Band 7.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 7.0 · IELTS Momentum Workout · 2026-09-25

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 7.0)

In many countries, boys and girls study together in co-educational schools. However, some people argue that students can benefit more from attending single-sex schools. While studying separately may have some advantages, I largely disagree with this view because mixed schools provide better opportunities for social development and cooperation.

One major advantage of single-sex education is that students may experience fewer distractions. During adolescence, students can sometimes become more interested in social relationships than their studies. In a school where only one gender is present, students may be able to concentrate more effectively on academic work. Furthermore, some teachers believe that boys and girls have different learning needs, and separate schools can allow teaching methods to be adapted accordingly. For example, teachers may design classroom activities specifically for the interests and learning styles of their students.

Nevertheless, I believe that co-educational schools offer greater benefits in the long term. First, studying with members of the opposite sex helps young people develop communication and social skills. In adult life, people regularly have to work with both men and women, so learning to cooperate with different genders from an early age can prepare students for university and the workplace. Mixed classrooms also encourage students to understand different opinions and perspectives.

Another important benefit is that co-education can promote equality between men and women. When boys and girls study together, they have opportunities to participate equally in academic activities, sports and group projects. This can help reduce gender stereotypes. For instance, a girl who works with boys on a science project may become more confident in subjects that are traditionally considered more suitable for males, while boys can also learn to respect and appreciate the abilities of their female classmates.

In conclusion, although single-sex schools may help reduce distractions and sometimes allow more specialised teaching, I believe the social, academic and practical benefits of co-educational schools are more significant. Studying together prepares young people for the diverse and cooperative environment they are likely to encounter in adult life.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

The response fully addresses all parts of the task by discussing both sides of the issue—acknowledging the arguments for single-sex education such as reduced distractions and tailored teaching methods—while clearly taking and maintaining a well-developed position that co-educational schools are more beneficial. The writer supports this stance with clear reasons regarding social development, communication skills, and the reduction of gender stereotypes. Ideas are extended logically and supported with relevant examples, such as working on science projects together. The response meets all the requirements of a Band 7 or Band 8 task response, successfully covering the prompt with clear, well-supported arguments throughout.

Coherence and Cohesion: Band 7.5

The essay displays a clear logical organisation and progression throughout. Each paragraph has a distinct central topic, moving smoothly from the introduction to the concession paragraph regarding single-sex schools, followed by two well-reasoned supporting paragraphs for co-education, and a concise conclusion. Cohesive devices are used effectively and naturally, such as 'However', 'Furthermore', 'Nevertheless', and 'For instance', which help guide the reader through the writer's line of thought. Paragraphing is used sufficiently and appropriately, maintaining clear transitions between contrasting viewpoints.

Lexical Resource: Band 6.5

The writer demonstrates a sufficient and appropriate range of vocabulary for the task, successfully incorporating less common lexical items such as 'adolescence', 'co-educational', 'gender stereotypes', and 'specialised teaching'. Word choice is generally precise, and collocations are used naturally, as seen in phrases like 'develop communication and social skills' and 'promote equality between men and women'. While the vocabulary is not overly sophisticated in a native-academic sense, it easily fulfils the requirements for Band 7, displaying good flexibility and control with only occasional standard phrasing.

Grammatical Range and Accuracy: Band 6.5

The response exhibits a good variety of complex sentence structures used accurately alongside simpler forms. Examples of complex structures include concessive clauses ('While studying separately may have some advantages...') and conditional or participial ideas ('When boys and girls study together, they have opportunities...'). The majority of sentences are error-free, and the few errors that might occasionally appear are non-systematic. Grammatical control and punctuation are handled well throughout, allowing the reader to follow the arguments effortlessly, which fits comfortably within the Band 7 criteria.

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