which essential for social developemnet. For example, most of boys and girls in all countries studied in co-educational schools, they emmotionally intelligence andd easily handle their problems with communication, becuse they learn how to blance different work styles.
On the other hand , being educated separately in single- sex schools is also have their own advantages, Firstly, reduced social pressure like in absence of opposite gender reduce peer pressure, minimise social distraction so students eaisly focus on their study without any distraction. Moreover, if they studing in single-sex schools they achieve higher scores in their studies. Another reasons, it also give freedom from stereotypes, to explain, students can easily participate in any compittion or drama music with their comfort zone , they feel safe and secure taking academic risks. For instance, if students studied in single-sex schools tyhey easily play leadership roles and speak front of all students without
hessitation.
In conclusion , both views polay and inportant role both have their own benefits if students educated in co-educational schools build social developemnet , while if they studied in single-sex schools they easily speak front of all people.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 6.0
The response addresses all parts of the task by discussing both co-educational and single-sex schooling and providing a clear position. The writer introduces relevant ideas, such as real-world preparation and social development for mixed schools, alongside reduced social pressure and freedom from stereotypes for single-sex schools. However, some arguments are repetitive and under-developed, relying on generalised examples like 'most of boys and girls in all countries studied in co-educational schools'. Furthermore, the phrasing 'I partially agree with given statement' lacks complete clarity regarding the exact nuance of agreement. These limitations place the performance within Band 6.
Coherence and Cohesion — Band 5.0
The essay has a recognisable overall structure with a clear introduction, body paragraphs, and a conclusion. Paragraphing is utilised to separate contrasting views. However, cohesion at the sentence level is frequently faulty or mechanical, evident in awkward transitions like 'First and all' and run-on sentences lacking appropriate punctuation. Referencing is also occasionally unclear, such as in the concluding paragraph where pronouns fail to clearly link back to their intended antecedents. There is a lack of smooth progression within paragraphs, resulting in a Band 5 performance for this criterion.
Lexical Resource — Band 5.0
The student attempts a range of vocabulary suitable for the topic, including terms like 'co-educational', 'social development', and 'stereotypes'. However, the vocabulary is marred by frequent spelling errors ('delima', 'sxhools', 'benefical', 'natuaral', 'freindship', 'emmotionally', 'compittion', 'polay', 'inportant') and incorrect word forms ('advantage' instead of 'benefit', 'studing' instead of 'studying'). These lexical and spelling inaccuracies occasionally cause strain for the reader, preventing the score from reaching Band 6.
Grammatical Range and Accuracy — Band 5.0
The writer attempts a mix of simple and complex sentence forms, demonstrating some capacity to construct multi-clause sentences. However, grammatical accuracy is weak throughout the text, featuring frequent errors such as subject-verb agreement issues ('daily interaction help'), missing auxiliary verbs ('students studied', 'students educated'), and incorrect prepositions ('speak front of all students'). Punctuation is also neglected, leading to run-on sentences. Because frequent errors cause noticeable difficulty and impede smooth reading comprehension, a Band 5 is appropriate.
See this exact question answered at other band scores — the same prompt compared across bands.
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