Band 6.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 11 · 2026-10-16

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)

A lot of time is being spent learning facts, with less time allocated to learning practical skills in all levels of education, including primary schools to universities. I strongly agree with this development.

All levels of education follow an approved curriculum in teaching students. This curriculum structure has been followed since past decades without evolving. This teaching structure was developed at a time when there was less technological advancement therefore less resources for learning more practical skills. Technological growth has created an opportunity to take advantage of practical learning, but this has not been utilized. For example, in a physics class, software tools have been developed to improve practical use of machines for student development, but these machines are not used, rather schools prefer theoritical analysis of these machines to meet curriculum requirements.

In addition, most levels of education from primary schools to universities set standardized examinations to mirror class lecture structure. Since these exams are fully theoritical over practical, the lectures end up being more theoritical as well. For example, when preparing for standardized exams such as the SAT which is a fully theoritical exam without any practical sections, learning institutions follow a theoritical structure in preparing a student for success to meet the expectations and structure of the exam.

Furthermore, the cost of setting up practical learning facilities also create a hinderance for learning institutions in developing students in practical learning skills. For example, a secondary school institution would have to set up multiple chemistry, physics and biology labs for different grade levels for learning practical skills. The cost of this would be really high for the institution.

In conclusion, I stroingly agree that educational institutions spend more time learning facts rather than practical skills due to theoritical curriculums, standardized exam structure and cost of learning practical skills.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

Your position is clear from the introduction—“I strongly agree”—and remains consistent in the conclusion. You address the central issue with three relevant reasons: curricula prioritise theory, examinations shape teaching, and practical facilities are costly. The examples of physics software and science laboratories help support these points. This is a well-focused response, though some claims are broad: for instance, describing the SAT as “fully theoretical” and suggesting curricula have not evolved would be stronger with qualification or more specific evidence. The cost paragraph is relevant but less developed than the curriculum and examination points. To strengthen the response further, explain more precisely how practical learning benefits students and develop each example’s connection to your position.

Coherence and Cohesion: Band 7.0

The essay has a clear overall progression: an introduction states your view, three body paragraphs present separate reasons, and the conclusion restates the argument. Paragraphing is appropriate, and signposts such as “In addition,” “Furthermore,” and “In conclusion” make the structure easy to follow. Examples are generally placed where they support the relevant point. To make the progression more flexible and less dependent on formulaic transitions, use a wider range of linking methods, including references to ideas in the previous sentence. Some connections could also be made more explicit: after describing the physics software, explain directly how its non-use illustrates the imbalance between factual and practical learning. This would make the argument’s internal links clearer.

Lexical Resource: Band 6.0

You use an adequate range of topic vocabulary, including “curriculum,” “standardized examinations,” “practical learning facilities,” and “theoretical analysis.” These choices communicate the main ideas clearly, and terms such as “allocated” and “expectations” show some range. However, several spelling and word-choice problems reduce precision: “theoritical” is repeatedly misspelled, as are “stroingly” and “hinderance.” Some phrases are also awkward or imprecise, such as “followed since past decades,” “practical use of machines for student development,” and “the cost of this.” Aim for accurate spelling and more natural collocations, and avoid repeating “theoretical” when a more precise description of the teaching or assessment approach is available.

Grammatical Range and Accuracy: Band 6.5

You use a mix of simple and complex sentence forms, including a relative clause in “exams such as the SAT which…” and a conditional construction in “would have to set up.” Most sentences remain understandable, and the argument is not obscured. Some grammatical errors persist, however. In the opening, “in all levels … including primary schools to universities” has an incorrect preposition and an unclear comparison; use “at all levels, from primary schools to universities.” In “the cost … also create,” the singular subject requires “creates.” The sentence beginning “This teaching structure was developed…” would be clearer with punctuation before “therefore,” or by separating the ideas. To move further, check agreement and sentence boundaries, and vary complex structures while keeping them controlled.

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