Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-04

IELTS Writing Task 2 question

In some countries today, there is an attitude that 'anyone can do it' in the arts - music, literature, acting, art, etc. As a result, people with no talent become rich and famous and genuine talent is not valued or appreciated.

Do you agree or disagree?

You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.

Student answer (Band 5.0)

As we know that we are living in the era of science and technology. So peoples are saying that peoples without any talent become famous but actual talent is still unknown the reason is that the peoples without talent become famous because they have good ability of manage things and have wonderful and interesting ideas and they can express their views in a better way than the talented people and they entertain other peoples with their different methods. So in this era those peoples are become famous who are active and energetic so now a days peoples like most the arts, music, literature, acting etc. So as we know that the peoples have more interest in arts than others fields so they can work in these fields easily than difficult fields. So i think that the these are lame arguments because the talented people become famous and dur to their interest and keen interest .

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response fails to meet the minimum word count requirement of 250 words, reaching only 155 words. This significantly impacts the development of ideas. While the student attempts to address the prompt by discussing why some untalented individuals become famous, the argument is underdeveloped and lacks specific examples or evidence. The position is somewhat unclear, as the text shifts between acknowledging the 'anyone can do it' attitude and attempting to refute it without sufficient logical progression. To improve, the student must expand on their arguments with concrete examples from the arts and ensure the response meets the length requirement to allow for full development of ideas.

Coherence and Cohesion — Band 5.0

The essay lacks a clear paragraph structure, consisting of a single block of text. Cohesive devices are used repetitively and often incorrectly, such as the frequent use of 'So' and 'as we know that' to start sentences, which creates a mechanical flow. The progression of ideas is difficult to follow because the sentences are often run-on or lack logical connectors. To improve, the student should use a variety of linking words (e.g., 'furthermore', 'consequently', 'however') and organize the response into clear paragraphs: an introduction, body paragraphs with distinct points, and a conclusion.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive. The student frequently uses basic terms like 'peoples' (incorrect pluralization of 'people'), 'famous', and 'talent'. There is little attempt to use academic or topic-specific vocabulary related to the arts or the media. Phrases such as 'good ability of manage things' are awkward and demonstrate a lack of control over collocation. To improve, the student should focus on learning synonyms for common words and practicing the correct usage of nouns and verbs in an academic context, avoiding informal or repetitive phrasing.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede communication. There are consistent issues with subject-verb agreement (e.g., 'peoples are saying', 'those peoples are become famous') and incorrect word forms. The sentence structures are largely simple or repetitive, with few attempts at complex sentences. Punctuation is also inconsistent, particularly with the use of commas and capitalization. To improve, the student needs to focus on basic sentence construction, correct pluralization, and the proper use of verb tenses, while gradually introducing more complex structures like relative clauses or conditional sentences.

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