Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-31

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 5.5)

Some people believes that, institutions are spending most of the time teach students about theoretical skills over leaning practical skills. I agree with this statement because theoretically students can do good in examinations but in real life situation, they will get confused and can not handle the pressure such as Communication, team work and Interviews.

Firstly, students might perform well in examinations, because theoretical skill can help or train them only to remember things which will be apply in exams or test. Although, schools or universities can not make their students perfect about how to make money or invest. For example, recently it has been researched that most of the degree holders from well known institutions are still unemployed are doing general labor jobs and earning basic pay rates.

Secondly, after spending too much money on classes, students are only exiting with degrees certificate and if someone hands over the task to them to fix the misconceptions team work they can not overcome it. For instance, In most of the workplaces such as logistics. managers assigned their workers to handle team work in case of his absence. It has been noticed that employers ended up calling back to their managers because they can not handle the pressure.

In my perspective way, schools should not only spend most of the time teaching learning facts but also should put more efforts on teaching students how to handle or tackle real life situations, in case if they will stuck in difficult situations, they know to deal with it alone,

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

Your position is clear: you agree that education gives too much attention to theory and not enough to practical preparation. You address the topic through two relevant points—exam-focused learning and students’ difficulty handling workplace responsibilities—and include examples involving unemployed graduates and logistics teams. This meets the task, but the ideas are not developed equally or precisely. The claim about graduates doing general labour is broad and would be stronger with a clearer explanation of how limited practical training contributes to unemployment. The workplace example also needs to show more directly which practical skills are missing. Develop each point with a specific cause-and-effect explanation and make your conclusion state the balance you recommend between factual and practical learning.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: an introduction, two body paragraphs introduced by “Firstly” and “Secondly,” and a concluding paragraph. This helps the reader follow your main argument. However, some links between ideas are unclear or mechanical. For example, “Although” introduces a sentence that does not complete a contrast, and the phrase about being assigned “to fix the misconceptions team work” makes the relationship between the task and your point difficult to follow. The final paragraph also repeats the central claim rather than drawing the two examples together. Use linking expressions only when their logical relationship is clear, and make each paragraph progress from a focused topic sentence to explanation and a directly relevant example.

Lexical Resource: Band 5.5

You use relevant vocabulary for the topic, including “theoretical,” “examinations,” “degree holders,” “unemployed,” and “workplaces.” These choices allow you to discuss both education and employment, and you attempt more specific expressions such as “handle the pressure.” However, inaccurate word forms, spelling, and collocations sometimes make your meaning less clear. Examples include “leaning” for “learning,” “degrees certificate,” and “fix the misconceptions team work.” Some phrases, such as “do good in examinations,” are also imprecise for formal writing. Build a reliable set of collocations for education and workplace skills, and check spelling and word forms carefully. More precise vocabulary would help you explain the practical abilities students need.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentences, including a conditional idea in “if someone hands over the task to them” and a subordinate clause beginning “because.” This shows some range, but errors in agreement, verb forms, articles, and sentence construction remain noticeable and can make parts difficult to interpret. For example, “Some people believes” should use a plural verb, while “institutions are spending most of the time teach” needs a correctly formed verb pattern. The sentence beginning “Although” is also incomplete in its logical structure, and the final sentence contains an unclear conditional construction. Practise building accurate subject–verb patterns and complete complex sentences, then proofread each sentence for tense, articles, and punctuation.

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