Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-16

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)

peaple have different opinion about why learning a foreign language is important. some believe that it is mainly necessary for travelling or working abroad, while other argue that there are several other reason to learn another language . in my opiopion, although international travel and employment are important reasons, learning a foreign language also the provides cultural, educational and personal benefits. body paragraph 1 - first view on the one hand, many people consider travelling and wroking in a foreign country the main reason for learning a foreign language . this is beacause communication is essential when peaple visit or settle in another country. for example, tourists who can speak the local language can ask for directions, understand pulic transport and communicate with local people more easily, simiarly employees who know the language of their workless can communicate effectively with colleaguage and customers this can imorove their careers. body paragraph 2- second view on other hand i belive that learning a forign language has serval benefits beyoud travelling and employment firstly it helps peaple understand different backgrund secodly learning

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You introduce both views and state a relevant opinion: travel and employment matter, but language learning also offers “cultural, educational and personal benefits.” The first view is supported with practical examples, such as asking for directions and communicating with colleagues. However, the second view is only briefly introduced; the response ends while beginning an idea about understanding different backgrounds, so it does not fully discuss or support that side, and the conclusion is missing. The response also contains 179 words, below the required 250, which leaves the task substantially incomplete. To improve, develop at least one clear example for each view and finish with a concise conclusion that restates your position.

Coherence and Cohesion: Band 5.5

There is a recognisable overall structure: an introduction, a paragraph presenting the first view, and the start of a paragraph for the opposing view. Phrases such as “on the one hand” and “on the other hand” help signal the discussion. However, the progression breaks down because the second body paragraph stops mid-idea, and there is no concluding paragraph. Some linking is mechanical or unclear: “firstly” and “secondly” are introduced without completing the points, while the long example in the first body paragraph runs together without clear sentence boundaries. Use complete paragraphs with one developed main idea each, connect examples clearly to their claims, and add a conclusion.

Lexical Resource: Band 5.0

You use some relevant vocabulary for the topic, including “communication,” “local language,” “colleagues,” and “cultural… benefits,” which makes the main subject clear. However, the range is limited and several spelling and word-choice errors make reading less smooth, for example “peaple,” “wroking,” “pulic transport,” and “workless” where “workplace” appears intended. Some phrases are also imprecise, such as “understand different backgrund.” Aim to learn accurate topic vocabulary and check spelling carefully. More precise expressions such as “navigate public transport,” “interact with local residents,” and “broaden cultural understanding” would help you express ideas more naturally.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including a contrast in the introduction (“although…”) and a reason clause (“This is because…”). However, control is inconsistent, and errors sometimes make relationships between ideas difficult to follow. For example, “learning a foreign language also the provides” has an incorrect word order, and “employees who know the language of their workless can communicate” contains a faulty clause structure. The first body paragraph also joins several ideas into a long run-on sentence, with punctuation missing between the tourist and employee examples. Practise forming complete sentences, checking subject–verb patterns and word order, and using full stops to separate examples.

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