Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-04

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 5.0)

IN MANY COUNTRIES IN ALMOST ALL EDUCATIONAL INSTITUTES THEY READ TO CHILDRENS FACTS AS COMPARAED TO SOME PRACTICAL SKILLS

FROM BEGINING MINDS OF ARE VERY SHARP THEY LEARN AND READ DIFFICULTS THINGS AND THEY CAN ADOPTE NUMEROUS THINGS BEACUSE OF THEIR SHARP MINDS AS WE CAN SEE IN SEVERAL INSTITUES THEY FOCUSING TO GIVE CLASSES AND LECTURE ONLY AND THAY DEMAND FROM LEARNERS TO UNDERSTAND AND READ THE LECTURES WITHOUT ANY PRACTICAL EXAMPLES IN THIS WAY THE STUDENTS CAN LEARN THE SIMPLE THINGS ONLY .

FOR INTANSE A SCHOOL ORGANISING A EXAM FOR STUDENTS AND ALL THE YEAR TEACHERS TOLD THEM TO READ EVERY LESSONS AND QUIZ INSTEAD OF ANY PRACTICAL SO THERE IS CHANCES TO OBTAIN LESS MARKS IN EXAM IF A LEARNER LEARN WITH PHYSICAL EXPERIMENT THEY CAN LEARN BETTER FOR EXAMPLE IN PRIVATE COLLEGES THEY CAN GIVE SPECIFIC CLASSES TO STUDENTS IN LAB TO SHOWING THEM IN HOW THE THINGS WORK THERE IN ANOTHER REASONS TO GETTING GREAT MARKS IN EXAM THATS WHY THE LEARNERS IN PRIVATES INSTITUES ARE MORE CONFIDENT AND SHARP BECAUSE THEY KNOW THINGS CLEARLY AS COMPARED TO OTHER LOCAL COLLEGES

AS WE CAN SEE THAT TAKING PRACTICAL CLSSES ARE MORE BENEFITS AS COMPARED TO TAKING LECTURES BEACAUSE IN PRACTICALS CLASSES WE CAN LEARN THE THINGS VERY CLEARLY AS WE SEE THE THINGS IN JUST FRINT OF US FOR LATER ON OUR LIFE IT HAS SOME EXCEPTIONAL EFFECT ON OUR LIFES BEACUSE ONLY LEARNINGS FACTS ARE NOT ENOUGH FOR TAKINH SUCCESS IN OUR LIFE

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response partially addresses the prompt by discussing whether education spends too much time on facts rather than practical skills. A position is discernible, as the writer advocates for practical learning and experiments, citing examples such as private colleges. However, the ideas remain somewhat limited and under-developed. For instance, the reference to 'a school organising a exam' lacks clear elaboration and connection to the broader argument about all levels of education. To move to a higher level, the writer needs to present fully extended and supported ideas that address the prompt comprehensively across primary schools and universities alike, rather than relying on generalized assertions.

Coherence and Cohesion: Band 5.0

The response shows some organisation, but there is no clear overall progression, and the text suffers from a lack of proper punctuation, being written almost entirely in capital letters without proper sentence boundaries. Cohesive devices are used mechanically or inadequately, such as repetitive transitions like 'FOR INTANSE' and 'FOR EXAMPLE'. Paragraphing is also problematic, as the second and third paragraphs form massive blocks of text that obscure the logical flow of ideas. To achieve a higher band, the writer must use paragraphing more effectively and employ a wider range of cohesive devices naturally to guide the reader clearly through the argument.

Lexical Resource: Band 4.5

The lexical resource is limited and minimally adequate for the task. The vocabulary used is basic and repetitive, with frequent word-choice errors and non-standard forms such as 'CHILDRENS', 'COMPARAED', 'ADOPTE', and 'INTANSE'. Spelling errors are noticeable throughout the text, including 'INSTITUES', 'THAY', 'EXAM' (plural intended), and 'CLSSES', which occasionally cause difficulty for the reader. To progress, the writer needs to expand their vocabulary range, demonstrate better control of word forms and spelling, and incorporate less common lexical items accurately.

Grammatical Range and Accuracy: Band 4.5

The writer uses a very limited range of sentence structures, relying heavily on run-on sentences connected loosely by conjunctions. Attempts at complex sentences are frequently faulty, leading to frequent errors in grammar and punctuation, such as missing articles, incorrect verb forms ('they focusing to give'), and agreement issues ('taking practical clsses are more benefits'). These errors frequently cause difficulty and strain for the reader. To reach the next level, the writer must demonstrate greater control over basic grammatical patterns, improve punctuation, and successfully produce error-free simple and complex sentence forms.

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