Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 18 · 2026-10-26

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)

Students who are undergraduates in some university want to learn about other subjects with their main subjects and other students believe it is important to learn their core subjects in depth. I believe it is better to make a knowledge in other domains than only learning particular subject in deep.

Firstly, the job market are difficult for students who are freshers, it can be better with different more skills for the learners. It should be benefit for the students to become a employee easy. Now-a-days it is hard to get a job for graduates with their related and interested course. So, it can help to gain the knowledge on ther domains. Basic idea on other subject should be easy to survive in any other domain related job.

Secondly, learning their core subject and it benefits for studnets to improve knowledge in depth also a good decision for students who want grow their skills in particular subject. Some students focus only their subject because it may their passion to work only in their core and some intersted in learning subjects in depth. Subjects with more knowledge definitely helps to increase their practical knowledge. Present market needs the practical experience, so learning subjects in depth is also better to improve skills.

Finally, some students in university believe it should be better to learn the other subjects along with their main subjects. While, others believe that it more important to learn the core subject in depth is better for improve practical knowledge. Have a look on other subjects along with their main subjects is better to get a job with any domain. Moreover, skill with in depth is also increase the practical knowledge.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You discuss both views and state a clear preference in the introduction: you favour learning beyond a student’s main subject. The points about broader skills helping graduates find work and focused study building specialist knowledge are relevant to the question. However, these ideas are mostly asserted rather than explained with specific examples or developed consequences. For instance, “Basic idea on other subject should be easy to survive in any other domain related job” does not clarify what skills or jobs you mean. The conclusion repeats the two positions but does not add a developed reason for your preference. To strengthen the response, explain how a second subject could complement a qualification, and give a concrete example, while also showing when depth in one field is especially valuable.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, separate paragraphs for the two views, and a concluding paragraph. “Firstly,” “Secondly,” and “Finally” help signal the sequence, so the reader can identify the main sections. However, progression within paragraphs is limited, and the conclusion largely repeats earlier points rather than bringing them together. Some links are mechanical or unclear, such as “While, others believe,” and the relationship between “practical experience” and studying a subject in depth is not fully explained. Repeated references to “other subjects,” “core subject,” and “practical knowledge” also make the development feel circular. Use clearer topic sentences and connect each claim to its explanation or example; make the conclusion directly summarise why your preferred view is stronger.

Lexical Resource: Band 5.0

You use relevant vocabulary for the topic, including “job market,” “graduates,” “core subjects,” “passion,” and “practical knowledge,” which makes the general meaning understandable. However, the range is limited and several phrases are inaccurate or unnatural, sometimes making the intended point difficult to follow. Examples include “make a knowledge,” “become a employee easy,” and “Basic idea on other subject.” There are also spelling errors such as “ther,” “studnets,” and “intersted.” Repetition of “subject,” “knowledge,” and “better” limits precision. Build a bank of natural academic collocations and check word forms and spelling. For example, use “gain knowledge,” “improve employability,” and “develop expertise” to express your ideas more clearly.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including a contrast between the two views and clauses beginning with “because” and “who.” However, the range is limited, and errors occur frequently enough to make some sentences difficult to interpret. For example, “the job market are difficult” has subject–verb disagreement, while “it may their passion” is missing a verb. In “learning their core subject and it benefits for studnets to improve knowledge in depth also a good decision,” the sentence structure is incomplete and the relationships between ideas are unclear. Articles, plurals, and verb forms also need attention. Practise building complete sentences around one main clause, then add a subordinate clause, and check agreement and articles when editing.

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