Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-10-01

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)

In many parts of the world girls and boys are educated together in co-educational or mixed schools. while some argue that and people think that girls and boys benefit from being educated separately in single-sex schools. I partially agree with this view.

On the one hand, some peoples say girls and boys educate in single sex schools is beneficial for them, the main reason for that is boys and girls can focus in their study without any distraction. Students in co-educational school some time distract from their study, attract from other that affect in their studies.

Moreover, in mixed school many times happen an affairs that can Far away from study, however, in single-sex school that not happens and student give their full attention to their study and achieve high goals. For study and future purpose separate study is best choice. For example; in Nepal schools , student studies separately in single-schools they achieve good scores in their exam not involve in any affairs.

On the other hand, in many countries girls and boys study together in a mixed schools. co-educational schools give the social skills and how to talk with other gender. In addition, mixed school student make friends and better group study with other gender. student study in discipline and manner. Furthermore, in single-gender school students cannot communicate with opposite sex. Moreover, in the future they work in corporate where mixed workforce so they can face problems like talk, take help, problems in presentations, in their future job. for instance; people in society not able to take help from opposite sex, some times they feel nurvousness.

In conclusion, single-gender schools is better for student study , student give their full focus in their study without any distraction and affairs. However, they can face problems in future for job and society perspective, not able to contribute with opposite sex. Co-educational schools is better for many purpose but some times they fall in love and affairs that can be create problems in their eductaion.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses all parts of the task by discussing both the advantages of single-sex education and co-educational schooling, leading to a partially agreed position in the introduction and conclusion. However, the development of ideas is limited and at times repetitive. For instance, the arguments regarding distraction and 'affairs' in mixed schools are mentioned multiple times without sufficient elaboration or varied support. The example provided about Nepal schools is brief and under-developed, lacking detailed analysis or broader context. To reach a higher level, the ideas would need to be more fully extended and supported with clearer reasoning and more convincing examples.

Coherence and Cohesion: Band 5.5

There is a clear overall attempt at organisation with a recognisable introduction, body paragraphs addressing both sides of the argument, and a conclusion. Paragraphing is used to separate the opposing views. However, the progression of ideas is sometimes hindered by mechanical or repetitive use of cohesive devices, such as the frequent reliance on 'moreover' and 'for example'. Additionally, referencing is occasionally unclear, as seen in sentences where pronouns or logical links between clauses break down, making the flow somewhat disjointed in places. Improving the variety and accuracy of transitional phrases would enhance the logical flow.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task. The writer attempts some less common vocabulary, such as 'co-educational', 'distraction', and 'corporate workforce', but these attempts are accompanied by noticeable errors in word choice, collocation, and word form, such as 'educate in single sex schools' instead of 'education in single-sex schools' and 'far away from study'. There are also frequent issues with phrasing, such as 'attract from other' and 'nurvousness'. These lexical inaccuracies and limited control over word formation cause some difficulty for the reader and restrict the range of vocabulary displayed.

Grammatical Range and Accuracy: Band 5.0

The text demonstrates a very limited range of grammatical structures, relying primarily on simple sentences alongside a few faulty attempts at complex ones. There are frequent grammatical errors throughout the response, including missing articles ('in mixed schools', 'in future job'), incorrect verb forms ('student studies separately', 'school student make friends'), and problems with prepositions and agreement. Punctuation errors, such as stray spaces before punctuation marks and run-on phrasing, are also noticeable. These frequent errors disrupt the reading process and indicate a lack of control over more complex sentence patterns.

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