Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-02

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)

It is often argued that the majority of the students time is spent on learning on facts rather than practical skills. While some people believe that learning facts is more important than practical skills, I completely agree with the idea that academic learning spends most of time on teaching facts campare to practical skills because too much focus on facts and practical skills are important for life.

To begin with, one major reason why i agree with the view is that too much focus on facts. This is because if students spend their majority of time on learning facts it puts presssure on them to remember each and everything which is not playing a vital role in their future. For example, in my childhood when my teacher is giving me any leacture on findings or discoveries they are focusing on dates and what are the findings rather than how they find these results. As a result, I found it boarning to study that subjects, by just leaning the facts learners can lost their interest in studies.

Furthermore, another important reason is that practical skills are important for life. In other words, if they have practical knowledge as well as factual they can really work on it. For instance, if one person is going to get a driving test class and the trainer just give him the facts how it is working, not showing him practically how to drive it. As a result that person can never pass the exam with just knowing facts rather than practical knowledge. Therefore , practical knowedge plays crucial role in any process.

In conclusion, I believe that educational buildings are speding most of time on teaching facts rather than practical knowledge because practical knowledge cannot be ignoreable and too much focus on facts puts pressure on kids. Therefore, schools should assign proper time on learning facts along with practical skills.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response addresses all parts of the task and presents a clear position throughout, agreeing with the prompt's premise. The main ideas are relevant and supported with explanations and examples, such as the driving test scenario and personal school experiences. However, certain arguments are somewhat under-developed or repetitive, particularly in the opening and concluding paragraphs where phrasing becomes circular. While the core stance is maintained from introduction to conclusion, further extension and deeper exploration of the educational implications would be required to reach a higher level. The development displays the characteristics of a solid performance that covers all parts of the task while leaving some ideas less fully elaborated than others.

Coherence and Cohesion: Band 6.5

The essay presents a coherent overall arrangement with a clear, logical progression of ideas from the introduction through the body paragraphs to the conclusion. Paragraphing is used appropriately to separate distinct main points, and basic cohesive devices such as 'To begin with', 'Furthermore', and 'In conclusion' are employed to guide the reader. However, cohesion is occasionally mechanical or faulty, seen in transitions like 'In other words, if they have practical knowledge as well as factual they can really work on it', where referencing is slightly unclear. The writer demonstrates an organizational structure that allows the reader to follow the argument easily, yet the cohesive devices lack the flexibility and smooth integration characteristic of higher proficiency bands.

Lexical Resource: Band 5.0

The writer uses an adequate range of vocabulary for the task, successfully communicating everyday educational concepts. However, there are noticeable limitations and inaccuracies in word choice, collocation, and word form throughout the text. Examples include 'campare' instead of 'compare', 'presssure' instead of 'pressure', 'boarning' instead of 'boring', 'leaning' instead of 'learning', 'knowedge' instead of 'knowledge', 'speding' instead of 'spending', and the non-standard formulation 'ignoreable' instead of 'ignored' or 'ignorable'. Additionally, basic spelling errors and awkward word formations recur. While these lexical slips do not entirely impede communication, they restrict the vocabulary score, as the range remains limited and marked by frequent lexical inaccuracies.

Grammatical Range and Accuracy: Band 5.5

The essay demonstrates a mix of simple and complex sentence forms, with the writer attempting various multi-clause structures. However, there are frequent errors in grammar, punctuation, and tense consistency. Examples include article omission errors like 'gets a driving test class', subject-verb agreement and tense shifts such as 'when my teacher is giving me any leacture... they are focusing', and punctuation lapses such as the misplaced comma in 'Therefore , practical knowedge plays crucial role'. Complex sentence attempts often contain structural awkwardness or missing prepositions. These errors require some effort to parse on the part of the reader, though they rarely obscure the overall meaning, positioning the grammatical control comfortably within this band.

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