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Cambridge 10 Writing Task 2 Test 2 - Sample Answers (Band 9 to 4-5)

Real band 9, 8, 7 and 6.5 sample answers for this prompt, plus a genuine band 4-5 answer so you can see exactly what pulls a score down. Every sample comes with examiner-style notes on Task Response, Coherence & Cohesion, Lexical Resource and Grammatical Range & Accuracy.

The Prompt

University Studies: Choice vs Utility

Some people think that all university students should study whatever they like. Others believe that they should only be allowed to study subjects that will be useful in the future, such as those related to science and technology.

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.

Write at least 250 words.

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Band 9

266 words

Discusses both sides with genuine balance and backs its own position with specific, well-chosen reasoning.

Whether university students should be free to choose any subject or should be steered toward practically useful fields is a genuinely contested question, and while I recognise the appeal of the utilitarian view, I believe that allowing free choice ultimately produces better outcomes for both individuals and society.

Those who favour restricting choice to useful subjects point to a straightforward economic logic: a country needs engineers, programmers and scientists more urgently than it needs historians or philosophers, and public funding for higher education should reflect that need. There is also a personal argument, that graduates in vocational fields typically find employment more easily and earn more, sparing them the financial hardship that can follow a degree with fewer direct career applications.

However, this view underestimates how unpredictable the future job market actually is. Skills once considered peripheral, such as coding, are now central to fields as varied as journalism and biology, while entire technical professions have been automated within a single generation. A humanities graduate who has developed strong analytical and communication skills is often better placed to adapt to this uncertainty than a narrowly trained specialist. There is also a less measurable but real cost to forcing students into fields they have no passion for, since motivation and creativity, both strongly linked to genuine interest, tend to suffer when a student feels their subject was chosen for them.

In conclusion, although there is a reasonable economic case for steering students toward useful subjects, the unpredictability of future job markets and the value of genuine motivation make free choice, supported by good guidance, the better policy.

Examiner Notes

Task Response: Fully discusses both views with genuine balance before reaching a clear, well-justified position. Specific reasoning, such as coding becoming central to unrelated fields and entire professions being automated, gives the argument real substance.

Coherence & Cohesion: Each paragraph carries one clear function (view one, rebuttal and view two, own position, conclusion), and cohesive devices ("however", "in conclusion") link them naturally.

Lexical Resource: Wide range of precise vocabulary ("utilitarian view", "vocational fields", "peripheral", "narrowly trained specialist") used with natural collocation.

Grammatical Range & Accuracy: Wide range of complex structures used with full accuracy throughout, including relative clauses and non-finite clauses.

Band 8

266 words

A well-balanced, clearly structured discussion let down only by slightly more general supporting evidence.

There are two different opinions about what university students should study: some believe students should be free to choose any subject they like, while others think they should only study subjects that will be useful in the future, like science and technology. In this essay, I will discuss both views before giving my own opinion.

People who support limiting subject choice argue that countries need more workers in fields like science and technology, and that it makes sense for universities to produce graduates in these areas. They also point out that students who study more practical subjects usually find jobs more easily after graduating, compared to students who study subjects with fewer direct career opportunities.

On the other hand, people who believe students should study what they like argue that nobody can predict exactly what skills will be needed in the future, since technology changes so quickly that today's useful subject might not be as useful in twenty years. They also believe that students perform better and are more motivated when they study something they are genuinely interested in, rather than a subject chosen only because of its usefulness.

In my opinion, students should mostly be free to choose their own subject, because motivation plays a big role in how well someone does at university, and interest in a subject often leads to better results than being forced to study something practical but unenjoyable.

In conclusion, while there are good arguments for encouraging useful subjects, I believe that freedom of choice, supported by good career advice, is generally the better approach for both students and society.

Examiner Notes

Task Response: Discusses both views clearly with a well-supported opinion, though the reasoning stays fairly general rather than using a concrete example like automation the way a band 9 answer does.

Coherence & Cohesion: Clear five-paragraph structure with accurate cohesive devices, though "On the other hand" and "In conclusion" are used in a fairly predictable way.

Lexical Resource: Good range of vocabulary, mostly precise, though phrasing like "changes so quickly" is plainer than the more specific language a higher band would use.

Grammatical Range & Accuracy: Mostly accurate complex sentences with only rare minor slips that do not affect meaning.

Band 7

264 words

Covers both sides clearly, but relies on the same handful of words and phrases throughout.

