Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · 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 6.0)

A number of people argue that a person solely learns a foreign language for travel and work-related opportunities in abroad. On the other hand, some people have the viewpoint that there are many reasons behind why someone learns a second language. Both sides discuss unique points and have specific reasons behind them. In this essay, I will discuss both sides, and share my own opinion.

One group of people is of the opinion that foreign language is only learnt for travelling or job-related opportunties in foreign countries. This is because some countries don't teach foreign languages in schools in order to promote their culture. Therefore, when citizens of those countries have to travel abroad either for tourism or a job, they have to learn the foreign language of that country that specific reason. For example: Chinese people value their culture wholeheartedly, and are very strict about it preserving it. Therefore, they don't learn and adopt any foreign language. The only time they learn it is when they land a job at another area or are travelling abroad.

On the other hand, another group argue that there are multiple reasons behind why people learn a new language. The reason behind it is that many countries, especially those which were once colonized, have foreign language embedded in different parts of their system like: education and administration. For example: Pakistan and India (also known as the sub-continent) were once colonized by Britain. Over the period of 90 years, English became a part of the subcontinent's operational system. It was taught in schools. Furthermore, administrative documents were written in English. Even after decolonization, both countries still use the English language and have declared it as the official language of offices and schools.

By discussing and analyzing both these points, I agree to the latter opinion that there needs to be no specific reason to learn a second language. As a citizen of Pakistan, I learnt English language because it was a part of the curriculum of my English Medium school. I learnt it with full interest and curiosity towards it, not just for work or tourism. I now use this language to communicate my ideas and thoughts with others.

Overall, learning a language does not require a specific reason to learn it. A person can learn a non-native language for both purpose and interest.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by discussing both views on why people learn foreign languages and presenting a clear personal position. However, some ideas are more fully developed than others. For instance, the discussion regarding travel and work is supported with an example about China, but this point relies on a generalization that Chinese people do not learn foreign languages unless travelling, which is somewhat under-developed in terms of nuance. The latter view is also explained adequately through the historical context of Pakistan and India. To reach a higher band, all ideas would need more fully extended support and thorough exploration without leaning on sweeping claims.

Coherence and Cohesion: Band 6.5

The essay presents a coherent overall arrangement with a clear progression of ideas from the introduction, through body paragraphs representing each view, to a supported conclusion. Paragraphing is used sufficiently and appropriately, with each paragraph focusing on a distinct aspect of the prompt. However, cohesion is sometimes slightly mechanical or repetitive, utilizing standard transitional phrases like 'One group of people' and 'On the other hand'. Referencing is generally clear, but bridging between sentences could flow more smoothly. To achieve a higher band, the use of cohesive devices would need to be more flexible and unobtrusive throughout the text.

Lexical Resource: Band 6.0

The student uses an adequate range of vocabulary for the task, attempting some less common lexical items such as 'operational system', 'decolonization', and 'curriculum'. There are, however, some inaccuracies in word choice and collocation, such as writing 'opportunities in abroad' instead of 'opportunities abroad', and 'learn the foreign language of that country that specific reason' where a preposition is missing. Spelling is generally good, but minor errors do occur. These lexical slips do not impede communication, allowing the reader to follow the argument easily. To progress further, a wider range of sophisticated vocabulary with precise collocations would be required.

Grammatical Range and Accuracy: Band 6.0

The writing demonstrates a mix of simple and complex sentence forms, utilizing relative clauses and subordinate structures reasonably well, as seen in sentences like 'The reason behind it is that many countries... have foreign language embedded in different parts of their system'. There are some errors in grammar and punctuation, such as article omission ('learn English language') and preposition misuse ('agree to the latter opinion'), but these errors rarely impede communication. The mix of structures shows a solid foundation, though occasional mechanical slips persist. To reach the next band level, a higher proportion of error-free complex sentences and finer control over articles and prepositions would be necessary.

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