Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-19

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)

Number of people argue that the sole reason to learn foreign language is, if someone wants to travel or to work in a foreign country. While others believe that these are not the only reasons why people should learn a new language.

Learning something new is always for our own good and does not goes to waste ever, but being mindful about where u invest your time and energy is cruicial. Commiting to a foreign language may demand a good amount of time, determination, and focus. People usually tend to study different dialect if they have to travel or live in a certain country, since knowing how to speak local lingo makes the journey much smoother and easier, individuals that can speak reigional language get more job offers, that too with higher pay check compared to those who cannot communicate in local language. It also makes navigating in new country easy because one can easily change dialogue with locals, read boards, use online applications and maps without getting or feeling lost. Similarly if you dont know target language you will not be able to any of those tasks mentioned above, and may find adusting in foreign country hard or even demotivating. People that cannot speak the countries native language will most definitely feel lonely there, since making new friends requires communication.

However, learning new language is not limited to someone moving countries or traveling, in many cases individuals that are interested in literature prefer reading books, poetry, history in other language aswell, which requires them to learn that language. On the other hand, in many education systems it is compulsory to pick a foreign language as a course which has credit hourse, if students dont complete those credit hours they cannot pass the semester. Moreover, some people generally like learning new languages without external pressure.

In conclusion, learning language usually has few main reasons, which are important and may become problematic if someone does not take learning a language seriously. However those are not the only reasons why people learn new language.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both views and give a clear overall position: travel and work are important reasons, but “those are not the only reasons” people learn languages. The first body paragraph explains practical benefits, including navigating, finding work and making friends; the second offers other motives such as reading literature, meeting course requirements and personal interest. This is relevant coverage of the task. However, the discussion is uneven: the practical case receives several examples, while the alternative reasons are listed more briefly, and the conclusion largely repeats the position rather than drawing the discussion together. Develop one non-travel reason with a specific example and explain more directly why you agree that language learning has broader value. The response meets the stated length requirement; eight words copied from the prompt were excluded from the count.

Coherence and Cohesion: Band 6.0

The response has a coherent overall arrangement: an introduction, a paragraph supporting travel and work, a contrasting paragraph presenting other motives, and a conclusion. Linking expressions such as “Similarly,” “However,” and “Moreover” help signal relationships between ideas. This makes the main line of argument easy to follow. At times, though, cohesion is mechanical or unclear. The first body paragraph strings together several points in a long sentence, and “those tasks mentioned above” requires the reader to look back across multiple examples. The conclusion also repeats the introduction without clearly synthesising the two views. Use clearer sentence boundaries, refer back to specific ideas, and make the progression within each paragraph more deliberate.

Lexical Resource: Band 5.5

You use a range of vocabulary relevant to the topic, including “determination,” “navigate,” “regional language,” “compulsory,” and “external pressure.” These choices allow you to discuss practical and personal reasons for language learning. However, spelling errors and imprecise or informal expressions reduce accuracy and control: examples include “cruicial,” “reigional,” “pay check,” “local lingo,” and “u.” Some combinations are also unnatural, such as “change dialogue with locals” and “credit hourse.” Aim for consistently formal, accurate wording and check spelling carefully. More precise collocations would make your ideas sound clearer and more academic without requiring unusually advanced vocabulary.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentence forms, including clauses introduced by “since,” “because,” and “which,” and the overall meaning is generally understandable. However, errors in verb forms, articles, agreement and sentence construction occur across the response. For example, “does not goes to waste” should use the base verb after “does not,” while “if you dont know target language you will not be able to any of those tasks” has missing grammatical elements. The long sentence beginning “People usually tend to study…” joins several independent ideas with commas, making the structure difficult to control. Practise building accurate complex sentences, checking articles and verb forms, and separating complete ideas with full stops. These improvements would make your range more reliable.

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