Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-08-28

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)

Some individuals say that education at every level from primary school to universities spent a lot of time on rote learning rather than learning about practical skills. I completely agree with this notion as education system is more focused on completing the syllabus, as well as even the practical subjects are taught in theoratical way encouraging students to learn facts.

One of the primary reasons is educational institutions are bound to complete the syllabus in a limited time period. In order to check the capability of students, exams are conducted after a short duration of time in which learners are encouraged to learn facts as per their syllabus and give exams based on that. For example, in India, CBSE board, conduct exams every year of all syllabus, which include a lot of chapters to be memorized for every subject. Thus, system of syllabus in an education system encourage rote learning.

Another reason is teaching the practical subjects in a theoratical way. The practical subjects such as science, computer science, geography, and home science are taught in classroom setup rather than in person description of things or in labs. For instance, many schools in Nepal does not have labs or computer rooms to teach learners regarding the practical aspects of different subjects. Hence, traditional methods of teaching results into poor learning of practical skills.

In conclusion, the completion of syllabus in a specific time period, and inappropriate ways of teaching are one of the main reasons why all levels of education emphasis on learning facts rather than learning practical skills.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response addresses all parts of the task and maintains a clear position throughout. The arguments regarding syllabus pressure and the lack of practical infrastructure are relevant and supported by examples from India and Nepal. However, the development of ideas is somewhat limited; the essay could be improved by exploring the consequences of this educational focus or offering a more nuanced view. While the position is clear, the depth of analysis is consistent with a Band 6.0, as some points are stated rather than fully explored. To reach a higher band, you should expand on the 'why' and 'how' of your arguments with more detailed reasoning.

Coherence and Cohesion — Band 6.5

The essay is logically organized with a clear introduction, two body paragraphs, and a conclusion. Paragraphing is used appropriately to separate distinct ideas. Cohesive devices such as 'One of the primary reasons', 'For example', and 'In conclusion' are used to guide the reader. However, the flow between sentences is sometimes a bit mechanical, and there is occasional repetition of phrasing (e.g., 'practical subjects'). The referencing is generally clear, but the transition between the two main arguments could be smoother to improve the overall progression of the essay.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task, allowing the student to express ideas clearly. There are some attempts at using less common vocabulary, such as 'rote learning' and 'theoretical', though there are spelling errors (e.g., 'theoratical'). The range is sufficient to convey the intended meaning, but it lacks the precision and flexibility required for higher bands. Some word choices are slightly repetitive, and there is a reliance on basic descriptive language. Improving the variety of synonyms and ensuring accurate spelling of academic terms would help elevate the score.

Grammatical Range and Accuracy — Band 6.0

The essay uses a mix of simple and complex sentence structures. While the meaning is generally clear, there are several grammatical errors that occur throughout the text. Examples include subject-verb agreement issues ('educational institutions are bound', 'many schools in Nepal does not have') and article usage ('the system of syllabus'). Punctuation is generally functional, but there are minor errors in sentence construction. The frequency of these errors does not impede communication, but they prevent the essay from reaching a higher band. Focusing on subject-verb agreement and article consistency will significantly improve your accuracy.

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