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)

The first view than "Some university students want to learn about other subjects in addition to their main subjects" it is taken in a way that student can learn other subject because it will broad thier horizon and could find thier potential in any other subject , that they may find more interesting's it is always better to increase as you knowledge as much you want. so you could be more aware of things and find your own interesting in other areas of subject. as ic lead to some unknown potential make anyone life good.

The second opinion it is more important to give all their time and attention to studying for a qualification. is is generally acceptable among people coz it is believed that to rather putting your focus everywhere you need to focus needs to be in One place so a student can become Master inhis own field and make a name there .

Both opinions are good in thier own way but for mer, i would like to go with first one coz in my view it is better to learn other things too and explore in every aspect of life so a student can do multitasking and have a knowledge of everything.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You address both views and state a clear preference for learning beyond a main subject: “for me, i would like to go with first one.” You also give relevant reasons, including broadening students’ horizons and helping them discover other interests. However, the discussion is very brief and these points are mostly asserted rather than explained or supported with examples. The opposing view is also only briefly presented: focusing on one field may help a student become a “Master” and build a reputation, but this idea is not developed. The response contains 176 words, below the 250-word minimum; 31 words copied from the task prompt were not counted. Develop each view with explanation and a specific example, then expand your opinion.

Coherence and Cohesion: Band 5.5

The response has a basic overall sequence: it presents the first view, then the second, and ends with your opinion. Phrases such as “The second opinion” and “Both opinions” help signal these stages. However, the ideas within each section are not consistently ordered or connected, and the response is written as three long blocks rather than clearly developed paragraphs. Some links are unclear, particularly the movement from exploring other subjects to “multitasking” and “a knowledge of everything.” Use separate paragraphs for the two views and your position, and connect each reason to its explanation with clear transitions. This would create more consistent progression and make the relationships between ideas easier to follow.

Lexical Resource: Band 5.0

You use some relevant vocabulary for the topic, including “qualification,” “potential,” “focus,” and “field,” and phrases such as “broaden their horizon” show an attempt to express abstract benefits. However, the range is limited and several word choices or collocations are inaccurate or unclear, such as “increase as you knowledge,” “find your own interesting,” and “make a name there.” Spelling and word-form errors, including “thier” and “interesting’s,” also reduce accuracy. These issues sometimes make the reader work to understand your meaning. Build a more precise set of phrases for discussing academic study, such as “develop expertise” and “explore complementary subjects,” and check spelling and word forms carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt to express reasons and contrast ideas, including through clauses such as “because it will…” and “so a student can…”. However, sentence structures are limited, and attempts to form longer sentences often contain errors that make the meaning difficult to follow. For example, “The first view than … it is taken in a way that student can learn” has an incomplete, confusing structure, while “The second opinion it is more important…” lacks a clear grammatical connection between its opening and main clause. There are also problems with articles, agreement, capitalization, and punctuation. Practise writing complete sentences with one clear main clause, then add subordinate clauses accurately; careful proofreading will help make your ideas easier to understand.

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