Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 12 · 2026-10-02

IELTS Writing Task 2 question

Write about the following topic: Some people believe that it is good to share as much information as possible in scientific research, business and the academic world. Others believe that some information is too important or too valuable to be shared freely. 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 4.5)

some argue that it is positive thing to share as much information as possible in scientific research, business and the academic world while other argues that information is too curial or too valuable to be shared without any cost. I completely agree with the view that information is too necessary or too valuable to be shared without any cost.

Some of the notion that share as much information as possible in scientific research, business and the academic world because for the students it is compulsory to gain useful knowledge. I think it may be beneficial for the students in perspective of future or career . For example. A student gets an knowledge about the technology and he will be able to create an robot . As a result the student may be able to stands out in the job market.

Other believe that information is too necessary or too valuable to be shared without any cost because it may be crucial for the students who cannot afford the fee or cost . I think , people who cannot get the oppertunities to acquire any knowledge and information . so knowledge without any cost may advantage to the people . for example a student who cannt avial the classes and if he gets an opportunity then he may be able enhace knowledge .

In conclusion , information should be share to scientific research, business and the academic world then the people may be able to invent something while some information is too important or too valuable to be shared freely some people avail the opportunities without facing any challanges.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response attempts to address all parts of the task by discussing both views on sharing information and stating a position, but the development of ideas remains limited and repetitive. For instance, the discussion around students gaining knowledge and creating a robot is underdeveloped and fails to fully explore the broader implications of open research versus proprietary business information. Furthermore, the writer's stated position contradicts itself between the introduction and the body paragraphs, shifting confusingly between arguing for open access and arguing that information should be costly. To reach a higher level, the ideas need to be extended with clearer explanations and relevant examples that logically support a consistent, well-articulated position throughout the entire essay.

Coherence and Cohesion: Band 4.5

The essay displays a basic overall arrangement with clear paragraph breaks for the introduction, body paragraphs, and conclusion. However, the logical progression is frequently disrupted by mechanical and repetitive phrasing, such as starting multiple sentences with 'I think' or 'For example'. Cohesive devices are used rather simplistically and inaccurately at times, as seen in the awkward transitions between sentences. Additionally, referencing is occasionally unclear, making it difficult for the reader to follow the exact flow of argumentation from one idea to the next. To improve in this criterion, the writer needs to employ a wider and more natural range of cohesive devices and ensure that ideas are linked smoothly to create a clear progression throughout the text.

Lexical Resource: Band 4.5

The vocabulary used is generally basic and repetitive, relying heavily on simple words such as 'information', 'student', 'valuable', and 'cost'. There are noticeable errors in word choice, word form, and spelling throughout the text, including 'curial' instead of crucial, 'oppertunities' instead of opportunities, and 'enhace' instead of enhance. These lexical limitations and errors occasionally strain the reader's understanding. To achieve a higher score, the writer must expand their vocabulary range by incorporating less common lexical items with greater precision, while paying closer attention to correct word forms, collocations, and standard spelling conventions in English.

Grammatical Range and Accuracy: Band 4.5

The response relies on a very limited range of sentence structures, with frequent attempts at complex or compound forms resulting in faulty grammar. There are frequent errors in verb tenses, subject-verb agreement, articles, and prepositions, such as 'some argue that it is positive thing', 'share as much information as possible', and 'a student who cannt avial the classes'. Punctuation errors, such as missing commas or misplaced spaces before punctuation marks, are also recurrent. While communication of the core message is still possible despite these hurdles, the high frequency of grammatical mistakes prevents the text from reaching a higher standard. To improve, the writer should focus on mastering basic sentence patterns and reducing errors in fundamental grammatical areas.

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