Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-10-13

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)

In recent years, several university students recommended to learn about different subjects in addition to their main subjects.Fewer believes it is more important to give all their time and attention to studying for a qualification .

On the one hand learning an additional subjects in their academics for university students will give an opportunity about to learn various knowledge,this will also play a vital role in cracking competitive exams, interview and also helps in higher studies in order to actively participate in projects.For example enrolling in learning foreign language can Help the students to learn and write the language with qualified Professors in University premises.

On the other hand if the peers are focused only on qualification subjects this subject knowledge only will be beneficial to the marks but not to the practical skills and for sake of extra knowledge.These academic knowledge will be not assist in developing of ideas or creativity thinking . Students will be lack of general knowledge and addition subject. Although,there are several advantages and benefits most of the students are not keen to choose additional subjects in the University.

For instance,Japan country students eho are studying in final semester of their undergraduation need to take a foreign language,or computer programming classes do develop the practical skills they must and should enroll into these . However,this is an good development for the students.

In conclusion, I strongly believe that taking an extra subject apart from the academics gives the additional knowledge and sharpen the brains which is useful for analytics skills.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You discuss both views and state your own position clearly in the conclusion: you believe extra subjects provide useful knowledge and analytical skills. The examples about learning a foreign language and Japanese students taking language or programming classes are relevant, but their connection to the arguments is not always explained. The opposing view is also only partly developed: you say focusing on qualification subjects may improve marks, but do not explain why students might prioritise this or give a developed example. The response is 239 words, so it is 11 words below the required minimum; the 16 words copied from the prompt are not counted. This shortfall, together with limited development of the ideas, leaves parts of the task only partially addressed.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure: an introduction, paragraphs beginning “On the one hand” and “On the other hand,” an example, and a conclusion. These signposts help readers identify the two positions. However, progression within paragraphs is uneven, and some points are placed together without a clear relationship, such as the claims about marks, practical skills, creativity, and general knowledge. The Japan example is separated from the opposing-view paragraph even though it appears to support additional learning, which makes its purpose less clear. Linking phrases such as “Although” and “However” are not always used to show a logical contrast. Group each example with the argument it supports and use clearer references between sentences.

Lexical Resource: Band 5.5

You attempt topic-related vocabulary, including “qualification,” “competitive exams,” “practical skills,” “creativity,” and “foreign language.” This gives you enough language to communicate the main subject, and some choices show an effort to be specific. However, several phrases are inaccurate or unnatural, such as “various knowledge,” “cracking competitive exams,” “analytics skills,” and “sharpen the brains.” Repetition of “additional subject” and “knowledge” also limits flexibility. Choose more natural collocations and check word forms: for example, “gain knowledge,” “prepare for competitive exams,” and “analytical skills.” More precise vocabulary would make your arguments easier to follow and sound more academic.

Grammatical Range and Accuracy: Band 5.0

You use some complex structures, including conditional phrasing (“if the peers are focused…”) and a concession beginning “Although,” as well as basic sentences that communicate your main points. However, attempts at longer structures are often faulty, and errors can make meaning difficult to follow. Examples include “several university students recommended to learn,” “this subject knowledge only will be beneficial,” and “Students will be lack of general knowledge.” There are also recurring problems with articles, plurals, agreement, and sentence boundaries, as in “an additional subjects” and the run-on opening paragraph. Practise building accurate subject–verb patterns and checking each sentence for a complete clause, then add complexity only when you can control it.

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

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