Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 18 · 2026-08-16

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 5.5)

Learning is a treasure that can't be stolen by theft or snatched by anyone.Learning is not merely gaining information about anything it's about your interest and concerns

In a university learning about other subjects rather than the main subjects is not a piece of cake, which is only done by the students who have keenly interest in it and show their concerns about it. So we can't deny their interest in studying other subjects. So we can say those are absolutely genius though they are multitasking from which not all students are blessed. For instance: Some students of BS IT are interested in the free course of graphic designing,so those students who really are interested in it and have capacity of absorbing those courses will joined it

While on the other hand, those students who are going to give their all time and attention to only the main subjects are not wrong, might be possible they are not multi -talented but they are outstanding in their main subjects or they might be so engaged in their life that they don't have a time for themselves. Let's say a student who did part time job but complete all the courses of main subjects.

From my perspective, every student have their own interests and priorities some have in other while some hane in their main subjects so it should be more likely that not every student should be forced to attend other subjects because every student is outstanding in their own way.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response addresses both sides of the argument and provides a clear personal opinion. However, the development of ideas is limited. The arguments are somewhat repetitive and lack depth, relying on simple examples like graphic design or part-time work without fully exploring the implications of a broader curriculum versus specialization. The introduction is somewhat tangential, focusing on the general concept of learning rather than the specific prompt. To improve, you should aim to expand your supporting points with more detailed reasoning and ensure that every paragraph directly contributes to answering the specific question asked.

Coherence and Cohesion — Band 5.5

The essay is organized into paragraphs, but the logical flow is often interrupted by awkward phrasing and a lack of sophisticated cohesive devices. While you use some transition markers like 'In a university' and 'While on the other hand', the connections between sentences are sometimes mechanical or unclear. The opening paragraph is disconnected from the main body, and the progression of ideas feels somewhat disjointed. To reach a higher band, focus on using a wider variety of linking words and ensure that each paragraph has a clear topic sentence that guides the reader through your argument.

Lexical Resource — Band 5.5

The vocabulary is generally adequate for the task but lacks the range and precision required for higher bands. You rely on some informal or imprecise phrasing, such as 'not a piece of cake' and 'not all students are blessed'. There are also issues with word choice and collocation, such as 'have keenly interest' (should be 'have a keen interest') and 'have capacity of absorbing' (should be 'have the capacity to absorb'). To improve, try to incorporate more academic vocabulary and ensure that your word choices are accurate and appropriate for a formal essay.

Grammatical Range and Accuracy — Band 5.0

The essay contains a mix of simple and some complex sentence structures, but there are frequent grammatical errors that occasionally impede readability. Common issues include subject-verb agreement ('every student have'), missing articles, and punctuation errors (e.g., missing spaces after commas). The sentence structure is often fragmented or run-on, which affects the overall clarity. To improve, focus on mastering basic subject-verb agreement and sentence boundaries. Practicing the use of complex sentences with correct subordination will also help you demonstrate a wider grammatical range.

See this exact question answered at other band scores — the same prompt compared across bands.

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