EducationDiscussion (Both Views + Opinion)
IELTS Essay: Second Language in Primary School (Band 9 vs 6.5)
In short
Below is a full Band 9 model answer to this IELTS Writing Task 2 question, the same question written at Band 6.5, and a criterion-by-criterion breakdown of exactly what separates them — so you can see what to change in your own writing. Then check your essay with the free tool.
The question
Some people believe that children should begin learning a second language in primary school, while others argue that it is better to introduce it in secondary school. Discuss both views and give your own opinion.
How to approach a Discussion (Both Views + Opinion) question
A discussion question asks you to do two distinct things: present both views fairly, and give your own opinion. Devote one body paragraph to each view, then make sure your position is clear — either woven through or stated plainly in the conclusion. The classic mistake is discussing both sides but forgetting to give an opinion at all, which directly costs Task Response marks.
The plan
- 01Introduction: paraphrase the debate over the ideal age to start a second language and state that an early start brings the greater benefit.
- 02Body 1: present the case for waiting until secondary school - cognitive readiness and an already crowded primary curriculum.
- 03Body 2: present and support the case for primary school - effortless pronunciation, cultural curiosity and early confidence.
- 04Conclusion: acknowledge the maturity argument but reaffirm that the early-start advantages are decisive.
Band 9 model answer
The age at which children ought to embark on studying a foreign language divides educators and parents alike. While some maintain that the primary years represent the ideal window for this, others insist that adolescence is a far more suitable stage. This essay will examine both positions before arguing that an early start ultimately yields the greater long-term benefit.
Those who favour postponing language instruction until secondary school point to cognitive readiness. Older pupils can grasp abstract grammatical rules and articulate the reasoning behind them, which arguably renders their study more efficient. Moreover, an already crowded primary curriculum leaves scant room for an additional subject without diluting the attention paid to literacy and numeracy in a child's mother tongue. From this standpoint, introducing a foreign language too soon risks spreading young minds thinly across competing priorities.
Nevertheless, I am firmly persuaded that the earlier children are exposed to another tongue, the better. Young learners absorb pronunciation and intonation almost effortlessly, frequently attaining a native-like accent that forever eludes those who begin later. Equally important, early immersion nurtures cultural curiosity and dispels the anxiety that so often paralyses teenage learners. A child who chatters away without fear of ridicule builds a bedrock of confidence that formal secondary lessons can subsequently refine, rather than having to construct it from scratch.
In conclusion, although secondary schooling undeniably offers greater analytical maturity, the pronunciation advantages and psychological ease afforded by an early start are, to my mind, decisive. Schools would therefore be wise to weave a second language into the primary experience wherever resources permit.
The same question at Band 6.5
Nowadays there is a big debate about when children should start to learn a second language. Some people think primary school is the best time, but other people believe secondary school is better. In this essay I will discuss both sides and give my opinion.
Firstly, some people say that it is better to wait until secondary school. The main reason is that older students can understand the grammar rules more easily. When you are a teenager, you have a better memory for study and you can explain why something is correct. Also, primary school students have many subjects already, like maths and reading, so adding one more language can be too much pressure for them. Because of this, they may become confused and tired.
Secondly, other people think that primary school is the best time to start. Young children learn very fast and they can get a good accent. They are not afraid to make mistake when they speak, so they practise more than teenagers. Also, children have a lot of free time and they are curious, so learning is like a game for them and not a hard work. In my opinion, I agree with this view. If a child start early, he will have more years to improve and the language become natural for him.
In conclusion, both sides have good points. Secondary students understand grammar better, but young children learn pronunciation easily and without fear. I think that primary school is the best time to introduce a second language because early start give children a strong base for the future.
What separates them, criterion by criterion
| Criterion | Band 9 | Band 6.5 |
|---|---|---|
| Task Response | Takes a clear position ('an early start ultimately yields the greater long-term benefit') and weighs the counter-argument about cognitive readiness fairly before rejecting it. | Answers the question and gives an opinion, but ideas such as 'young children learn very fast' stay general and are not fully developed. |
| Coherence & Cohesion | Ideas progress naturally with cohesion woven into the argument ('Nevertheless', 'Equally important', 'From this standpoint') rather than signposted mechanically. | Relies on mechanical markers ('Firstly', 'Secondly', 'Also', 'In conclusion') and lists points one after another. |
| Lexical Resource | Uses precise collocations such as 'absorb pronunciation and intonation almost effortlessly' and 'nurtures cultural curiosity'. | Adequate but repetitive high-frequency words: 'better' and 'people think' recur throughout. |
| Grammatical Range & Accuracy | Wide range of accurate complex forms, e.g. the comparative correlative 'the earlier children are exposed to another tongue, the better'. | Mostly simple sentences with noticeable slips ('If a child start early', 'the language become natural', 'make mistake') that do not block meaning. |
Examiner's note
The Band 9 response controls all four criteria at once: it argues a clear, well-supported position, moves between ideas with unobtrusive cohesion, and deploys precise vocabulary inside a wide range of error-free complex structures. The Band 6.5 answer is relevant and understandable, but its underdeveloped ideas, mechanical linking, repetitive word choice and recurrent grammar slips keep it well below that level.
Vocabulary from the Band 9 answer
| Word / phrase | Meaning |
|---|---|
| embark on studying | begin a course of study |
| cognitive readiness | being mentally mature enough to learn something |
| grasp abstract grammatical rules | understand rules that are not concrete or visible |
| a crowded curriculum | a school timetable already full of subjects |
| spreading young minds thinly | dividing children's attention across too many things at once |
| attaining a native-like accent | reaching a pronunciation close to that of a first-language speaker |
| nurtures cultural curiosity | encourages a genuine interest in other cultures |
| a bedrock of confidence | a solid, dependable foundation of self-assurance |
Frequently asked questions
How do I give my opinion in a discussion essay?
State your position clearly in the introduction and again in the conclusion, and make the body paragraph that matches your view the more developed of the two. Examiners reward a consistent opinion that runs through the whole essay, not one that appears only at the end.
Do I have to discuss both views equally?
You must cover both sides fairly, but they need not be identical in length. It is natural to develop the side you agree with a little more, as long as the opposing view is still presented accurately and reasonably.
How long should a Task 2 essay be?
Write at least 250 words. There is no upper limit, but most high-scoring answers fall between 260 and 300 words; going far beyond that often adds repetition and errors without raising your band.