Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-11-05

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)

In this essay, we will discuss about some universities students which want to learn about subjects in addition to their main subjects, while other believe it is more important to give all their time and attention to studying for a qualification.

Overall, some university students have broad mind, free time and financial support from their families while some have narrow mind, no free time and no financial support. We will discuss both their opinions and experiences in this essay.

First of all, students in university have much better environment as compared to school and college life. This was the last turning point of life for numerous students. So some students want to learn about different subjects in addition to their main subjects. This help them to learn about different techniques related to their field and increase their knowledge. Student which have financial supports, free time, intelligent mind and good focus can manage time for other subjects. For example, my university fellow have all those things and he starts learning Japanese language and IELTS during university days. His plan was to study abroad and he can easily manage main subjects with flying color.

Furthermore, some students were blockheaded, convalescent, sick, narrow minded, no finanical support, and some only focus on one thing at a time. For example, my junior is recovering from migraine, has finanical support, but cannot manage his main subjects. My senior have no finanical support, so he was working part-time to pay his university dues. Some student like me want to learn other subjects with main subjects, but the majority of my fellows were against it. Numerous students have to do different club activities and some do exercise at gym, so they were against addtional subjects.

In my opinion, university should provide students additional subjects besides their main subjects to every student which were not compulsory for them. By doing so, students which can manage other subject, join those classes and learn more.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response discusses both views and gives a clear preference for making additional subjects available without making them compulsory. The examples about a peer learning Japanese and a senior working part-time are relevant, but the discussion is only partly developed: the first view is mainly linked to having time and resources, while the opposing view relies on personal circumstances and lists of activities rather than explaining why concentrating on a qualification may be academically or professionally important. The opening also frames the difference as students having “broad mind” or “narrow mind,” which oversimplifies the issue and does not accurately represent the two positions. Develop each view with a fuller reason and a specific consequence, and state your own position more directly from the beginning.

Coherence and Cohesion: Band 5.0

The essay has a recognisable structure, with an introduction, separate paragraphs for the two views, and a concluding opinion. Signposts such as “First of all” and “Furthermore” help identify the sections, and examples give some support to the points. However, progression within paragraphs is uneven: the second body paragraph moves from illness and finances to your own preference, clubs, and exercise without clearly connecting these details to the central argument. Some references are also unclear, such as “This was the last turning point of life,” and the repeated use of “some students” makes the development feel list-like. Organise each body paragraph around one main reason, then explain and illustrate it; use linking and referencing devices more precisely.

Lexical Resource: Band 5.0

You use some topic-related vocabulary, including “qualification,” “financial support,” “part-time,” and “compulsory,” and the examples show an attempt to express different circumstances. However, the range is limited and several choices are inaccurate or unsuitable for an academic discussion. “Blockheaded” and “narrow minded” sound judgemental rather than analytical, while “flying color” is an incorrect form of the expression. There are also spelling errors such as “finanical” and “addtional,” and phrases including “university dues” and “university fellow” are not natural in this context. Aim for precise, neutral wording and check collocations and spelling; this will make your ideas easier to understand and more appropriate to the task.

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer sentences and subordinate clauses, for example, “By doing so, students which can manage other subject, join those classes and learn more.” However, complex structures are often faulty, and errors occur frequently enough to make parts of the argument difficult to follow. Examples include “some universities students which want,” “This help them,” and “my senior have,” where agreement or sentence construction is incorrect. Tense use also shifts without a clear reason, as in “he starts learning” followed by “his plan was” and “he can.” Practise building accurate simple sentences first, then add clauses; pay particular attention to subject–verb agreement, articles, plural forms, and consistent tense.

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