Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-10-25

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 university students want to learn about other subjects in addition to their main subjects but othe believe it is more important to give their all time and attention to studying for a qualification. Let us understand this in detial or with an example, there are 20 students in class if 15 students want to give their attention to studying qualification and rest 5 students want to go for other subject in addition to their main subjects then there is no wrong in doing that.First target should be to complete their prior subjects then we can go for additional subjects. If i was there in the class i'll o for additional subject too, just because i want tolearn more then the prior subject i want to explore my knowledge, i want to learn more activities or languages. I would have also convienced my friends for choosing other subjects in addition to their main subjects. I feel by choosing this we can get to know more of the things, also we can add more activities and language in our resume for further studies. If there is french subject in addition then for my future studies it will play a lot of role. But sometimes i do feel that why to go for additional subjects becuase when jury or exam are near then some students do get less time to cover things up. And because of additional subject pressure their present subject work wont get finished off. So both the things are in individual's hand, like is he or she can complete or able to do their stuff finished then they can choose addition to heir main subject but if an inidividual's are unable to complete their present work then they should go for giving all their time and attention to studying for a qualification.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You address both views and give a personal preference for taking additional subjects, with relevant examples such as learning French and adding skills to a résumé. You also recognise the opposing concern that extra study can leave less time for core coursework near exams. However, the discussion is only partially developed: the opening example about 20 students does not explain why either choice is beneficial, and the final position becomes conditional rather than clearly weighing the two views. The response would be stronger if you explained the benefits and drawbacks in more depth and stated a consistent opinion, supported by a specific example. The 41 words copied from the task prompt were not counted.

Coherence and Cohesion: Band 4.0

There is a basic sequence from introducing the choices, to explaining your preference, and then acknowledging the pressure of extra subjects. Some linking expressions, including “But sometimes” and “So,” help show contrast and conclusion. However, the response is presented as one long paragraph, so the main stages of the argument are difficult to distinguish. Ideas also move abruptly—for example, from the hypothetical class of 20 students to your own choice, then to résumé benefits. Repeated use of “additional subjects” and “main subjects” makes the progression feel repetitive, while some references such as “this” are not fully clear. Use separate paragraphs for each view and your opinion, and connect each example directly to the point it supports.

Lexical Resource: Band 5.0

Your vocabulary is sufficient to communicate the general topic, and you use relevant terms such as “qualification,” “additional subjects,” “activities,” and “future studies.” The examples of learning languages and adding skills to a résumé also show an attempt to use topic-specific language. However, the range is limited and several word choices or collocations are inaccurate or repetitive, which sometimes makes the meaning less clear. For instance, “cover things up” does not naturally express completing coursework, and “play a lot of role” is an awkward phrase. There are also spelling errors such as “detial,” “convienced,” and “becuase.” Aim for more precise academic phrasing and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences to explain conditions and consequences, including the final sentence beginning “if an individual’s are unable to complete.” This shows an effort to connect ideas, but complex structures are often faulty, and errors can make the reader work to understand the point. Examples include “if I was there … I’ll,” which mixes conditional forms, and “there are 20 students in class,” which is missing an article. Subject–verb agreement and sentence construction are also problematic in “if an individual’s are unable” and “their present subject work wont get finished off.” Punctuation is inconsistent, with several ideas joined without clear sentence boundaries. Practise accurate conditional sentences and divide long statements into complete sentences.

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