Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-08-20

IELTS Writing Task 2 question

Some people say that the only reason for learning a foreign language is in order to travel to or work in a foreign country. Others say that these are not the only reasons why someone should learn a foreign language.

Discuss both these views and give your own opinion.

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Student answer (Band 6.0)

Some people believe that learning a foreign language is mainly useful for travelling or working abroad

However, I believe that there are many other important reasons to learn a foreign language mainly to visit other country, knowing the local language can help them understand and communicate easily with residents and dealing with everyday situations. Similarly, employees who work abroad may need to speak the local language in order to communicate with colleagues and costumers. For example. a person travelling to Japan who can speak basic Japanese may find it easier to ask for directions, order food and communicate with local people.

On the other hand, there are other important reasons to learn a foreign language, Because learning another language can help people understand different cultures and communicate with people from different backgrounds. It can also be useful for education because student can access information and study material in another language

For instance, someone who learns English can communicate with people from many countries and can use a large amount of educational content available online. Therefore, I believe that learning a foreign language has benefits even for people who do not plan to travel or work abroad

In conclusion, although learning a foreign language can be very useful for travelling and working abroad, I believe that it also provides important benefits in education, communication and understanding other cultures.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response addresses both views and provides a clear personal opinion. However, the essay is significantly under the 250-word minimum, which limits the depth of the arguments. While the ideas are relevant, they are somewhat underdeveloped due to the brevity. For instance, the point about education is mentioned but could have been expanded with more specific examples or a deeper analysis of cognitive benefits. Because the response fails to meet the length requirement, the development of ideas is constrained, preventing a higher score in this criterion.

Coherence and Cohesion — Band 6.0

The essay is organized into clear paragraphs, and there is a logical progression of ideas. The use of cohesive devices such as 'However', 'Similarly', 'On the other hand', and 'Therefore' helps to guide the reader through the argument. However, the transition between the introduction and the first body paragraph is abrupt, and some sentences are slightly disjointed. The referencing is generally clear, but the overall flow could be improved by using a wider variety of linking words and ensuring that each paragraph has a more robust topic sentence to improve the internal cohesion.

Lexical Resource — Band 6.0

The vocabulary used is adequate for the task but lacks the range and precision required for a higher band. The student uses basic terms like 'important reasons' and 'useful' repeatedly. There are some minor errors in word choice, such as 'costumers' instead of 'customers'. To improve, the student should aim to incorporate more sophisticated collocations and topic-specific vocabulary related to language acquisition and cultural exchange. The current range is sufficient to communicate the main points, but it does not demonstrate the flexibility or precision expected at higher levels.

Grammatical Range and Accuracy — Band 6.0

The essay contains a mix of simple and complex sentence structures. While the meaning is generally clear, there are several grammatical errors, including punctuation issues (e.g., 'For example. a person...') and capitalization errors (e.g., 'Because' starting a sentence mid-paragraph). There are also minor errors in subject-verb agreement, such as 'student can access' instead of 'students can access'. The control of complex structures is inconsistent, and the frequency of these errors prevents a higher score. More attention to proofreading for basic punctuation and pluralization would improve the accuracy significantly.

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