Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-09-27

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)

The co-educational system is adopted in many countries in the wolrd. It is vital for grooming and building the personality of the students.However, many people believe that male and female benefit by having single gender-schools to study.

I strongly agree that a single-gender education system is more beneficial for the students. Firstly, students feel relaxed in the class as the same gender is studying with them so their interest in studying significantly rises. Furthermore, not only have a positive impact on their studies but also have an impact on their grooming as in the class the environment becomes more comfortable for students due to having the same gender so they are able to learn their gender-related topics thing such as boys will learn about their gender thing and girls will learned about their gender. This system will help to keep the privacy of the students as they will know things related to them.

Secondly, in single-sex schools students have more focus on their studies as the culture is the same due to same gender which makes students feel prominent in the class. In addition to this, many countries in the world especially Asians did not allow their daughters to study in the mixed education system so many girls were unable to get an education whereas having single-sex allow girls to have higher studies by which the literacy rate of the country rise.

In conclusion, I reiterate that the merits of single-sex schools far outweigh those of co-educational schools. It improves acadamic performance of the students and provide them a comfortable educational environment.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the prompt by clearly stating a position that single-gender education is more beneficial. The writer attempts to extend and support ideas, such as mentioning cultural factors in Asian countries and the potential impact on literacy rates. However, some ideas remain underdeveloped and somewhat repetitive, particularly regarding student comfort and privacy. While the position is clear throughout, the arguments could be more thoroughly substantiated with broader examples to meet the higher band descriptors. Nevertheless, all parts of the task are addressed, earning a solid Band 6.0.

Coherence and Cohesion: Band 5.5

The essay is generally coherent with a clear overall arrangement into introduction, body paragraphs, and a conclusion. Paragraphing is used appropriately to separate different arguments. However, cohesion at the sentence level is occasionally faulty or mechanical, as seen with incomplete transitional phrases like 'Furthermore, not only have a positive impact'. Referencing is not always clear, and the flow between sentences can feel abrupt. Cohesive devices are present but sometimes inaccurate or awkward. These issues place the response firmly in Band 6.0.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, attempting some less common items such as 'co-educational', 'grooming', and 'literacy rate'. However, there are noticeable spelling errors ('wolrd', 'acadamic') and awkward word choices ('gender-related topics thing', 'boys will learn about their gender thing'). Lexical control is inconsistent, and word-formation errors occur frequently. Despite these limitations, the vocabulary is sufficient to communicate the main message clearly, which aligns with the descriptors for Band 5.5.

Grammatical Range and Accuracy: Band 5.5

The writer attempts a mix of simple and complex sentence forms, but control over complex structures is weak. There are frequent grammatical errors, such as subject-verb agreement issues ('girls will learned'), missing subjects ('not only have a positive impact'), and awkward phrasing ('many countries in the world especially Asians did not allow'). Punctuation and sentence boundary errors also appear. While communication is not severely impeded, the high frequency of grammatical slips prevents the essay from reaching a Band 6.0, making Band 5.5 a fair assessment.

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