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)

As for as the topic is concerned, I would like to say that some university level students think that, they should focus on their core subjects while other reject this notion and they have mindset and gives same priority to the other subject along with main subjects. In my opinion, give the importance to one subject is beneficial for the students to learn respective subject with more clearly and conceptually while, learning other subjects have greater impact if they want to switch their carrier.

On the one hand studying one one subjects have clear advantages, in medical fields students should focus on the mains subjects if they spend more time in useless subjects like learning the computer or arts that are completely different and contradicts with the medical study and it will not helping them. By the way university courses are considerably small and shorts so students can get more marks and their grip and concepts are strong

Moreover, some subjects and fields required that you must have knowledge of other subjects along with you main course especially, for example when the students are learning the computer science, they must have prerequisite knowledge of maths linear algebra and probability so that they have great understanding when they will start the respective course.

In Conclusion, It is actually depends on the type of field and subject that Are they required from the students to stud the common subjects along with main subjects or they do not want this stuff in their course outline.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address both views and give a personal position: you argue that concentrating on a main subject can build stronger understanding, while studying additional subjects may help students change careers. The examples about medical students and computer science are relevant, but the discussion is uneven. The first view is supported with a brief, unclear claim about unrelated subjects being “useless,” while the second example explains prerequisite knowledge rather than the broader value of learning other subjects. Your conclusion says the choice depends on the field, but this does not fully resolve your earlier preference for focusing on one subject. Develop each side with a clearer reason and example, then state a consistent opinion.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, two body paragraphs signalled by “On the one hand” and “Moreover,” and a conclusion. This gives the reader some guidance through the discussion. However, progression between ideas is not always clear: the first body paragraph moves from medical studies to course length and marks without explaining how these points connect. The contrast between the two views is also not fully developed, and the conclusion introduces a conditional position that is not clearly established earlier. Some linking phrases are used mechanically or inaccurately. Organise each body paragraph around one main claim, explain it, and connect the example directly to that claim; use transitions to show the relationship between ideas.

Lexical Resource: Band 5.5

You use some topic-related vocabulary, including “core subjects,” “prerequisite knowledge,” “linear algebra,” and “probability,” which helps communicate the academic context. There are also attempts at less common expressions such as “greater impact” and “conceptually.” However, the range is limited and several word choices or collocations are inaccurate or unclear, including “switch their carrier,” “mains subjects,” and “give the importance to one subject.” Spelling errors such as “as for as” and “shorts” also reduce precision. These issues sometimes make the reader pause to interpret your meaning. Build a bank of accurate academic collocations and check spelling and word forms, especially in key claims.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including a conditional idea about students changing careers and a sentence explaining prerequisites in computer science. However, complex sentences are often difficult to follow because of errors in clause structure, agreement, and punctuation. For example, “some university level students think that, they should focus” has an unnecessary comma, while “other reject this notion and they have mindset and gives” contains agreement and sentence-structure problems. The conclusion’s “It is actually depends” also shows difficulty controlling verb forms. These errors recur and can obscure relationships between ideas. Practise building accurate sentences with one main clause and a clearly connected subordinate clause, then check subject–verb agreement and punctuation.

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