Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-12

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)

With increase in technology in today's era some countries think that anyone can learns arts and therefore people with true skills aren't valued. This essay will discuss both the views taht whether anyone can have art skills or the skilled one be recognised.

Some countries think that anyone can learn arts like music, literature, acting and many more just by money and fame, thought it is true that many people by faking their voice sings on stage wheras there would be some other person behind the stage giving own voice to the wealthy person. Wealthy people by giving large amount of money to the institution and fame gets opportunities way easier and gets famous by fake talent without having any art skills. Rich people thinks they are superior to the poor and therfore uses them and dominates them. Instead of given opportunities they are left being ignored.

Nowadays, people having great voice and genuine skills are being ignored and unappreciated just because of being poor and not having enough fame. People with appreciatable skills and true skills should be valued as they too are human and have the rights to be valued. Many rich people ignore and dominates them due to nopt having enough money. People who have great art skills should be given opportunity and a chance to represent their skills.

To put in a nut shell, I pen down saying that people should be valued by their talent despite being poor or wealthy. Institutions should give opportunities to every person by their skills and not by superiority.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You address the topic by arguing that wealth and fame can give people opportunities while genuinely skilled, poorer artists are overlooked. The examples of a wealthy performer using another person’s voice and institutions favouring rich applicants are relevant to the issue. However, the response only partly answers the agree-or-disagree question: the introduction says it will discuss “both the views,” but your own position is not clearly stated until the conclusion. The argument also focuses mainly on unfair access and gives little consideration to whether people can develop artistic ability through learning or practice. To strengthen the response, state your degree of agreement directly and develop each main point with a clearer explanation or specific example.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, two body paragraphs and a conclusion. The paragraphs broadly separate the claims about wealthy performers from the treatment of genuine talent, and phrases such as “Nowadays” and “To put in a nut shell” signal movement between ideas. However, progression within paragraphs is sometimes unclear: the shift from wealthy people buying opportunities to their supposed superiority and domination is abrupt, and several sentences repeat that talented people are ignored. The introduction’s promise to discuss “both the views” also does not match the organisation that follows. Use clearer topic sentences, connect each example explicitly to your position, and reduce repetition so the argument develops step by step.

Lexical Resource: Band 5.0

You use relevant topic vocabulary, including “genuine skills,” “opportunities,” “represent their skills” and “valued or appreciated,” so the reader can follow the central concern. However, the range is limited and some wording is repetitive, particularly repeated references to “skills,” “people” and being “ignored.” Several inaccurate word choices or forms make parts less natural, such as “appreciatable skills,” “faking their voice,” and “by superiority.” Spelling errors including “wheras,” “therfore” and “nopt” are also noticeable. Aim for more precise collocations and vary key terms—for example, distinguish artistic ability from access to performance opportunities—and proofread spelling and word forms.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, including a contrast introduced by “thought it is true that” and a concluding sentence beginning “Institutions should…”. However, complex structures are often faulty, and errors in verb forms, agreement and sentence construction occur frequently enough to make some sentences difficult to read. Examples include “anyone can learns arts,” “many people … sings,” and “Rich people thinks”; the sentence beginning “Wealthy people by giving large amount of money…” is also incomplete or awkwardly constructed. Articles and plurals are inconsistent, as in “giving large amount” and “have the rights.” Practise building accurate subject–verb–object sentences first, then add subordinate clauses and check agreement and verb forms.

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