Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-07

IELTS Writing Task 2 question

In some countries, it can be very difficult for people over the age of 50 to get good jobs, despite their experience.

What do you think are the causes of this problem, and what measures could be taken to solve it?

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

Student answer (Band 5.0)

Some people argue in different countries about the job difficulty who are over the age of 50, They are facing challenges in getting good job which are not based on their experience. I think they need to get good jobs based on their experience where they have more qualification then the fresher so, they can provide proper guides to the new comers and can play leadership role very well.

Firstly, the people think the problem may be caused by older people because they may not perform good compared to their young age. But, they can provide proper infromation and guidance based on their experience. For the people who are freshers and need proper guides where the experience plays an crucial role.

Secondly, some people think they may have less strength to do the things on their own which is a problem to give job to them but, They have the alternative thing to do like playing a leadership role for whole team to make the things done. For example the whole team is facing an error or problem in project here the experienced knowledge may work for the team.

In conclusion, the jobs should not depend on the age they need to get good priorty based on their experience. They should not be judge by their age we can observe how well they can be utilized based on their qualification. Like how proper mentor for a fresher and how good they can maintain a whole team by getting a team lead. However, They are no lesser than the new comers and should give equal or more priorty to older people by their experience.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the issue and offer relevant ideas about older workers’ experience, mentoring and leadership. However, the response only partially answers the task: it does not clearly explain the causes of employers’ reluctance or develop practical measures to address them. The points about reduced strength and younger workers needing guidance are mentioned, but their connection to hiring decisions is not fully explained. The proposed solution—giving older people priority based on experience—also needs more specific measures, such as retraining, age-discrimination policies or flexible roles. Your position that age should not determine job suitability is present, especially in the conclusion, but it would be stronger if stated clearly at the outset and supported with developed examples.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure, with an opening, two body paragraphs signalled by “Firstly” and “Secondly,” and a conclusion. This gives the reader some guidance through the discussion. However, the ideas do not progress consistently from causes to solutions: the body paragraphs mix employers’ concerns with the benefits older workers offer, without clearly separating or connecting these points. Linking words such as “but” and “however” are repeated, and some references are unclear, as in “they have the alternative thing to do.” The conclusion repeats earlier claims rather than drawing together a developed argument. Organise the essay around distinct causes and corresponding measures, and use clearer links between each claim and its explanation or example.

Lexical Resource: Band 5.0

You use some relevant vocabulary for the topic, including “experience,” “leadership role,” “guidance,” “qualification” and “team.” These terms help communicate your main ideas. However, the range is limited and several phrases are inaccurate or unnatural, which sometimes makes the meaning less clear. Examples include “job difficulty,” “proper guides,” “the alternative thing to do” and “give good priority.” There are also spelling errors such as “infromation” and “priorty,” and “new comers” is better written as one word. Aim to learn common collocations for employment and workplace issues, and check spelling and word forms. More precise vocabulary would help you explain both the barriers older applicants face and the measures that could support them.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including clauses with “because,” “where” and “which,” and the overall meaning is usually recoverable. However, the range is limited, and complex sentences are often faulty. For example, “Some people argue in different countries about the job difficulty who are over the age of 50” has an unclear clause structure, while “the people think the problem may be caused by older people because they may not perform good” contains problems with sentence construction and grammatical form. There are also recurring issues with articles, agreement and punctuation, such as “a crucial role” and the capitalisation after commas. Use shorter, complete sentences when needed, then practise combining ideas with accurate subordinate clauses and checking sentence boundaries.

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