Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-18

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 5.5)

I absolutely disagree with the provided statement that without any talent individuals can become rich and famous while genuine talent lack adequate value and appreciation just because of 'anyone can do it' in the arts - music, literature, acting, art, etc.' attitude exists.

Perspective differs and from my lens, this attitude is a great source of motivation that is supposed to push anyone tor try things they were afraid of.Particularly, the artists are constantly judged by the insdividuals enjoying their performances. This may create a sense of hesitation for them. Their hidden talent might not be uncovered hindering access to fantastice opportunities causing dream's death. It's high time to fight the fear back , develop the attitude in a humbly positive way , and take a step forward with realistic goals. What if the potention individual is the one lacking such an attitude! What a loss for humanity. For instance, if Newton used to think that I am not going to discover anything out of the fall of an apple, he had not been a scientist contributing with his work till date.

Well, it's very subjective and affected by personal biases. Therefore ,it's critical and another individualised perspective may focus on how anyone without any artistic talent is claiming self to be an artist and demonstrating qualitiless works as arts due to easy access to internet. This is resulting in consumers negative attitude towards arts they once enjoyed so much. This provides another significant argument on behalf of my opinion. The individuals who value arts , definately aware of the actual arts, artist's characteristic and activities. They will be educated enough to appreciate the deserving artists while filter the talentless persons declaring themself as artist. There is always a floor to protest and awareness rising against the fake artists hampering quality and legacy of arts. For example, currently , even if Blue Fairy Laila is claiming and pretending to be an artis in acting , the netizens criticise her works . On the opposite site , the acting of an actress called Njifa Tushi is appreciated by people.

In conclusion, my opinion on the provided statement on the specific attitude is justified.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

Your position is clear from the opening: you disagree and argue that the “anyone can do it” attitude can encourage people to try, while audiences can still distinguish genuine ability. The Newton example supports the value of taking creative risks, and the contrast between the two performers illustrates your point about public judgement. However, the response only partly develops the task’s central claim about people without talent becoming rich and famous and genuine talent being undervalued. The discussion of motivation is relevant but does not directly show how fame, wealth, or recognition are earned. The conclusion merely says your opinion is justified rather than summarising the reasoning. Develop the counterargument and explain more explicitly why your position answers both parts of the prompt.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, two main paragraphs and a conclusion, and the ideas generally relate to your position. Linking expressions such as “For instance,” “Therefore,” and “In conclusion” help signal examples and stages in the argument. However, progression within paragraphs is sometimes difficult to follow: the first body paragraph moves from fear of judgement to Newton without clearly connecting the example to artists becoming successful. The second paragraph’s opening, “Well, it’s very subjective,” does not clearly introduce the point that follows, and “This provides another significant argument” has an unclear reference. Some transitions feel mechanical, while the final sentence adds little. Use clearer topic sentences and explicit links between each claim, explanation and example.

Lexical Resource: Band 5.5

You attempt a range of vocabulary suited to an argumentative essay, including “motivation,” “hesitation,” “realistic goals,” “personal biases,” and “legacy.” These choices show an effort to express abstract ideas rather than relying only on basic words. However, frequent spelling and word-choice problems make some phrases difficult to interpret, such as “potention individual,” “fantastice opportunities,” “qualitiless works,” and “awareness rising.” Several collocations are also unnatural, including “dream’s death,” “filter the talentless persons,” and “protest … against the fake artists.” Aim for accurate, natural combinations and check spelling carefully. Prefer precise wording that directly expresses your argument, such as whether audiences recognise, reward or overlook artistic skill.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including conditional structures such as “What if the potential individual is the one lacking such an attitude!” and the example beginning “if Newton used to think…”. However, complex sentences are often faulty, and errors recur in agreement, articles, verb forms and sentence construction. For example, “genuine talent lack” needs subject–verb agreement, while “the individuals who value arts, definitely aware” is missing a main verb. The Newton sentence also shifts awkwardly between “used to think” and “he had not been.” Punctuation around commas and spaces is inconsistent, and some sentences run together. Practise building complete clauses with clear subjects and verbs, then proofread each sentence for agreement and tense consistency.

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