Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 18 · 2026-10-02

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 6.0)

Some students in universities prefer the addition of other subjects to their main subject. On the other hand, others believe that we should give all our time and attention to one main subject. In my opinion, we should focus on the main subject rather than learning a number of subject.

Learning multiple subjects allows the students to be expert in the main course while having basic knowledge of other interesting fields. This ensures that the learners should not limit themselves to the main subject. If a student is interested in both, computer science and politics, he will be allowed to learn both instead of choosing one. These sort of students love exploring new topics and things, So, we should not bound them to one thing when they have the capabilities to succeed in both.

On the other hand, learning only one subject results in outstanding performance because the student was fully attentive. He will be more focused. Multiple tasking is a difiicult thing. It distracts the individuals from their main goal. For example, a medical student cannot manage coding. Learning two diverse fields is a marathon, where you will have to run while swiming.

In conclusion, all of us cannot do multiple tasking except few. An expert in one field is much better than the one who has basic knowlegde of four different field. If someone likes more than one subject, he should choose one at a time, exceed in that particular field. After getting all the expertise, he can start another course.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by discussing both views on whether students should learn multiple subjects or focus entirely on their main course, and a clear personal position is presented in the introduction and conclusion. However, the development of ideas is uneven. While the arguments regarding deep focus and distraction are reasonably clear, some points remain under-developed or briefly stated, such as the example of the medical student and coding. To reach a higher level, the ideas would need to be more fully extended with deeper explanations and more robust examples.

Coherence and Cohesion: Band 6.0

The response presents a coherent overall arrangement with a clear stance and logical division into paragraphs, including an introduction, two body paragraphs representing opposing views, and a conclusion. However, cohesion at times feels mechanical or repetitive, particularly with transitions like 'On the other hand' appearing twice to introduce contrasting points. Referencing is also occasionally unclear, such as the use of pronouns like 'He' which can create slight ambiguity in tracking subjects. Paragraphing is used appropriately to separate ideas, but smoother transitions and more varied cohesive devices would enhance the flow.

Lexical Resource: Band 5.5

The writer demonstrates an adequate range of vocabulary for the task and attempts less common items such as 'multitasking', 'diverse fields', and 'expertise'. However, there are noticeable lexical errors, awkward word choices, and spelling mistakes throughout the text, including 'number of subject' instead of 'subjects', 'difiicult' (spelling), 'Multiple tasking' instead of 'multitasking', 'knowlegde' (spelling), and 'exceed' instead of 'excel'. These errors do not seriously impede communication, but they reflect a limited precision in word choice and collocation that prevents the response from reaching a higher band.

Grammatical Range and Accuracy: Band 6.0

The response exhibits a mix of simple and complex sentence structures, utilising conditional forms like 'If a student is interested in both...'. There are some errors in grammar and punctuation, such as article omissions and singular/plural mismatches (e.g., 'four different field'), as well as minor punctuation errors like the comma splice in 'things, So, we should not bound them'. Despite these mistakes, the meaning remains clear and they rarely impede communication. A wider variety of error-free complex structures and tighter grammatical control would be required to achieve a higher score.

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