Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-10-19

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)

I believe, having both boys and girls in co-educational or mixed schools, can present better environment in terms of facing fear of talking with women, respect gender identity.

Firstly, Cooperation with different gender can reduce a pressure to a certain percent of students, who are very frighten in terms of talking with girls. Those, students can get a better and suitable environment where they can share their feelings to their female cohorts, and reduce their fears by taking necessary action. For example, Involving with school project, students generally more free to share ideas and get a sense of peer group, where they can share without thinking twice. This can be a huge learning oppurtunities to those who can't communicate with women. These view not only for boys who sustain a sense of fear but also for girls who are being frighten to talk with peer who have the male characteristics. Therefore, both boys and girls can be benefitted from having with mixed schools.

Seondly, in a single-sex school, especially in boys school, students get mysogginistic behaviour more often than mixed school. This could significantly alter the dynamics in society, where women get oppressed over a slightest mistake. This can be reduced robustly by incorporating a mixed school, structured in society, which helps to respect gender identity in spite of having alter in behaviour due to mysogginestic approach. For example, in a peer group girls idea can be more compelling comared with boys idea. This makes a sense of respect to develop a cohort relationships towards different gender.

To sum up, I do believe having a cohort relations with boys and girls are key to benefit for both, in developing characteristics, pay tribute to gender identities. We should not be heuristics in mixed school apprach, rather more supporting environment could bring peace to the society.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

Your position is generally clear: you favour mixed schools, arguing that they help students communicate across genders and develop respect. Both body paragraphs offer relevant reasons, and the examples about group projects and peer relationships help illustrate your points. However, the response does not fully explore the view in the prompt that students may benefit from single-sex education; it mainly presents disadvantages of that arrangement, without considering possible benefits or explaining the limits of your own position. Some claims, such as that boys in single-sex schools become misogynistic, are broad and need careful qualification or stronger support. Develop each reason with a clearer explanation of how it benefits students and directly address the opposing view to make the response more complete.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, two body paragraphs signalled by “Firstly” and “Seondly,” and a concluding summary. The main ideas are usually grouped by topic, and examples follow the relevant claims. However, progression within paragraphs is sometimes difficult to follow: the first paragraph moves from fear of talking to project work and then to benefits for both genders without clearly connecting each step. Some linking phrases, including “Therefore” and “To sum up,” are used mechanically, while references such as “These view” and “This” do not always make the intended connection clear. Use topic sentences that state one focused point, then explain and illustrate it in sequence; clearer referencing and transitions would make the argument easier to follow.

Lexical Resource: Band 5.0

You attempt a range of topic-related vocabulary, including “co-educational,” “gender identity,” “peer group,” and “oppressed,” and some choices show an effort to express abstract ideas. However, the range is not consistently controlled, and several inaccurate or unnatural expressions make meaning harder to understand. For example, “reduce a pressure to a certain percent,” “female cohorts,” and “pay tribute to gender identities” do not convey your intended ideas naturally. Spelling errors such as “oppurtunities,” “Seondly,” and “mysogginistic” also affect the impression of accuracy. Prioritise common, precise collocations over ambitious wording, and check spelling and word forms carefully. This would make your ideas clearer and more convincing.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including relative clauses such as “students, who are very frighten” and longer sentences explaining consequences. However, complex structures are often faulty, and errors occur frequently enough to make some sentences difficult to process. Examples include the opening construction “I believe, having both boys and girls … can present,” the incomplete pattern “students generally more free,” and “both boys and girls can be benefitted from having with mixed schools.” Agreement and article use are also inconsistent, as in “These view” and “in a boys school.” Work on building complete clauses with a clear subject and verb, and check agreement, articles, and prepositions when revising. More accurate control of basic sentence patterns will support your attempts at complexity.

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

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