Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 18 · 2026-11-01

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)

In the modren world, few university fellows want to learn about other subjects in addition to their prior subjects, while other argue that it is more vital to give alltheir academic time and prefrence to studing for graduation. Nowadays, it became a trend to learn about different things. This essay will discuss both views and i believe that students should give prefrence to their main subjects rather than taking an interest in other.

To begin with, some undergraduate want to learn about some other subjects in addition to theit main ones. It is because they want to learn about different experiences and to knowing that our other fellows study about what. For instance, doing this type of activity is helpful for students due to this they will explore new topics that also gives them break from their daily boring schedule and increase their knowledge capacity. As a result, students learn about different things that help them in future.

Conversely, other argue that it is more vital to give all thier free time and prefrence to studying on main subjects for graduation. It is more important because if learner give their attention on other subjects instead of main subject they will in lose. For instance, if a student give their free time to another topic,it will change their mind the way of thinking so they cannot paying attention on main topic because new new topics distract their mind. However, it is crucial to give your quality time to your main subject if you want to be sucessful.

To sum up, both learning about different subject and prefrence to main subject have their on benefits. From my perspective, it is more crucial to give your attention to main subject because it will leads you towards graduation.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address both views and state a clear preference in the introduction and conclusion: you support prioritising the main subject. The discussion of learning additional subjects includes relevant benefits, such as gaining knowledge and taking a break from routine. However, these points are not fully explained, and the opposing view is supported mainly by the claim that other topics distract students. The example does not show clearly how this would affect qualification outcomes, so the reasoning remains limited and partly unclear. To strengthen the response, explain the practical consequences of each choice and give a more specific example. The response meets the task’s length requirement; 10 words copied from the prompt were excluded from the count.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: an introduction, separate paragraphs for the two views, and a conclusion. Transitions such as “To begin with,” “Conversely,” and “To sum up” help signal the stages of the discussion. However, progression within paragraphs is sometimes difficult to follow because ideas are linked mechanically or the references are unclear. For example, “doing this type of activity is helpful… due to this they will explore” does not connect the explanation smoothly, and “it will change their mind the way of thinking” is hard to interpret. Use clearer links between claim, explanation, and example, and make pronouns such as “they” refer unmistakably to students or learners.

Lexical Resource: Band 5.0

You use some topic-relevant vocabulary, including “undergraduate,” “graduation,” “distract,” and “quality time,” and the reader can generally identify your main points. However, the range is limited and several word-choice, collocation, and spelling errors make expression imprecise. Phrases such as “learn about different experiences,” “knowledge capacity,” and “they will in lose” do not convey the intended meaning naturally. There are also repeated spelling errors, including “modren,” “studing,” and “sucessful.” Build a more accurate set of phrases for discussing academic priorities and benefits, and check spelling carefully. More precise vocabulary would help you explain the contrast between broad learning and focused study.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentences, including a contrast clause beginning “while” and conditional structures such as “if you want to be successful.” However, control is inconsistent, and errors in verb forms, agreement, and sentence construction sometimes make the meaning difficult to follow. Examples include “other argue,” “if learner give,” “they cannot paying attention,” and “it will leads you.” The sentence “It is more important because if learner give their attention…” also needs clearer clause structure. Practise matching subjects and verbs, using the correct verb form after modal verbs, and forming conditional sentences accurately. Careful proofreading for punctuation and sentence boundaries will also improve readability.

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