Band 5.0 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-21
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 5.0)
many individual advocate that one reason why people acquire language is for tourism and employment purposes whereas, some people argue that those not the only reason reasons why foreign language should be learned. in this essay i will discuss both views while stating my opinion with relevant examples.
in my opinion, to learn foreign language is an added advantage to someone who may wish to travel to another country for tourism or for work purposes as this can help the individual to be well balanced and accepted in terms of communication as a tourist and to work. Example Every physical contact with a fellow human requires communication for better understanding and it can only be called a communication when it's acknowledged, and for further dealing language of communication is an important factor for continuity for proper communication and better understanding.
Contrary to opinion above, learning gaining foreign language is a key factor when considered for bilateral terms agreement. to further maintain and understand the individual culture and respect for rule of law and
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 4.5
The response fails to meet the minimum word count requirement of 250 words, reaching only 173 words. This significantly impacts the development of ideas. While the essay attempts to address both views, the arguments are underdeveloped and lack sufficient supporting examples. The conclusion is incomplete, and the overall position is not clearly sustained throughout the text. To improve, you must expand your arguments with specific, relevant examples and ensure you provide a full, well-reasoned conclusion that synthesizes your opinion.
Coherence and Cohesion — Band 5.0
The essay lacks a clear logical progression. While there is an attempt at paragraphing, the ideas within the paragraphs are disjointed and difficult to follow. Cohesive devices are used sparingly and often incorrectly, such as the abrupt transition 'Contrary to opinion above'. The lack of a proper conclusion and the incomplete final sentence further disrupt the flow of the essay. To improve, focus on using transition words like 'furthermore', 'however', and 'consequently' to link your ideas more effectively and ensure each paragraph has a clear topic sentence.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive. There are several instances of awkward phrasing and word choice errors, such as 'many individual advocate' (should be 'many individuals advocate') and 'learning gaining foreign language'. The range of vocabulary is insufficient to express complex ideas clearly. You should focus on learning collocations and using more precise terminology related to the topic of language acquisition and cultural exchange. Expanding your vocabulary will help you convey your arguments with greater clarity and sophistication.
Grammatical Range and Accuracy — Band 5.0
The essay contains frequent grammatical errors that occasionally impede communication. There are issues with subject-verb agreement (e.g., 'many individual advocate'), article usage, and sentence structure. The text lacks a variety of complex sentence structures, relying mostly on simple or poorly constructed compound sentences. Punctuation is also inconsistent, particularly with the use of commas. To improve, focus on mastering basic sentence construction, ensuring subject-verb agreement, and practicing the use of complex sentences to demonstrate a wider range of grammatical control.
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