Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-10-31

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)

Nowadays Many students want to learn different subjects aprt from their daily lessons. few university students have passion to learn about other subjects including to their main subjects, But rest of them gives importance to their studying for a qualification

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On the one hand, The students who wants to learn new lessons and features of studies apart from colleges or school knowledge because they have ability and full mind interest in gaining knowledge they can handle two different part of studies, These students are consistent to acheive anything in life for example The student who studied all day in his school or college he goes to library to know about history or influence in life lessons. According to me this is a positive statement but to the well minded students.

On the other hand, Students have to focus on their carriers and worry on what going to happen in future, To acheive a job placements or internships first we have to qualified for that th student have to focus on the particular education which he or she chooses, If we stick and gives all our attention to university study we have a high chance of getting qualified in case not showing interest on history or museams in free time. Therfore this is an possitive effect and thinking too.

In conclusion, These two situation is fully depended on a university student because some of a children is Sharp mindset or other one is average to their brain, This may ensures that every student is depended on their studies

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You discuss both views: the first body paragraph supports learning beyond a main subject, while the second explains why students may prioritise their qualification and future employment. However, the ideas are limited and not fully explained. For example, the library example about studying history is relevant, but it does not show clearly how this extra learning benefits a student. Your opinion is only partly clear: “this is a positive statement but to the well minded students” appears to favour broader study for some students, while the conclusion says the choice depends on each student without stating your own view directly. Develop each argument with a clearer reason and example, and state your position consistently from the introduction through to the conclusion.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, two paragraphs beginning “On the one hand” and “On the other hand,” and a conclusion. These signposts help readers identify the two perspectives. However, progression within paragraphs is uneven: several ideas are joined into long sentences, so the relationship between a claim, its explanation and its example is not always clear. For instance, the first body paragraph moves from students’ interest to their ability, then to a library example without clearly connecting these points. Some linking is also mechanical, and the conclusion repeats the idea that students differ rather than drawing the discussion together. Use shorter, clearly organised sentences and connect each example explicitly to the argument it supports.

Lexical Resource: Band 5.0

You use some vocabulary relevant to the topic, including “qualification,” “internships,” “particular education” and “gaining knowledge,” so the main subject is generally understandable. However, the range is limited, and several inaccurate word choices or collocations make parts difficult to interpret. Phrases such as “full mind interest,” “positive effect and thinking,” and “average to their brain” do not express the intended ideas naturally. Spelling errors, including “acheive,” “carriers” and “museams,” also reduce accuracy. Build a more precise set of expressions for discussing academic priorities, career prospects and personal interests, and check spelling and word forms carefully. Prefer familiar, accurate phrasing over combinations that are difficult to understand.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including a conditional idea in “If we stick and gives all our attention to university study…,” but complex structures are often faulty. Errors in subject–verb agreement and verb forms occur in phrases such as “students who wants,” “rest of them gives,” and “we have to qualified.” Sentence boundaries and punctuation are also inconsistent: the opening has a full stop on a separate line, and several long sentences run together with commas. These problems sometimes make the intended meaning difficult to follow. Practise building accurate sentences with one main idea at a time, checking agreement and verb patterns, then add subordinate clauses once the basic structure is secure.

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