Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-08-30

IELTS Writing Task 2 question

In recent years, through the internet, air travel, trade and popular culture, globalisation has rapidly increased. Many people believe that the increased interaction between nations through globalisation is a good thing.

Discuss this view and give your own opinion.

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Student answer (Band 5.0)

Few issues are as widely discussed as globalisation has rapidly increased. Although there are differing prespectives on this issue , some people believe that developing interaction among countries through globilzation is a good thing. I would argue that this is a positive development largely because of that it enhance the multidiverse culture and better communication in between the people of different countries. I will discuss my view points in the upcoming paragraphs.

The first point that deserves attention that it enhance the multidiverse environment. At its core, this is because in the digital era people want to ehnance their academic and practical skills by which they have to learn different learning skills . Due to this , they get better academic scores and have to fullfill their dreams by taking admission in the foriegn universities. As a result, they meet different people who are belong to different cities consequent they learn their culture.

AI examiner evaluation

CriterionBand
Task Achievement / Task Response4.0
Coherence and Cohesion5.0
Lexical Resource5.0
Grammatical Range and Accuracy5.0
Overall5.0

Task Achievement / Task Response — Band 4.0

The response fails to meet the minimum word count requirement of 250 words, reaching only 153 words. Consequently, the development of ideas is severely limited. While you introduce the topic and state a position, the arguments are underdeveloped and lack sufficient supporting evidence or examples. The essay is incomplete, as it lacks a conclusion and fails to address the prompt in the depth required for an Academic Task 2 response. To improve, you must expand your points with specific examples and ensure you provide a full essay structure including an introduction, body paragraphs, and a clear conclusion.

Coherence and Cohesion — Band 5.0

The essay shows some attempt at logical organization, with an introduction and a body paragraph. However, the progression of ideas is hindered by the incomplete nature of the text. Cohesive devices are used, such as 'The first point that deserves attention' and 'As a result', but they are sometimes used mechanically or incorrectly, such as 'consequent they learn'. Paragraphing is present, but the lack of a concluding paragraph significantly impacts the overall structure and flow of the argument.

Lexical Resource — Band 5.0

The vocabulary is somewhat limited and repetitive. There are several spelling errors, such as 'prespectives', 'globilzation', 'ehnance', and 'foriegn'. You attempt to use academic vocabulary like 'multidiverse', but this is not a standard collocation. The range of vocabulary is insufficient to express complex ideas clearly. To improve, focus on learning standard academic collocations and proofreading your work to eliminate basic spelling mistakes that detract from the professional tone of your writing.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede communication. Examples include 'because of that it enhance', 'people who are belong to', and 'consequent they learn'. There is a lack of variety in sentence structures, and the control over complex sentences is weak. Subject-verb agreement is inconsistent, and there are issues with word order and preposition usage. You need to focus on basic sentence construction and ensure that your verb forms and subject-verb agreement are accurate before attempting more complex structures.

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

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