Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · 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 6.0)

It is believed by many people that the only reason to learn another language is that for work or travel to other countries, others believe that there are also other reasons to learn a foreign language. I believe personal interests and knowledge are also valid reasons to learn other languages.

The people often learn other foreign languages due to travel or work outside their native country. Learning other languages provide them an advantage to connect with other individuals in every aspect of their daily life, from opening and account to talking with colleagues, it makes easier to live a prosperous life. For instance, people who learn well the language of the foreign country where they reside, integrate much better with others compared to those who are unable to speak a foreign language. As a result it is much better for them to learn a foreign language.

Other point of view is that individuals not only learn a foreign language because they would migrate to other countries, sometime they learn other language skill in order to pursue their own personal interests or to enhance their knowledge, some might talk very efficiently a foreign language despite they never travel to other countries. For instance, many people in italy learn english or french it is not only because they want to move to other nations but because they keen to learn another language.

In conclusion, learning a foreign language for travel or job is not the only reason to do it, however personal goals and increasing their own knowledge are also the valid reasons to learn more than native language.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response addresses both views and provides a clear personal opinion. However, the development of ideas is somewhat limited. While the first body paragraph discusses the benefits of language for work and travel, the second paragraph regarding personal interest is quite brief and lacks depth. The examples provided, such as 'opening an account' or 'people in Italy', are relevant but could be expanded to better support the arguments. To reach a higher band, ensure that each point is fully explored with more detailed explanations or broader implications, rather than just stating the ideas.

Coherence and Cohesion — Band 6.0

The essay is organized into logical paragraphs, and there is a clear progression of ideas. Cohesive devices are used, such as 'For instance', 'As a result', and 'In conclusion', which help guide the reader. However, some transitions feel a bit mechanical or repetitive. Additionally, there are instances where the flow is slightly interrupted by grammatical issues, such as the awkward phrasing in the second paragraph ('from opening and account to talking with colleagues'). Improving the variety of linking words and ensuring smoother sentence-to-sentence connections would enhance the overall coherence.

Lexical Resource — Band 6.0

The vocabulary is generally adequate for the task, allowing the student to convey their meaning clearly. There is some attempt to use topic-specific vocabulary like 'integrate', 'prosperous', and 'native country'. However, the range is somewhat limited, and there are occasional errors in word choice and collocation, such as 'they keen to learn' instead of 'they are keen to learn' and 'talk very efficiently a foreign language' instead of 'speak a foreign language fluently'. Expanding the range of synonyms and focusing on correct collocations would help improve this score.

Grammatical Range and Accuracy — Band 5.5

The essay uses a mix of simple and complex sentence structures. However, there are frequent grammatical errors that occasionally impede the flow, such as subject-verb agreement issues ('Learning other languages provide') and missing articles or prepositions ('from opening and account'). Punctuation is also inconsistent, particularly with comma splices in the second and third paragraphs. While the meaning is generally clear, the frequency of these errors prevents the essay from reaching a higher band. Focusing on sentence construction and proofreading for basic grammatical accuracy will be beneficial.

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