Some people think that students at university should be able to study any subject they want, but other people think students should only study subjects that will help them get a job in the future, such as science or technology. I will discuss both sides and give my opinion.

People who agree that students should study useful subjects think this is important because countries need workers in areas like science and technology, and these subjects can help the economy grow. Also, students who study these subjects often find a job more easily after they finish university, which is a big advantage for them.

On the other hand, some people think students should study what they enjoy, because nobody knows exactly what jobs will be needed in the future, and things can change a lot in a short time. They also think students study better and get better results when they are interested in the subject, instead of studying something only because it seems useful. They also point out that many successful people did not study a subject directly related to their eventual career.

In my opinion, I think students should be allowed to choose the subject they like, because being interested in something makes people work harder and enjoy their studies more, which can lead to better results in the long run. A student who is genuinely curious about their subject is also more likely to keep learning after graduation.

In conclusion, both ideas have good points, but I believe letting students choose freely is usually the better choice for their success and happiness.

Examiner Notes

Task Response: Discusses both views and gives a clear opinion, but the reasoning in each paragraph is fairly thin and repeats similar points (working harder, better results) without much variation.

Coherence & Cohesion: Organised clearly with one paragraph per view, but cohesion relies on simple, repeated connectors ("Also", "On the other hand", "In my opinion").

Lexical Resource: Adequate range, but "study" and "subject" are repeated very frequently where synonyms would add variety.

Grammatical Range & Accuracy: Generally accurate grammar with a mix of simple and complex sentences; occasional slightly awkward phrasing ("things can change a lot in a short time").

Band 6.5

254 words

The discussion is well balanced, but plural and agreement errors on almost every task word pull the score down.

Some people think student in university should study any subject they want, but other people think student should only study subject that will help them get job in future, like science or technology. I will discuss both side and give my opinion.

People who agree student should study useful subject think this important because country need worker in area like science and technology, and this subject can help economy grow. Also, student who study this subject often find job more easy after they finish university, which is big advantage for them. Country also need enough people working in these area to keep economy strong for future.

On other hand, some people think student should study what they enjoy, because nobody know exactly what job will need in future, and thing can change a lot in short time. They also think student study better and get better result when they interested in the subject, instead of study something only because it seem useful. They also say many successful people did not study subject that connect directly to their job later.

In my opinion, I think student should be allow to choose subject they like, because being interested in something make people work harder and enjoy their study more, which can lead to better result in long run. Student who really like their subject also keep learning more even after they finish university.

In conclusion, both idea have good point, but I believe let student choose freely is usually better choice for their success and happy.

Examiner Notes

Task Response: Discusses both views and gives a clear opinion, matching the content of a band 7 answer, but grammar errors throughout make the writing harder to follow.

Coherence & Cohesion: Follows a clear one-paragraph-per-view structure, with connectors used appropriately though repetitively.

Lexical Resource: Adequate range let down by missing plurals on key task words ("student", "subject") used throughout in place of "students" and "subjects".

Grammatical Range & Accuracy: Frequent subject-verb agreement and article errors ("student should study", "country need worker", "job will need", "thing can change", "it seem useful", "student should be allow", "their success and happy") appear on nearly every sentence.

Band 4-5 - What to Avoid

83 words

Names both views but never actually discusses either one, leaving the core instruction of the task unmet.

Some people think student can study anything they like. Other people think student must study useful subject like science.

I think both idea is good. Useful subject can help find job. But study subject you like is also good because you enjoy it more.

Maybe school should let student choose but also give advice about job. This is my opinion about this topic, I think this is best way for everyone.

In conclusion both way have good point and bad point I think.

Examiner Notes

Task Response: Both views are named but neither is actually discussed, each gets only a single unsupported sentence, so the task's core instruction to "discuss both views" is not really fulfilled. At well under 250 words, the response is also underlength.

Coherence & Cohesion: Paragraphs list opinions without connecting them into a developing argument, and "good" is used to describe almost everything.

Lexical Resource: Extremely basic and repetitive vocabulary ("good", "like", "idea") with no attempt at more precise or varied language.

Grammatical Range & Accuracy: Frequent errors, including missing plurals and subject-verb agreement ("student can study", "student must study", "both idea is good").

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These sample answers are written independently for Prep IELTS Now to illustrate real band-score differences. They are a study aid, not official Cambridge or IELTS material.