Band 5.5 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 18 · 2026-09-13
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)
It is argued that educational institution wants students to acquire knowledge about other subjects with having main subjects. Although, others think it is more necessary to provide all their time and focus to studying for a qualification. the essay dwells upon both point of view.
To begin with, students have desire to know about some new subjects without impacting on the main subjects this step will help them to solve the problems of other fields and increase his chance to get selected in his job interview mentioning about these extra skills he has gained over the years. Moreover, he will definitely get some additional benefit over others due to his learning of different subjects of various fields and able to solve the puzzle games or exhibition if any held by the university. for example: Swedish education ministry published the data states that the students having language skills with their course have a chance of getting a job of 74% higher than who does not have.
On the other hand, A section of society want student to spend their precious time and brain work to studying and taking a degree. they believe so because, in their opinion, students will not focus entirely on main subject which might cost him his career, and this would lead to mental disorder by spending too much on two different subjects. In addition, he might not clear his final examination of main subject if that happens it will be a total wastage of money and time.
In conclusion, students learning of another subject will have benefit and certain loss may occur in this process. In my opinion students should give their maximum time to main subject but they should take out some time for other subject too.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response addresses all parts of the task by discussing both views—learning extra subjects versus focusing entirely on a main qualification—and provides a clear personal opinion in the conclusion. The ideas are generally relevant, such as mentioning increased job prospects and the potential risks of distraction or academic failure. However, some arguments lack deep development and remain somewhat superficial. For instance, the example regarding the Swedish education ministry is stated without fully unpacking how it supports the wider argument. To reach a higher band, the student should expand further on why students choose these paths and provide more fully realized supporting arguments.
Coherence and Cohesion — Band 5.5
The essay has a recognizable overall structure with an introduction, body paragraphs addressing both sides, and a conclusion. Paragraphing is attempted, though paragraph boundaries and internal transitions could be handled more smoothly. Cohesive devices are used, but they are sometimes mechanical or awkward, such as 'To begin with,' 'Moreover,' and 'On the other hand.' Additionally, referencing is occasionally imprecise, with shifts between plural and singular pronouns (e.g., 'increase his chance' referring back to 'students'). Progression is evident, but the lack of sophisticated cohesive management places this response securely at Band 6.
Lexical Resource — Band 5.5
The student displays an adequate range of vocabulary for the task, attempting some less common items such as 'educational institution,' 'exhibition,' and 'wastage of money.' However, there are notable lexical inaccuracies and awkward word choices, such as 'learning of another subject,' 'brain work,' and 'puzzle games.' Spelling and word formation are generally acceptable, but frequent minor collocation errors (e.g., 'impact on the main subjects' instead of 'impact the main subjects') restrict the lexical score to a Band 5.5, which rounds to 5.5 or can be assessed as a solid 6.0 depending on communication impact. Here, communication is maintained, so a Band 6.0 is awarded for an adequate range with some flaws.
Grammatical Range and Accuracy — Band 5.0
The response demonstrates a mix of simple and complex sentence forms, such as conditional and subordinate clauses (e.g., 'Although, others think it is more necessary...'). However, there are frequent grammatical errors and punctuation lapses. Examples include run-on sentences and comma splices ('studying for a qualification. the essay dwells...', 'getting a job of 74% higher than who does not have.'), as well as agreement issues ('students... wants,' 'increase his chance'). While these errors do not completely impede communication, they occur frequently enough to prevent the writing from achieving a Band 6.0, aligning the grammar more closely with Band 5.0.
See this exact question answered at other band scores — the same prompt compared across bands.
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