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User-written IELTS example

Writing Academic Task 2 Band 5.0 Example

Original task prompt, user essay, band score, and related examples in the same report workspace.

298 words AcademicTask 2
Task 2

Illustrative target band for this original model answer.

Plan your answer

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Ideas to explore

  • Explain how engaging content, autoplay and mobile games can make children lose track of time.
  • Discuss how family device habits and the convenience of phones may normalise frequent use.
  • Weigh potential benefits such as learning and communication against effects on sleep, physical activity and concentration.

Suggested structure

  1. Introduce the issue and give a clear view on whether the trend is positive or negative.
  2. Use the first body paragraph to explain key causes, supported by specific examples.
  3. Use the second body paragraph to evaluate consequences and acknowledge any genuine benefits.
  4. Conclude by restating the judgement and giving a practical response, such as setting reasonable limits.
Useful vocabulary & examples
immediate entertainment
Enjoyment that is available quickly and with little effort.

Games and short videos provide immediate entertainment for children.

stay connected with friends
Maintain communication and contact with other people.

Messaging apps help children stay connected with friends outside school.

face-to-face interaction
Communication between people who are physically together.

Heavy phone use may leave less time for face-to-face interaction.

set clear screen-time boundaries
Establish understandable limits on how long devices can be used.

Parents can set clear screen-time boundaries, especially before bedtime.

Task Prompt

Some children spend hours every day on their smartphones. Why is this the case? Is it a positive or negative trend?

User Essay Analysis

Review the public answer with report-style highlights.

Band 5.0

Some of the juveniles are mostly occupied during their daily lives on gadgets, such as smartphones. In my view, there are some significant reasons for the occurrence of this behavior. In addition, I believe, it will cause some drawbacks to children’s development. Thus, this essay will discuss the rationales and impacts of spending too much time on smartphones. One main reason is that many parents are busy with work and housework, so they give a phone to their children to keep them quiet. Some parents also use phones as a reward, and children can easily get used to this habit. Another reason is that smartphones provide many kinds of entertainment. Children can watch short videos, play games and chat with friends whenever they want. These activities are colourful and easy to access, so young people may spend longer using them than they planned.

I consider this trend mainly negative. If children spend several hours looking at a screen, they may have less time for exercise, reading or talking with their family. This can affect their health and also their ability to communicate with others. In addition, some online content may not be suitable for their age, while long screen use can make it difficult for them to concentrate on schoolwork. However, smartphones are not always harmful. They can help children learn new information and keep in touch with relatives, provided that adults choose suitable content and set a time limit.

In conclusion, children use smartphones for entertainment and because parents may rely on them when they are busy. Although phones can be useful for learning, spending hours on them every day is a negative trend because it can replace healthy activities and affect children’s development. Parents should set clear rules and encourage other ways to spend free time.

Targeted Improvement Tips

1
Develop each cause with a clear explanation: for example, explain how giving a phone to occupy a child can turn into a daily habit.
2
After naming a negative effect, connect it to a specific activity children may miss, such as exercise, reading or family conversation.
3
Proofread the introduction for natural word combinations and remove commas that separate a verb of belief from its clause.

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