Band 5.5 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-11-01
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)
There has long been debate over whether eveything for everyone. While there is an attitude that 'anyone can do it', many people believe eveything is not for everyone because everyone has different telent and idea. I strongly agree with this statement.This essay will discuss the principal reasons before concluding that genuine talent is not valued or appreciated.
One major reason that i agree with the second statement because real talent has been underated nowadays for the people whom do not have the actual intelaqcual qualifications.While people encourage them who are not actual qualified, real talent has deminished. If everyone had appriciate the authentic telent, it would be great to the world.
When genuine talent do not be appriciated or valued than society has to faced lots of circumstances. For example, a real educated teacher do not get the job instead of someone got the oppurtunity who is not enough talent, as a result through the teacher the students will not get any benefits rather than disapoinment. Thats how a society can destroy for the real talent.
On the other hand, when someone get the oppurtunity who does not has the genuine talent , he or she took the value that they do not deserve, as a result they bemon rich and famous and real talent do not shout as it is. Furthermore, talented people are get frustated and dissapointed and pointing out their own talent. Therefore, they decide to leave their countries most of the time. Thats how real talent is not valued or appreciate in many countries.
In conclusion, i must say that the attitude "anyone can do it' is not a good approach for everyone.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
You take a clear position in favour of the view that genuine talent is undervalued, and you give relevant examples, particularly the contrast between a capable teacher and an unqualified person receiving an opportunity. However, the response only partly addresses the arts-focused question: the teacher example is not clearly connected to music, literature, acting or art, and the discussion does not explain in detail how people without artistic ability become rich and famous. Several claims, such as talented people leaving their countries, are introduced but not supported with a specific explanation or example. Develop each main point with a clear link to the prompt and explain its consequences. The conclusion restates your position but does not bring the main reasons together.
Coherence and Cohesion: Band 5.5
The response has a recognisable structure, with an introduction, two body paragraphs and a conclusion. The paragraphs also have identifiable purposes: one discusses the effects of undervaluing talent, while the next considers opportunities and recognition. However, progression between ideas is not always clear. The opening sentence, “There has long been debate over whether eveything for everyone,” is difficult to follow, and the link between the teacher example and the arts question is not made explicit. Connectors such as “as a result,” “Furthermore” and “Therefore” are used, but some relationships are repetitive or unclear. Use topic sentences that directly state each paragraph’s point, then develop it in a logical sequence with clear references to the people and ideas being discussed.
Lexical Resource: Band 5.0
You attempt vocabulary relevant to the topic, including “genuine talent,” “authentic talent,” “opportunity,” and “disappointed.” However, the range is limited and several noticeable spelling and word-choice errors make parts of the argument difficult to understand, such as “intelaqcual qualifications,” “deminished,” and “bemon rich and famous.” Some phrases are also unnatural or imprecise: “real talent do not shout as it is” does not clearly express your intended meaning, and “pointing out their own talent” is not an appropriate description of how talented people respond. Build a reliable set of topic-specific expressions and check spelling and collocations carefully. Prefer precise phrases such as “gain recognition” and “be overlooked” over unclear or repeated wording.
Grammatical Range and Accuracy: Band 5.0
You attempt both simple and more complex sentences, including conditional language in “If everyone had appriciate the authentic telent, it would be great to the world” and cause-and-effect structures. However, complex sentences are often faulty, and frequent errors in verb forms, agreement and sentence construction sometimes make the meaning hard to follow. For example, “When genuine talent do not be appriciated” has an incorrect verb form, while “someone who does not has” and “talented people are get frustated” show problems with auxiliary verbs and agreement. Capitalisation and punctuation are also inconsistent, including lowercase “i” and missing spaces after full stops. Practise accurate basic clauses first, then add subordinate clauses and check each sentence’s subject and verb.
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