Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-06

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 people argue that learn foreign language just for work or travel purpose, while others believe that this is not the only raeson to learn foreign languages.

on the on hand, acquire knowledge about international languages just for travel or work aim, because if any individual wants to work in other countries then foreign tongue will beneficial for communication with international citizen also with their collegues, whereas if they will not understand their language then individuals will not friendship with them and if they have any obstacle then they will not tell them their problems also they face difficulties. For examples, if pakistani will not study chinies languages then they feel fear to contact them.

on the other hand, if a student wants to study in UK and USA then they should to gain english language courses which can ehnace their proficency and will effective to talked with classmates also with teachers. Furthermore, learning english would develop connection between foreign people, whereas they feel relax to tell their diseases to doctors and not feel burden to live in foreign countries. For instance, If a pupils will do IELTS before go to Uk, because this would beneficial for talk others.

In conclusion, some believe that learning foreign tongue is key factor for travel or work in abroad, while there are more reasons to study these languages like english , chinies, japanies and garman languages. These would develop their confidence also vital to learn new skills, whereas this will improve their knowledge and talk with tourisms that comes to our countryland for visities.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You introduce both views and give relevant reasons, including communication with colleagues, studying in English, and speaking to doctors. However, the discussion does not fully match the question: the second body paragraph mainly gives further practical reasons connected to living, studying, or working abroad, rather than explaining broader reasons for learning a language. Your own opinion is also not clearly stated; the conclusion lists benefits but does not directly say which view you support. Examples such as the Pakistani person learning Chinese and taking IELTS are relevant in principle, but their explanations are unclear or repetitive. To strengthen the response, develop a distinct non-travel or non-work reason, explain it with a specific example, and state your position explicitly.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, two body paragraphs signposted with “on the one hand” and “on the other hand,” and a conclusion. This helps the reader identify the intended two sides. However, progression within paragraphs is uneven, and several ideas are joined in long chains with “also,” “whereas,” and “if,” making relationships between points difficult to follow. For example, the first body paragraph moves from workplace communication to friendship and then to facing obstacles without clearly separating or developing these points. The conclusion introduces additional ideas about confidence and skills rather than neatly summarising the discussion. Use shorter, more focused sentences and make each paragraph develop one main point in a clear sequence.

Lexical Resource: Band 4.5

You attempt vocabulary relevant to the topic, including “communication,” “proficiency,” “connection,” and “confidence,” and use terms such as “foreign languages” and “international.” However, the range is limited and several inaccurate word choices or collocations make meaning less clear, as in “international citizen,” “will not friendship,” and “talk with tourisms.” Spelling errors such as “raeson,” “chinies,” “japanies,” and “garman” are also noticeable. Some phrases are repeated, particularly references to talking with people and learning languages. Build a more accurate set of topic collocations and check spelling carefully; for example, use “communicate with local people” and “build relationships” rather than translating phrases word for word.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentences, using conditional clauses such as “if any individual wants to work in other countries” and linking ideas with “whereas” and “because.” However, the range is limited, and complex sentences are often faulty, so the reader sometimes has to work to understand the intended meaning. Examples include “Some people argue that learn foreign language,” “then they should to gain,” and “this would beneficial.” There are also recurring problems with subject–verb agreement, articles, and verb forms, as in “a pupils will do IELTS” and “this will improve their knowledge and talk.” Practise complete clause patterns, especially after modal verbs and “if,” and check that each sentence has a clear subject and correctly formed verb.

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