Band 6.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 11 · 2026-07-24

IELTS Writing Task 2 question

Some people say that in all levels of education, from primary schools to universities, too much time is spent on learning facts and not enough on learning practical skills.

Do you agree or disagree?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

 

Student answer (Band 6.5)

In this present time, practically knowledge has more learning fact than theory knowledge. Some individuals believe that every level of education from school to college waste more time on learning facts than practical skills. I am totally agree with this situation and i will explain about it in further paragraphs.

Firstly, their are so various advantage of practical knowledge. The most crucial is students can learn so many new things from practical by attending labs of different subject. By learning theory they can just gain their knowledge to crack the exam but they can't understand how the tools or machine works without doing any practical. For example, as per report Japan's student passing ration in practical was decreased by 39% as school didn't teach them about chemistry and physics lab.

Secondly, Moreover, in college learners can increase their knowledge by operating different type of objects like boiler, chemical machine , etc., which can help them to get a good position in industry or building operator .Not only they can get good position but also they might get more paying jobs, which helps country to boost their GDP, For instance, In 2019 Canada's GDP increased by 22% with the help of that students who got high paying job as they have more practical skills to operate machines.

To conclude, Schools and universities should keep more focus to give more practical knowledge than theory skills to students as it can helps learners to make a good carrier and also it helps country to build good GDP.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response addresses the prompt and maintains a clear position throughout. However, the development of ideas is somewhat limited and relies on questionable statistics (e.g., the 39% and 22% figures), which weakens the persuasiveness of the argument. While the task is addressed, the supporting examples lack credibility and depth, preventing the response from reaching a higher band. The conclusion effectively summarizes the main point, but the overall development remains somewhat superficial.

Coherence and Cohesion — Band 6.5

The essay is organized into logical paragraphs, each with a clear focus. Cohesive devices are used, such as 'Firstly', 'Secondly', and 'To conclude', which help guide the reader. However, some transitions are repetitive or slightly awkward, such as 'Secondly, Moreover'. Referencing is generally clear, but the flow between sentences is occasionally mechanical. The paragraphing is appropriate for the task, and the progression of ideas is logical, even if the supporting evidence is not entirely convincing.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task but lacks variety and precision. There are several instances of awkward phrasing, such as 'practically knowledge' instead of 'practical knowledge' and 'passing ration' instead of 'passing rate'. The student attempts to use topic-specific vocabulary like 'GDP' and 'industry', but the overall range is limited. Some word choices are imprecise, which occasionally forces the reader to infer the intended meaning. More sophisticated collocations and a wider range of synonyms would improve the score.

Grammatical Range and Accuracy — Band 6.0

The essay contains a mix of simple and complex sentence structures, but there are frequent grammatical errors. Examples include 'I am totally agree' (should be 'I totally agree'), 'their are so various advantage' (should be 'there are various advantages'), and 'it can helps' (should be 'it can help'). Punctuation is also inconsistent, particularly with comma placement. While these errors do not completely impede communication, they are frequent enough to be noticeable and demonstrate a lack of control over more complex grammatical forms.

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