Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 13 · 2026-10-28

IELTS Writing Task 2 question

Some people say History is one of the most important school subjects. Other people think that in today’s world subjects like Science and technology are more important than History.

Discuss both views and give your own opinion.

Give reasons for your answer and include any relevant example form your own knowledge or experience.

Student answer (Band 6.0)

Some people think that history should be thought in schools and consider this subject as a must one in the curriculum while some others go against this idea. They feel Science and technology are more necessary than everything. Below, I will discuss both the views and will give my opinion.

First of all, let us talk about the group who prioritize History in schools. I think there is a certain mindset behind this view. Some people think that if we do not teach history to our kids, they will not understand the way of the world. How it started, what good deeds were done by the people. What were the issues fall the globe into conflicts. How civilizations were. How their ancestors lived and what contributions were made to make the world suitable to live. They consider these things mandatory because the younger generation can learn many things from history and take more steps to contribute for the development of the society.

There is a group who feels that this is a very fast age. Children do not need to learn history or to read about all those ancients. They need to be focused on Science and technology. The real need of the world is to make progress in technology. Children needs to learn in demands skills and should be selective in their subjects. This way they can better serve the humanity .For example, a scientist can invent a life saving medicine or tool or he can contribute to the already completed projects for more development. So, they can do wonders through science and technology.

My opinion goes with the science group. Our generation needs a path which is clear and straightforward. Which is aligned with the real time and which is need of the time. So, a child can read or i will say must read history is leisure time, but the schools should be focused on Science and technology.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both perspectives and state a clear preference for prioritising science and technology, especially in the final paragraph. The history view is supported with relevant points about learning from past conflicts, civilizations and contributions, while the science view includes a concrete example of developing life-saving medicine. This meets the task, but the two sides are not developed equally: the case for history is mostly a list of questions and benefits, and your own position is asserted rather than fully justified. The claim that schools should focus on science and technology would be more convincing if you explained why this should take precedence while still recognising history’s educational value. Develop each main reason with a clearer explanation or example to make the response more complete and persuasive.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction, one paragraph for each viewpoint, and a concluding statement of your opinion. Signposting such as “First of all” and “For example” helps readers follow the discussion, and the ideas generally progress in a logical order. This organisation is effective, though some linking is mechanical and a few transitions are abrupt. In the history paragraph, the sequence of short questions (“How it started… How civilizations were”) interrupts the flow rather than connecting the supporting points. The final paragraph also contains sentence fragments beginning “Which is aligned…” and “So, a child…”, weakening the connection between ideas. Use complete sentences and clearer references between claims and explanations to make cohesion more natural and consistent.

Lexical Resource: Band 5.5

You use enough topic-related vocabulary to discuss education, history and scientific progress, including “curriculum,” “civilizations,” “contributions,” and “life-saving medicine.” There are also attempts at more specific expressions, such as “younger generation” and “development of the society.” However, several word choices and collocations are unnatural or imprecise, which limits clarity and control: “a must one,” “go against this idea,” “all those ancients,” and “real time” do not express the intended meanings naturally. Repetition of “need” and “technology” also narrows the range. Aim to learn vocabulary in common combinations and choose precise terms—for example, refer to “historical figures” rather than “ancients,” and to “current needs” rather than “real time.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex forms, including conditional clauses (“if we do not teach history…”) and a relative clause (“a scientist can invent… or he can contribute…”). Meaning is generally understandable, but errors in sentence formation and agreement recur. For example, “Children needs” should be “Children need,” and “What were the issues fall the globe into conflicts” lacks a grammatical structure. Several fragments, including “How it started” and “Which is aligned with the real time,” are presented as complete sentences. There are also punctuation and sentence-boundary problems, such as the run-on transition “humanity .For example.” Practise forming complete clauses and checking subject–verb agreement, while retaining your attempts at complex sentences.

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