It is widely believed that children of different levels of intelligence should be taught together, while others think that more intelligent children should be taught separately. Discuss and present your own opinion. Which one do your support?
Sample Response
separating studentsSeparating students by their level of intelligenceintelligent is suggested by some experts. Yet, puttingtaking this idea into practice is still a controversial issue. Some people claim that it is much more justified for highly intelligent pupilsgenius pupils, whilst anotherother perspective rejects this suggestion and supportspersists on the idea of mixed-ability classesunseparated schools. Personally, I do believe that all pupils should be taught in the same group.
It is thought that separating children by the levelfactor of intelligence could have better outcomesconsequences. If the students arebeing segregated, teachers are better able to teachteachers have more capability to teach subjects atin higher levels and this wouldn'twouldn`t make classes monotonous for high-achieving studentsgood students. In particular, mathematicsmathematic classes could be interesting and could broadenan interesting class which is broadening the horizons of intelligent pupils when pupils are separatedin the case of separation.
Although in one view separating student is an advisable approachproject, others, on the other handon the hand, believe that not only is this idea spreading hopelessnessbroadcasting the hopeless among regular students, but also it highlights the role of nurture in educationrefers the share of nurture in education. What makes a pupil a prosperous student is a stimulating environment in school and it is possible by some education of both genius and ordinary children. In other wordsIn the other words, if the students do not being separated, the feel of competitiveness will definitely help their promotion.
To conclude, all the above-mentioned points are in my own perspective rarely do segregation of children influence on positive ways if the whole students are taken into account.
Why this response received Band 5.5
The response has a clear preference and a recognisable discussion structure, with one relevant reason offered for each educational approach. However, the ideas remain brief, the response is under length, and frequent grammatical and lexical problems sometimes make the argument difficult to follow. The priority is to develop each side with clearer explanation and examples while using simpler, more reliably controlled sentences.
IELTS Writing Criteria Scores
Task Response
Both views and a personal position are present, but support is limited and the response falls slightly below the required length.
Extend each main argument with a clear explanation of its consequence and a specific, relevant example.
Coherence and Cohesion
The four-paragraph structure provides a basic progression, although awkward linking and unclear sentence relationships weaken cohesion.
Build each body paragraph around one topic sentence and connect supporting sentences with accurate, unobtrusive logical links.
Lexical Resource
There is some attempt at varied academic vocabulary, but frequent word-form and collocation errors reduce precision and sometimes obscure meaning.
Prioritise accurate common combinations such as levels of intelligence, mixed-ability classes, and feelings of hopelessness before using less familiar wording.
Grammatical Range and Accuracy
The response attempts complex structures, but frequent errors in verb forms, agreement, articles, and sentence construction limit control.
Use complete subject-verb clauses consistently and proofread every conditional and passive construction for the correct verb form.
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IELTS Writing Task 2
It is widely believed that children of different levels of intelligence should be taught together, while others think that more intelligent children should be taught separately. Discuss and present your own opinion. Which one do your support?
Your response
Write the task yourself, then compare your choices with the annotated response.