Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-29

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)

Learning foreign language in a common in many counties. some people think that people learn another language only to travel of work aborad . However other people think there are more reasons to learn a foreign language. I agree with the second opinion.

First of all a foreign language is very useful for travelling. When people visit another country, they need to talk to local people. For example they may need to ask for directions , order food or book a hotel. It is also helpful for people who want to work in another country. They can talk to their boss , co-worker and customer easily. Therefore language is important for both travel and work. However there many other reasons to learn a foreign language. one important reason is education. Studentes can read books, watch videos and find information in another language. This can help learn new things .Another reason is culture. By learning a language , people can understand the culture, traditions and lifestyle of other countries.

Also learning a foreign language can

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response addresses the prompt by discussing both views on language learning and stating an opinion in the introduction. However, the essay is incomplete, abruptly cutting off mid-sentence with only 174 words produced, which falls significantly short of the 250-word minimum requirement. Due to this severe under-length, the development of ideas is severely curtailed. While the writer mentions travel, work, education, and culture, these points are underdeveloped and lack sufficient explanation or relevant examples. Consequently, the task is only partially addressed, which caps the score for this criterion.

Coherence and Cohesion: Band 5.0

The essay demonstrates a basic organizational structure with an introduction, body paragraphs, and cohesive markers such as 'First of all', 'However', and 'Another reason'. Paragraphing is attempted, but the abrupt ending disrupts the overall progression. Cohesive devices are used, but their application is somewhat mechanical and repetitive (e.g., starting multiple sentences with 'Another reason' or 'Also'). Because the text trails off incomplete, it is difficult to judge full paragraphing and structural control, limiting the overall cohesion.

Lexical Resource: Band 5.0

The vocabulary used is generally basic and repetitive, with frequent reliance on simple words like 'learn', 'foreign language', and 'another country'. There are some attempts at less common vocabulary related to the topic, such as 'traditions', 'lifestyle', and 'co-worker', but overall range is limited. Spelling and word choice are mostly adequate for basic communication (despite minor typos like 'Studentes'), but the lack of lexical variety and precision keeps the score at a modest level.

Grammatical Range and Accuracy: Band 5.0

The writer uses a mix of simple sentence structures with occasional attempts at complex forms (e.g., 'It is also helpful for people who want to work in another country'). However, grammatical accuracy is inconsistent. There are several punctuation, capitalization, and spacing errors throughout the text, such as 'Learning foreign language in a common in many counties' and missing spaces after commas and periods. Despite these errors, the basic meaning remains mostly clear, aligning with a band 5 performance.

See this exact question answered at other band scores. The same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.