Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-09-27

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)

The importance of learning other subjects, which has always been debatable, has now surged a lot in favour of and against it; thus, it has become even more controversial. In my opinion, it can be agreed that the upside of learning other subjects is instrumental indeed; however, it has some drawbacks as well. This essay will elaborate both assertions and will provide a well-balanced conclusion.

At the outset, there are numerous reasons why learning other subjects is unreservedly salient, but the most conspicuous one lies in the fact that the perks associated with learning other subjects not only greatly influence individuals but have also left a great impact on society. For instance, in recent years, it has developed ease and efficiency when it comes to learning other subjects. Therefore, it is certainly vital for people to appreciate the significance of learning other subjects for the overall betterment of society.

On the other hand, there are some people who think differently and hold an opposing viewpoint, which can certainly overwhelm the influence of learning other subjects. There are some drawbacks, such as high utility prices and increased criminal activities. For instance, the threat it imposes on society can be daunting in multifarious ways. Hence, it is apparent that the downside of learning other subjects cannot be overlooked.

To sum up, the above-mentioned discussion illustrates both perspectives about the impact of learning other subjects. While it is evident that it has various benefits, its deleterious effects cannot be ignored and have to be well balanced against them.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response addresses the prompt superficially, but there is a major issue with task relevance and content generation. While the writer acknowledges both views and states an opinion in the introduction ('the upside of learning other subjects is instrumental indeed; however, it has some drawbacks as well'), the actual body paragraphs fail to discuss university students learning other subjects versus focusing solely on their major. Instead, the student introduces bizarre, irrelevant claims about 'high utility prices and increased criminal activities' being drawbacks to studying multiple subjects. This indicates that the writer has relied on memorised template phrases or completely misunderstood the prompt topic. Ideas are therefore entirely unsupported and disconnected from the specific task requirements. Because the content does not genuinely discuss the prompt's subject matter, the score reflects significant under-development and lack of task focus, placing it at a Band 4.0.

Coherence and Cohesion: Band 5.0

The essay is divided into four standard paragraphs (introduction, two body paragraphs, and a conclusion), which gives it a conventional structural framework. The writer attempts to guide the reader using transition markers such as 'At the outset', 'On the other hand', and 'To sum up'. However, the overall progression is severely undermined by the lack of logical connection between the ideas presented in the body paragraphs and the prompt itself. Referencing is problematic because terms like 'it' are used repeatedly without clear antecedents, particularly when discussing the vague impacts of learning other subjects. Cohesive devices are mechanically applied template phrases rather than natural links born of genuine argument development. Consequently, while paragraphing is visually present, the internal cohesion and logical flow fail to support a coherent progression of ideas, warranting a Band 5.0.

Lexical Resource: Band 5.0

The student demonstrates an ability to use some higher-level vocabulary and linking phrases, such as 'controversial', 'instrumental', 'conspicuous', and 'multifarious'. However, the vocabulary is frequently used inappropriately or in contexts where it makes little sense, such as claiming that studying different subjects leads to 'high utility prices and increased criminal activities'. This demonstrates a lack of awareness of collocation and semantic precision. There are also repetitive phrases like 'learning other subjects' used excessively throughout the text. While the range is minimally adequate to convey some meaning, the misuse of lexical items significantly restricts the precision of the writing, resulting in a Band 5.0.

Grammatical Range and Accuracy: Band 5.0

The writer attempts a mix of simple and complex sentence structures, including relative clauses and conditional-style framings ('While it is evident that it has various benefits...'). There are grammatically correct sentences present, such as the opening sentence of the conclusion. However, grammatical errors and awkward phrasing frequently surface, such as in the opening sentence ('has now surged a lot in favour of and against it') and structural redundancy in body paragraph two ('it has developed ease and efficiency when it comes to learning other subjects'). Control over complex structures is inconsistent, and errors occasionally cause confusion for the reader, though basic communication of the writer's presence and general intent remains intact. This overall control corresponds to a Band 5.0.

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