Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-10-07

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 6.0)

In a lot of countries children study in co-educational schools. Some people are of the opinion that there are more advantages to girls and boys being educated in single-sex schools. I do not agree with this sentiment because children who have studied in single-sex schools are unable to interact normally, and are very shy or uncomfortable around the people of the opposite gender.

Studying in a single-gender institute usually results in people being unable to communicate normally with the opposite gender. That is largely because they have been raised with individuals of their own gender so they are unable to understand the sentiments of the opposite gender. They are always confused about their behaviour and do not know what is appropriate and what might make the the opposite counterparts uncomfortable. For example, many boys who have studied in all-boys institutes start being perverts when they work alongside women in workplaces.

Another reason for my disagreement is that people might become very shy. People who are normally very confident around their own gender usually become very self-concious with the other gender around. They fall prey to insecurities and the fear of judgement from the other gender. This hinders their ability to perform even normal tasks in public. For example, in countries like Pakistan, there are all-girls medical colleges. The student generally are very brilliant, but when they go to the hospitals for their clinical rotations they become uncomfortable interacting with male patients which deters their ability to perform better.

In conclusion, educating children in single-sex schools is not a good idea because as soon as they are around their opposite counterparts either their confidence gets a blow or they find themselves in a difficult situation when they have to interact.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

Your position is clear from the introduction: you disagree with single-sex education because it may make students less comfortable interacting with the opposite sex. Both body paragraphs develop relevant reasons, and the examples about workplace interactions and medical students in Pakistan help connect your argument to real situations. This meets the task well, but the support is not equally convincing throughout. The claim that boys from all-boys schools “start being perverts” is an overgeneralisation and needs more careful explanation or evidence. The point about confidence and clinical rotations is more specific, but could explain further how mixed schooling would prepare students for these interactions. A more balanced acknowledgement of possible benefits of single-sex schools would also make the response more fully developed.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction states your view, two body paragraphs present separate reasons, and the conclusion restates your position. The progression from communication difficulties to shyness is easy to follow, and phrases such as “Another reason” and “For example” help signal the relationships between ideas. However, some linking is mechanical, and the conclusion largely repeats the introduction rather than drawing the two arguments together. Referencing is occasionally unclear: “the opposite counterparts” is awkward and does not identify people precisely. The transition from the general claim about communication to the strong example about boys becoming “perverts” also feels abrupt. Use more varied, precise links and make the relationship between each example and its main point explicit.

Lexical Resource: Band 5.5

You use enough vocabulary to communicate your argument and include some topic-relevant expressions, such as “single-gender institute,” “fear of judgement,” and “clinical rotations.” However, the range is uneven, with repeated reliance on “opposite gender” and “people,” and several choices are inaccurate or unnatural. “Opposite counterparts” is redundant, while “get a blow” is not a natural collocation in this context. The word “perverts” is also too informal and judgemental for an academic essay, and “sentiment” does not fit as naturally as “view” or “argument” here. These choices do not prevent understanding, but they limit precision and academic tone. Aim for more exact terms and check collocations when using less familiar vocabulary.

Grammatical Range and Accuracy: Band 6.0

You use a mix of simple and complex sentence forms, including subordinate clauses such as “because children who have studied…” and “when they go to the hospitals…”. Most sentences communicate the intended meaning, and the argument remains understandable. Some grammatical errors and awkward constructions persist, however. In “the student generally are very brilliant,” the subject and verb do not agree; “students generally are” would be correct. “They are always confused about their behaviour” also makes a broad claim whose reference could be clearer. There is a repeated article in “the the opposite counterparts,” and the final sentence has an unclear structure around “either…or.” Review agreement, articles, and parallel constructions, and aim for more consistently controlled complex sentences.

See this exact question answered at other band scores. The same prompt compared across bands.

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