Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-11-06

IELTS Writing Task 2 question

Some university students want to learn about other subjects in addition to their main subjects. Others believe it is more important to give all their time and attention to studying for a qualification. Discuss both these views and give your opinion. Give reasons for your answer and include relevant examples from your own knowledge or experience.

 

Student answer (Band 5.0)

In the today world, debate centres on whether few university students interesting to learn about other subjects in addition to their main subjects or while others argue it is more important to give all their effort and attentin to studying for a degree to be prioritised. The primary objective of this composition is to elucidate both perspectives and supporting this is a positive for students.

Beginning with the former perspective, the former justification is learn other subjects is beneficial for indivisuals because others subjects give some extra knowledge to students. Further more, those indivisual read more subject who are able to pass some competion exam it results this type of student after study does not need extra coaching for job exam morover they take sucess early and easily than other students.

Examining the opposing viewpoint , a crucial point to educidate is some indivisual give all their time and attention to other subjects it results they leave to read their main subjects further more they got bad score in their exam. Morover these students fail in their major subjects alongwith loss own future acheivements.

In conclusion, learn about other subjects is important for students it helps for pass some competition exam alongwith give some extra knowledge but few indivisual forget main subjects it results these students face difficulty in exam alongwith loss own goal.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You address both views: the first body paragraph argues that studying additional subjects can provide extra knowledge and help with competitive examinations, while the second warns that neglecting a major subject may lead to poor results. However, the task also asks for your own opinion, and the opening phrase “this is a positive for students” is unclear; the conclusion mainly repeats points rather than stating a definite, balanced position. The examples and explanations are brief, so the benefits and risks are not sufficiently developed. The response contains 205 words, which is 45 words below the 250-word minimum; 19 words copied from the task prompt were not counted. Develop each view with a specific example and explain your own position clearly.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall arrangement: an introduction, one paragraph for each view, and a conclusion. This makes the main direction easy to follow. You also use signposting such as “Beginning with the former perspective” and “Examining the opposing viewpoint” to distinguish the arguments. However, progression within paragraphs is sometimes unclear, and linking phrases are often mechanical or repeated, particularly “further more,” “morover,” and “alongwith.” Some references are difficult to interpret, as in “these students” and “this type of student,” because the groups or consequences are not always clearly specified. To improve, connect each claim to its explanation with clearer transitions, and use pronouns only when their reference is unmistakable.

Lexical Resource: Band 5.0

You attempt some topic-relevant vocabulary, including “qualification,” “competition exam,” “extra knowledge,” and “future achievements,” and you try to vary your phrasing when introducing the two views. However, the range is limited and several word choices or collocations make meaning difficult to follow. For example, “students interesting to learn” does not express the intended idea naturally, and “take sucess early” is unclear. There are also frequent spelling errors, including “indivisual,” “attentin,” “acheivements,” and “morover.” These issues reduce precision and sometimes slow the reader, even though the general topic remains identifiable. Build a bank of accurate academic collocations and check spelling and word forms carefully before submitting.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences, including cause-and-effect structures with “because” and “it results.” However, the range is limited, and complex sentences are often faulty, which can make relationships between ideas unclear. For instance, “whether few university students interesting to learn … or while others argue” lacks a complete, parallel structure, while “learn about other subjects is important” needs a grammatical subject form such as “learning.” There are also recurring problems with articles, agreement, and sentence construction, as in “some indivisual give” and “they leave to read their main subjects.” Practise building accurate subject–verb–object sentences first, then combine them using one clear subordinate clause at a time.

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