Band 5.5 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 18 · 2026-10-05
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)
The debate surrounding wheather students who are getting univrsity education should allocate their whole time to the subjects which can be essential for to be qualified or they are allowed to learn other subjects in addition to major subjects. In this essay i will discuss both perspective before presenting my own viewpoint.
On the one hand proponents of major subjects aruges that, students first aim should only be to became qualified rather than other interests. focusing only on one subject can equipped students with secure future in specific stream. For example, students with science stream prioritise chemistry can acquire high paid salary jobs than students who learned different subjects.
On the other hand, students with the variety of subject's knowledge may thrive in any kind of job market. learning other subjects provide high information skills which not only help students to get higher salary but also strengthens students to thrive in ditinct surrounding where they often have to outperform others.Furthermore it represents student's intellactual prosperity which helps in effectively demnstratrating their ability to employers.
in conclusion, although prioritising principle sbjects contribute directly to secure future career, From my perspective, maintain the balanced approch could be beneficial. students can learn other subjects for their cognitive enhancement and get qualificatin ensures safe future.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| 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 on university subjects and providing an opinion, though some ideas remain limited and under-developed. For instance, the argument about students prioritizing science and chemistry is superficial and lacks extension. Furthermore, the length requirement is not met, as the response contains only 211 words, which is well below the minimum threshold of 250 words. To reach a higher level, the writer needs to fully expand on both perspectives with detailed examples and ensure the essay meets the word count requirement.
Coherence and Cohesion: Band 6.0
There is a coherent overall arrangement with a clear attempt to structure the essay into an introduction, body paragraphs, and a conclusion. Paragraphing is used appropriately to separate different viewpoints. However, cohesion is at times mechanical or faulty, with basic linking phrases like 'On the one hand' and 'On the other hand' used somewhat repetitively, and referencing is not always clear. To improve, the writer should use a wider variety of cohesive devices more flexibly and ensure smoother transitions between sentences and ideas.
Lexical Resource: Band 5.5
The vocabulary used provides a minimally adequate range for the task, attempting some less common items such as 'cognitive enhancement' and 'intellactual prosperity'. However, there are noticeable spelling errors ('wheather', 'univrsity', 'aruges', 'ditinct', 'demnstratrating', 'sbjects') and word choice inaccuracies ('principle sbjects', 'maintain the balanced approch') that cause some difficulty for the reader and reflect limitations in lexical control. To achieve a higher band, the student must expand their vocabulary range and significantly improve spelling and word formation accuracy.
Grammatical Range and Accuracy: Band 5.0
The writer demonstrates a limited range of structures, relying mostly on simple sentences alongside a few attempts at complex forms that are often faulty, such as 'students first aim should only be to became qualified rather than other interests'. There are frequent errors in verb forms, prepositions ('essential for to be qualified'), and agreement that can cause difficulty for the reader. To progress, the writer needs to incorporate a wider variety of complex grammatical structures with increased accuracy and better control over basic sentence mechanics.
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