Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-26

IELTS Writing Task 2 question

Some say that the most important thing about being rich is that one has the opportunity to help others. To what extent do you agree or disagree?

 

Student answer (Band 5.0)

The most important thing about being rich is having the opportunity to help others. Such opportunity is available to every individual but vary on the basis of the intention or nature of the person.

There are different perspectives of the people, which will be addressed in detail. One school of thoughts are the people who agree with the fact that being rich is an opportunity to help others. If you have enough resources and money that can be used for fulfilling the needs of the people, those rich people take this as an excellent idea to be close to their Almighty. It also depends on the intention of the person helping with the amount money they have and to have empathy to help the needy. However, other rich people who have the capacity to help but they keep their money to themselves. Such people believe that there is no such thing as helping the needy or believes that giving to others will decrease their money.

There exists another set of people with a different mindset who believe that everyone has their own life which needs to be secured. Such people believe that God has given the opportunity to earn, use their skills to make money to everyone. But those who failed to do so are not entitled to be helped.

Keeping in view of different perspectives, I agree to the fact that the most important thing about being rich is having the opportunity to help the others. To conclude, humanity is highest among all and we as society will grow by helping each other.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You give a clear overall view in the introduction and conclusion, agreeing that wealth matters because it creates an opportunity to help others. The discussion of people who donate and those who keep their money is relevant, but the reasons are only briefly stated; for example, the claim that helping brings someone closer to the Almighty is not explained or supported. The opposing view—that people who fail to earn money are not entitled to help—is introduced but not examined in depth, so the response addresses the issue only partially and its ideas remain under-developed. The response is also three words below the 250-word minimum; the 17 words copied from the task prompt are excluded. Develop each viewpoint with a specific explanation or example.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure: an opening position, paragraphs presenting different perspectives, and a concluding statement. This gives the reader some organisation. However, the overall progression is not always clear, and the discussion moves between viewpoints without showing how they relate to your own position. Phrases such as “There are different perspectives” and “There exists another set of people” announce new points but do not create strong links between them. Some connections are also repetitive, particularly the repeated use of “Such people believe.” Make the paragraph sequence more purposeful—for example, explain the opposing view, respond to it, and then reinforce your own position. Use referencing and linking expressions more precisely to avoid repetition.

Lexical Resource: Band 5.0

You use enough topic-related vocabulary to communicate the main ideas, including “resources,” “empathy,” “the needy,” and “humanity.” However, the range is limited and several phrases are awkward or imprecise, which can make the reader pause. Examples include “one school of thoughts,” “the amount money,” and “help the others.” The repeated use of “people,” “help,” and “opportunity” also limits variety. Aim for more accurate collocations and a broader set of terms for giving assistance and financial means. For instance, you could refer to “wealthy individuals,” “financial resources,” or “support disadvantaged people.” Check word forms and phrasing as well as meaning, so that vocabulary choices sound natural in an academic essay.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentence forms, and the main message is generally understandable. However, the range is limited, and complex sentences often contain errors in agreement, articles, or clause structure. For example, “Such opportunity is available to every individual but vary” has a singular subject followed by a plural verb, while “One school of thoughts are the people” has problems with both number and sentence construction. In “those who failed to do so are not entitled,” the tense is not well matched to the general claim. These recurring errors sometimes make relationships between ideas difficult to follow. Practise building accurate complex sentences, checking subject–verb agreement and verb tense, and use punctuation to separate complete ideas.

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