Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-10-11

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)

Some univeristy students definitely wants to learn something in addition they have some other interest so they demands to learn about that skills.

But on the other hand some students believe to work hard on their course subjects and getting good knowlage about current subjects.

these are totally different opinion but its all right every indivisual has their own prospective and have a different point of view.

some want to polish personality to learn about many things but some wants to learn according to there current subjects but if we are talking about both sides so i will definitely with those who's want to some extra skills becuse in my prospective it is good for developing good and genious personality.

However it's nourish the personality and make the person confident if some person fascinating to do something different and learn something new they will surely go for it.

additionaly if some one learn about new skills they have extra confident and extrovert.

Moreover when i was a student at university level whould also preper to learn something new and its make my personality defined and well groomed i always spend my free time with extra and beneficial activities and i feel it was always help me to do something creative and unique and i feel really happy and calm my mind.

On the other hand when i saw the students who just interested in there course study they just getting the grade not explore the things and have less knowlage as compare to the students who always go with different skills.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address both views: some students pursue additional interests, while others concentrate on their course and grades. Your position is also apparent when you say you support learning extra skills, and the university experience gives a relevant personal example. However, the discussion is only partly developed. The benefits of extra learning are repeated as confidence, personality development and creativity, while the opposing view is mostly described as getting grades and having less knowledge. Explain more fully why focusing on a qualification may be valuable—for example, through deeper subject expertise or preparation for a specific career—and support your claims with clearer examples. A more balanced comparison and a more consistently stated opinion would make the response more complete.

Coherence and Cohesion: Band 4.5

The response has a recognisable overall direction, and phrases such as “on the other hand” and “Moreover” signal contrasts and additions. The personal example also gives the discussion a point of reference. However, ideas are not arranged into clear paragraphs, and several points run together in long sentences. The opening repeats the two positions before the essay develops them, while the final comparison is introduced without a concluding summary. Some linking phrases are used mechanically or do not show the exact relationship between ideas. Organise the essay into an introduction, separate paragraphs for each view, and a conclusion. Within each paragraph, develop one main point and use clear references so readers can follow how each example supports it.

Lexical Resource: Band 5.0

You use some relevant vocabulary for the topic, including “qualification,” “extra skills,” “confident,” and “beneficial activities,” so the main ideas can generally be understood. However, the range is limited and several expressions are repeated, particularly “learn something new” and “personality.” There are also noticeable spelling and word-choice problems, such as “knowlage,” “prospective” where “perspective” is intended, and “genious personality.” Some combinations are unnatural, including “extra confident” and “getting the grade.” These choices sometimes make the meaning less precise. Build a wider set of accurate phrases for academic study and career outcomes, and check spelling and collocations. For example, describe students as developing transferable skills or gaining deeper subject knowledge.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple statements and longer sentences with clauses, including “if some person fascinating to do something different…” This shows an effort to connect ideas, but complex structures are often faulty, and errors occur frequently enough to make parts of the response difficult to follow. Examples include “students definitely wants,” “some students believe to work hard,” and “it is good for developing good…personality”; these show problems with agreement, verb patterns and sentence construction. Several sentences also lack clear boundaries, especially the long account of your university experience, and capitalisation and punctuation are inconsistent. Practise building accurate subject–verb patterns and complete sentences first, then add subordinate clauses. Breaking long sentences into shorter units will help make your meaning clearer.

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