Band 5.5 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-02
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 5.5)
In this technology era, learn foreign language and anything else is become more easy. Some people believe, the reason of learning a foreign language is travel or work in foreign country, but other says that these are not only reasons. I believe that it is not only for travel or work.
One one hand, in this era number of student visit to foreign countries for their studies, as well as younger visit for work to other countries for their bright future. Some people are interested to explore beauty of other countries and make their life interesting. For these reasons, people learn foreign language so they easily under native's wording, culture and build connection with natives.
On the other hand, it is not only necessary for traveler, worker or student. According to neuroscience, if we learn other language, our brain become more sharp. Secondly, this time, we are connected world widely people through social media platform, so we need learn to learn other languages to understand their toung. For access knowledge and entertain, we also should understand other languages. For example, Punjab students go to aboard for study and work. Sometimes, they also invite their families to meet or stable their life permanently there. If there family member don't understand native language, they find to difficult to survive there. Sometime people have to go to foreign for medical treatment. They also should learn other language.
Overall, learn different language is a skill that is useful. It elaborate our era and make us different from others
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 6.0
The response addresses all parts of the task by discussing both views—that learning a foreign language is solely for travel and work, and that there are other reasons—while also presenting a clear personal opinion. However, the development of ideas is uneven. While the first view is briefly mentioned, the second perspective is explored through various points such as brain function, social media connection, and accessing knowledge. Yet, some of these ideas remain somewhat under-developed or briefly stated rather than fully extended. For instance, the point regarding neuroscience and sharper brains is introduced but not linked back to a broader argument effectively. To reach a higher level, all main ideas would need to be fully elaborated with more depth and better-supported explanations throughout the body paragraphs.
Coherence and Cohesion: Band 5.5
The essay presents a coherent overall arrangement with a recognisable introduction, body paragraphs, and a concluding statement. Progression is visible as the writer shifts from discussing the first viewpoint to the second and finally shares their own perspective. However, cohesion is at times faulty, mechanical, or repetitive. For example, transitional phrases like 'One one hand' (which contains a typo) and 'Secondly' are used rigidly, and referencing is occasionally unclear, such as in the sentence 'If there family member don't understand...', where pronoun and possessive referencing creates confusion. Paragraphing is attempted, but some paragraphs contain multiple distinct ideas that could be better separated to improve the logical flow and overall readability of the essay.
Lexical Resource: Band 5.0
The writer demonstrates an adequate range of vocabulary for the task, attempting some less common items such as 'neuroscience', 'connections', and 'permanent'. However, there are noticeable limitations and inaccuracies in word choice, collocation, and word formation throughout the text. Examples include 'learn foreign language' instead of 'learning a foreign language', 'native's wording' instead of 'native terminology' or 'local language', 'become more sharp' instead of 'sharper', and 'stable their life' instead of 'settle down'. Spelling errors and incorrect word forms, such as 'toung' instead of 'tongue', 'aboard' instead of 'abroad', and 'there' instead of 'their', appear frequently. These lexical inaccuracies indicate a restricted control over word choice and spelling, which keeps the response at this level.
Grammatical Range and Accuracy: Band 5.0
The response displays a limited range of sentence structures, relying primarily on simple sentences alongside some attempts at complex forms, which are often faulty. There are frequent grammatical errors in verb forms, subject-verb agreement, articles, and prepositions. Examples of these frequent errors include 'In this technology era, learn foreign language and anything else is become more easy', 'other says', 'number of student visit', 'we need learn to learn', and 'they find to difficult to survive'. Punctuation is also inconsistent, particularly with comma splices and missing commas. Because these errors are frequent and occasionally cause difficulty for the reader in deciphering the intended meaning, the grammatical control reflects the assigned band.
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