Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-09

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)

It is often argued that the only purpose of studying other language is for immigration or working abroad. While, others adopting other view that is not the only reasons there are several goals. I strongly believe that learning different languages is due to obtain knowledge and culture of other countries.

On the one hand, it is clearly seen that the majority of new languages learners are aiming for travel outside, and taking new challenges. To illustrate this, the main ambition, and motivation to improve your level in certain language in tracing a goal to acheive straightforward, this step is playing a paramount role in the biggest proportion of society learners. For instance, the recent stats confirm that the third world students are the most attracted for english specialities in universities, in other world these students are generally from no-english communities, so they all have a different mother tongue. Consequently, they are going to improve their english for new journey.

On the other hand, in our daily life we communicate with citizens who are influanced by various civilizatons, and cultures around the world, even with their arts, music, theatre, or ancient eras. In demonstration, legacy, and foreign heritage are unusual influance factors in our environment, nevertheless it is pretty existant but discret we need more touch with it. For example, elderly in my country have been relied with the United Kingdom history and the seven kingdoms, how they graw and how they felt, and many other knowledge, while, the other are attached with French culture owing to the colonisation and the footprint of it in our society. In consequence, they obtained the english and the french language in spontaneous way, and it is become crucial in their routine, it is tengible in frames in cafe when we see ageing people reading other language newspappe or listening to english and french radio.

In conclusion, the largest part of learners of other languages recently are aiming for study and getting employment opportunities in foreign contries, In contrast, elderly community and some part of new generation are influanced by old civilizations and heritage. As I said before I am convinced that people are diffrent in their points of view but getting new language solely for immigration is not the only reason.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both views and state a clear opinion: the introduction says language learning also provides knowledge of other countries’ cultures, and the conclusion rejects immigration as the sole reason. The first body paragraph discusses travel and overseas study, while the second gives cultural and historical motivations, so the response is relevant to the prompt. However, the two sides are not developed equally clearly. The first paragraph focuses on travel and students seeking English-language study, but does not explain work abroad in much detail. The cultural examples are more specific, yet the link between learning a language and gaining cultural knowledge could be explained more directly. Develop each reason with a clearer explanation and a focused example.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure, with an introduction, two contrasting body paragraphs signalled by “On the one hand” and “On the other hand,” and a conclusion. This helps readers follow the broad direction of the argument. However, some connections are mechanical or unclear. For example, “In demonstration” does not clearly introduce the example that follows, and “while, the other” makes the relationship between the English- and French-influenced groups difficult to follow. Several sentences also contain multiple ideas joined by commas, which obscures progression. Use clearer topic sentences, divide long sentences where needed, and make references such as “these students” or “the other” unambiguous.

Lexical Resource: Band 5.0

You attempt a range of topic-related vocabulary, including “motivation,” “civilizations,” “heritage,” and “colonisation,” and these choices show an effort to discuss more than basic travel purposes. However, inaccurate word choice, collocation, and spelling are noticeable and sometimes make the meaning difficult to interpret. Phrases such as “english specialities,” “it is pretty existant but discret,” and “it is tengible in frames in cafe” do not express the intended ideas naturally. There are also repeated spelling errors, including “acheive,” “influanced,” and “newspappe.” Build accuracy by learning common collocations for language learning and culture, and check spelling carefully. Prefer precise, familiar expressions over ambitious wording that is unclear.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including clauses introduced by “while,” “how,” and “owing to,” and the overall meaning can usually be followed. However, some errors in sentence structure, verb forms, articles, and agreement reduce clarity. For example, “While, others adopting other view” is not a complete sentence, and “it is become crucial” has an incorrect verb form. In “the majority of new languages learners are aiming,” the noun phrase is not formed correctly, while “the other are attached” has an agreement problem. Comma splices also appear in long sentences. Practise building complete sentences and checking each clause for a clear subject and correctly formed verb.

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