Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-09

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 5.0)

In most regions of the world girls and boys are taught together in co-educational or mixed schools. While, some think that girls and boys gain a lot of benefits from separate educational environments.

First off, single sex schools are more beneficial becuse they provide a better environment for girls who dont feel comfortable around their opposite gender.

For instance, single gender-schools are considered better for self conscious children who dont like to participate in front of the opposite gender type. For example, girls may be more willing to participate in leadership positions if there are no males in their school. It may also eliminate distractions which the opposite gender mostly is repsonsible for .

Secondly, mixed schools also have a lot of benefits like preparing students for workplaces and encouraging mutual respect.For instance most universities and workplaces bring men and women together to solve problems, exchange ideas and complete projects. student educated in mixed schools can develop collaborative skills at an early age.For example , when boys and girls are put into group assignments,they learn how to

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You address both sides of the question by giving reasons for single-sex schools and then describing benefits of mixed education. The examples about girls taking leadership roles and students preparing for workplaces are relevant. However, your own position is not clearly stated: the opening contrasts two views, but you do not say how far you agree, and the response ends before the comparison is resolved. The ideas are also only briefly explained, and the final example is unfinished (“they learn how to”). The response is 73 words below the required minimum, which limits the opportunity to develop reasons and examples. State your view directly and complete and extend each supporting point.

Coherence and Cohesion: Band 5.0

There is some organisation: the response begins with an introduction, moves to a paragraph on single-sex schools, and then introduces mixed schools with “Secondly.” This gives the reader a basic sense of the two sides. However, progression is limited because the final sentence stops mid-idea, and there is no conclusion to bring the discussion together or restate your position. Some links are mechanical, with repeated “For instance” and “For example,” while punctuation around transitions is inconsistent. Develop each paragraph in a clear sequence—main point, explanation, example—and use a concluding paragraph to complete the argument. This would make the overall progression clearer and reduce the abrupt ending.

Lexical Resource: Band 5.5

You use a relevant range of topic vocabulary, including “co-educational,” “leadership positions,” “distractions,” “workplaces,” and “collaborative skills.” These choices help communicate the main ideas, and some phrases show an attempt to be specific. However, the range is not consistently controlled: “opposite gender type” is awkward, “self conscious” is imprecise in this context, and “single gender-schools” is not a natural form. There are also noticeable spelling errors, such as “becuse,” “repsonsible,” and “dont,” which reduce accuracy. Aim for natural collocations and check spelling carefully; for example, use “students of the opposite sex” and “self-conscious students.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including a relative clause in “children who dont like to participate” and a conditional structure in “if there are no males.” The main ideas are generally understandable, but errors occur frequently and some sentences are incomplete or poorly controlled. “While, some think…” is a fragment rather than a complete sentence, and the final clause, “they learn how to,” has no completion. There are also problems with sentence boundaries and punctuation, such as “respect.For instance” and “early.For example.” Use complete clauses, check that each sentence has a subject and finished verb structure, and proofread punctuation and capitalisation.

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