Band 5.0 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-09-16
IELTS Writing Task 2 question
Some people think it's better to choose friends who always have the same opinions as them. Other people believe it's good to have friends who sometimes disagree with them.
Discuss both these views and give your own opinion.
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Student answer (Band 5.0)
Undoubtedly, there has been much disscusion revolving around that making friends with same piece of mind whether good or not. One section of society belive that it would be best to have friends with same interest, choice and thinking, while another school of thoughts holds differest notion, in this piece of writing I will shed ligh on both the view points before commencing my own opinion.
Analyzing the statement and explaining it further, a couple of reasons are there behind the thinking why people do favour the former view. The most precising factor can be less misunderstandings. It is widely seen that friendships in between two friends who have similar interest always agree with each other, as a result, misunderstandings less likely to occur. Another stricking reason is if opinions will be same no one can put any different view point which might be hurt others feeling.
On the contraory side, having friends of different assertion could be changes the way of your thinking. Firstly, it is having
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 4.0
The response fails to meet the minimum word count of 250 words, stopping abruptly at only 168 words. Furthermore, the essay is incomplete because it cuts off mid-sentence during the second body paragraph on the opposing view ('Firstly, it is having...'). Although the writer attempts to introduce the topic and discuss the first view regarding friends with similar opinions, the lack of completion means that the second viewpoint and a personal opinion are entirely missing. Consequently, the task is only partially addressed, leading to a penalty for under-length and incomplete development.
Coherence and Cohesion — Band 5.0
The essay demonstrates some basic structural organisation with an introductory sentence and transition markers like 'Firstly' and 'On the contraory side'. However, the abrupt ending of the text prevents any true logical progression or conclusion. Paragraphing is initiated properly, but the final paragraph breaks off mid-thought, severely impacting overall cohesion and flow. Referencing is sometimes unclear, and cohesive devices are rudimentary. While a rudimentary logical framework is attempted, the incomplete nature of the response restricts it to a lower band for this criterion.
Lexical Resource — Band 5.0
The student attempts to use some higher-level or topical vocabulary, such as 'undoubtedly', 'discussion revolving around', and 'view points'. However, there are numerous spelling errors throughout the text, including 'disscusion', 'belive', 'differest', 'ligh', 'precising', 'stricking', and 'contraory'. Word choice and collocation are often awkward, such as 'same piece of mind' and 'different assertion'. The vocabulary is minimally adequate to convey basic concepts, but frequent errors in spelling and word formation hinder precision and fluency.
Grammatical Range and Accuracy — Band 5.0
The writing exhibits a limited range of grammatical structures, with several noticeable errors that interfere with readability. Examples of ungrammatical phrasing include 'making friends with same piece of mind whether good or not' and 'misunderstandings less likely to occur' (missing auxiliary verbs). Punctuation and sentence boundaries are also problematic, particularly run-on structures in the introduction and the unfinished sentence at the end ('Firstly, it is having...'). These frequent errors and the lack of complex sentence control pull the grammar score down.
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