Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-07-25

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 6.0)

Is it true that learning process of education is lengthy ? Asa matter of fact few individuals say that standard of education from begging of school to colleges, too much time spending instead of not much practical skills. However I partially agree yo the statment Although education very important for everyone yet, learning the skills in any field stands equally.

To commence with education in any field is not known as the best method of basic things for no reason in other words, without education progress of any county not possible. It is incontrovertable fact that not only basic education and higher level of study take much time, but also now a days without education we cannot survive. Owing to this, if country not produce well educated engineers or doctors they cannot go for long

Not with standing this, there are couple of other non monetary factors that, skills are more important things these days, predominently either, some student not interested in the education for those students skill is the option, or education department should make some criteria for skills by this action, neither spending time on education infect practical skill is good aproach. Consequenly, there are more factors which shows the practical skills are more important and should give more time.

To conclude but for any doubt it can be asserted that education is the base of every child and give him a particular time even though practical skills need to be equally divided. Authorities chalk out some vigorous policies and implement rigorously than ameliorate the issues

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response addresses the prompt by expressing a partially agreeable position. However, the development of ideas is limited and often unclear. For example, the argument regarding 'non-monetary factors' and the suggestion that students uninterested in education should focus on skills is vague and lacks concrete examples or logical depth. The connection between the points made and the core issue of balancing facts versus practical skills is tenuous. While the writer attempts to cover both sides, the lack of clarity in the reasoning prevents the response from reaching a higher band. The conclusion is also somewhat disconnected from the main body of the essay.

Coherence and Cohesion — Band 6.0

The essay is organised into paragraphs, but the logical progression is frequently interrupted by awkward phrasing and unclear transitions. While cohesive devices like 'To commence with' and 'To conclude' are used, they are often applied mechanically or incorrectly, such as 'To conclude but for any doubt'. Referencing is sometimes confusing, making it difficult for the reader to follow the writer's train of thought. The internal structure of the paragraphs lacks a clear focus, as sentences often jump between ideas without sufficient linking, which hinders the overall flow of the argument.

Lexical Resource — Band 5.5

The vocabulary is limited and often repetitive. There are frequent errors in word choice and collocation, such as 'begging of school' (beginning), 'incontrovertable fact' (incontrovertible), and 'infect' (instead). The student attempts to use more formal language, but the lack of precision often leads to confusion. For instance, 'chalk out some vigorous policies' is an unnatural collocation. The range of vocabulary is sufficient to communicate basic ideas, but the frequent errors and lack of sophisticated control limit the score in this criterion.

Grammatical Range and Accuracy — Band 5.5

The response contains a high frequency of grammatical errors, including missing articles, incorrect verb forms, and faulty sentence structures. Examples include 'if country not produce' (if the country does not produce) and 'neither spending time on education infect practical skill is good aproach'. While there is an attempt to use complex sentences, these are often poorly constructed and contain errors that occasionally impede the reader's understanding. Punctuation is also inconsistent, particularly with comma usage. The majority of sentences contain errors, which prevents the writing from achieving a higher band.

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