Band 5.0 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-30
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)
Some individuals say that only motive for learning a foreign language is in order to travel to or work in a foreign country. However, others address that there are not only purpose why someone should learn a foreign language. in this essay we will dicuss the both views and give own opinon on this.
On the one hand, it is made very clear the only reason for learning a foreign language is in order to travel or work in a foreign country. Moreover, it do plays an important role in our society and everyone do learn a foreign language for in future to travel to another foreign country. Firstly, it encourages indiviudals to secure their future by enchaning their languages.
Secondly, others say that these are not the only motive why someone should learn a foreign language because learning an advanced language helps you get everyhwere in the entire world but it is super benefcial in everywhere instead of just learning it for a purpose or to travel to foreign country for work. It improves ur communication skills by leaning it and makes you a modern person by knowing various languages in this society.
In my view, We all should learn various foreign languages like french, german and chinese becuase when you would travel to their country you would be able to communicate. Furthermore, it will help you to interact with other people without hestiating.
To conculsion, everyone should learn a foreign language without any purpose because life is unpredictable and gives you opporunities in every ahead of ur life.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
The response addresses all parts of the task by discussing both views on learning foreign languages and presenting a clear personal opinion. However, the development of ideas is limited and somewhat repetitive. For instance, the student states that languages are learned for travel or work, but the supporting points such as 'enchaning their languages' lack depth. The conclusion and body paragraphs reiterate similar ideas rather than fully extending and exploring them. According to the Band 5 descriptors, the response addresses the task, but the position becomes slightly repetitive and ideas are under-developed, leading to a Band 5.5 score.
Coherence and Cohesion: Band 5.0
The essay has a basic structure with an introduction, body paragraphs, and a conclusion, showing some organisation. However, progression is hindered by repetitive phrasing and weak logical links. Cohesive devices are sometimes inaccurate or mechanical, such as 'in this essay we will dicuss the both views' and 'To conculsion'. Paragraphing is attempted, but internal paragraph cohesion is frequently faulty, with sentences like 'Moreover, it do plays an important role' disrupting the flow. These features align closely with the Band 5 descriptor where organisation is visible, but there is no clear overall progression and cohesive devices are inadequate or overused.
Lexical Resource: Band 5.0
The vocabulary used is limited and repetitive, with frequent spelling and word-choice errors that occasionally impede communication. Examples include 'enchaning' instead of enhancing, 'everyhwere', 'benefcial', 'heanating', and 'conculsion'. While the student attempts less common phrases like 'life is unpredictable', inaccuracies in collocation and word forms are noticeable. The range is minimally adequate for the task, which corresponds directly to the Band 5 descriptor, where errors may cause some difficulty for the reader and vocabulary control is weak.
Grammatical Range and Accuracy: Band 5.0
The student attempts a mix of simple and complex sentence structures, but many attempts at complex sentences are faulty. There are frequent grammatical errors, such as 'only motive for learning', 'others address that there are not only purpose', 'it do plays', and 'ur communication skills'. Punctuation is also problematic, including lowercase letters at the beginning of sentences like 'in this essay'. These persistent errors and limited structural control place the response firmly at Band 5, as frequent errors cause difficulty and limit the range of accurately produced structures.
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