Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 18 · 2026-10-22

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)

It is belived that, the majority of students want to accquire their knowledge about non-major subjects beside their major subjects. Some people argue that, students should only pay focus and should give their full effort on studying for a qulaification.

Some individuals think that, student should pay focus on one subject . For instance, if an English depertment student pay his full attention in his major credits he wil be able to pursue a carrer of it, such as , becoming a lecturer or an educator, which goes with his qualification. Also, they belief allowing non credit subjects, which are unnesessary can distract their focus and later will influnce them to choose untrodden path, which will be dertimental for their future.

On the other side, some citizens think that, students should enhance their educational skills on different subjects. For example, if a student try to pick their favourite subject, they will be satisfied of what they choose.In addition, if they fail to take a position in their proffessional environment they can use their non- major credits to change their designation. As a result , it will be beneficial for them.

In my perspective, I have seen many students who had failed to choose a designation, which is related to their subject. Beside that, in this modern era, employers also hire someone who is multitalented,such as : who have knowledge about technologoy. For some reasons, I strongly agree that students should have the right to choose their likeable subjects while studying their major subjects.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both views and give a clear preference for allowing students to study subjects beyond their major. The examples about an English student pursuing teaching and about employers valuing technology knowledge are relevant to the discussion. However, some points are asserted rather than fully explained: the claim that non-credit subjects may lead students onto an “untrodden path” is unclear, and the benefits of changing professional direction could be developed with a more specific example. Your personal observation supports your position, but the essay would be stronger if you explained more directly how broader study complements, rather than undermines, qualification-focused study.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, one paragraph for each view, and a concluding paragraph that states your opinion. Transitions such as “On the other side,” “For example,” and “In addition” help readers follow the main stages. At times, however, connections are mechanical or unclear. “Beside that” does not clearly introduce the relationship between your observation and the point about employers, while “As a result” follows a claim without explaining the cause-and-effect link. Some references, including “they” in the example about choosing a favourite subject, could identify the student more clearly. Make each paragraph’s central point explicit and connect examples to it with precise explanations.

Lexical Resource: Band 5.0

You attempt vocabulary suited to the topic, including “qualification,” “professional environment,” “multitalented,” and “detrimental.” However, inaccurate spelling and word choice are noticeable and sometimes make the reader pause: “belived,” “accquire,” “qulaification,” “depertment,” and “technologoy” are examples. Several phrases are also unnatural or imprecise, such as “pay focus,” “choose a designation,” and “likeable subjects.” These issues keep the vocabulary from being consistently clear and appropriate, despite the relevant range of ideas. Build accuracy by checking spelling and learning common academic collocations, such as “focus on a subject,” “choose a career path,” and “subjects of interest.”

Grammatical Range and Accuracy: Band 5.0

You use both simple statements and attempts at longer conditional sentences, for example, “if an English department student pay his full attention … he will be able to pursue a career.” This shows some range, but the conditional has a subject–verb agreement error, and similar problems recur: “a student try” should be “a student tries,” and “who have knowledge” should agree with its antecedent. Articles and sentence boundaries also need attention, as in “student should pay focus on one subject .” Commas are often placed after introductory phrases where they are unnecessary, and spacing around punctuation is inconsistent. Practise accurate agreement and punctuation in complex sentences before adding further complexity.

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