Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 18 · 2026-09-24

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)

In recent years, whether university students should broaden their academic scope beyond their core degree has become a prominent issue. Proponents of specialized education assert that learners should devote their full attention to obtaining their professional qualification. Conversely, advocates of a broader curriculum believe that exploring diverse disciplines provides greater long-term value. In my view, institutions ought to encourage cross-disciplinary learning, as it fosters well-rounded graduates.

On the one hand, there are several reasons why people belive that student should learn other subjects regardless of their main subjects. The main reason is that learning additional subject gives motivation and confidance to the student. This is because a student can adapt additional capabelitis with the subject selected by himself and feel sence of achivment by the completing the subject. For example, a computer sience student wants to learn about haking, insted of relaing on university's subject he can select more subject related to haking. Therefore, it should be freedom for a student to learn about other subjects outside from their main subjects.

On the other hand, others argue that it is more important to give all their time and attention to studying for a qualification. One major reason is that the subjects selected by the university is more likely to achive higher qualification in the specific filde. For instence, a university will select all relevent subject which should be important to learn to achive the qualification. Consequently, students will get to know about all relevent subjects based on their degree. In my view, this argument is less convincing other because subject will allow student to exparimant their knowlage.

In conclusion, both views have valid points. However, I belive that learning additional subjects is more realistic because its gives motivaion and confidance to the student.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The student addresses all parts of the task by discussing both views on whether university students should focus strictly on their core degree or branch out into other subjects, and provides a clear personal opinion. The position is maintained throughout the response. However, the development of ideas is somewhat limited and repetitive, particularly in the body paragraphs where the benefits of learning other subjects are reiterated without sufficient elaboration or varied supporting evidence. For instance, the example regarding a computer science student learning about hacking is relevant, but the overall argumentation remains at a general level. Consequently, the response aligns best with Band 6, as it addresses all parts of the task with relevant ideas, but some points remain under-developed.

Coherence and Cohesion: Band 5.5

The response is organised into a logical structure with a clear introduction, two body paragraphs representing opposing views, and a conclusion. Paragraphing is used appropriately to separate ideas. Cohesive devices are employed, such as 'On the one hand', 'On the other hand', and 'In conclusion', to signal transitions between paragraphs. However, referencing and logical progression within sentences occasionally falter, and some cohesive links feel mechanical. For example, in the third paragraph, the sentence 'In my view, this argument is less convincing other because subject will allow student to exparimant their knowlage' lacks clear logical connection to the preceding sentences. Overall, the arrangement provides a coherent overall structure, fitting the criteria for Band 6.

Lexical Resource: Band 5.5

The student demonstrates an adequate range of vocabulary for the task, successfully communicating central concepts related to education, such as 'professional qualification', 'cross-disciplinary learning', and 'well-rounded graduates'. However, there are notable spelling and word choice errors throughout the text, including 'belive' instead of believe, 'confidance', 'capabelitis', 'achivment', 'sience', 'haking', 'insted', 'relaing', 'sence', 'filde', 'instence', 'relevent', 'exparimant', and 'knowlage'. Despite these frequent errors, the vocabulary is generally sufficient to convey meaning, and communication is rarely impeded. This performance corresponds well to Band 5.5, rounded to Band 6 given the adequacy of the lexical attempt.

Grammatical Range and Accuracy: Band 5.5

The student uses a mix of simple and complex sentence forms, demonstrating some ambition with complex structures such as 'Proponents of specialized education assert that learners should devote their full attention to obtaining their professional qualification.' However, there are frequent grammatical and punctuation errors present throughout the response, including subject-verb agreement issues like 'student should learn' instead of 'students should learn', 'subject selected by the university is' instead of 'are', and incorrect article usage or prepositional phrasing such as 'outside from their main subjects'. While these errors do not completely impede communication, they are frequent enough to prevent the grammar from reaching Band 6.5, making Band 5.5 a fair reflection of the control shown.

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

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