Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 12 · 2026-10-23

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 4.0)

Some people believe that some of science information is to be shared with every one and some think that those information are important and can't be shared freely.

Science is an important and major subject its study is also very hard every one suffer from a wide range situation for some students study of science is really hard and for some students its easy.

There are wide range of academic related information on different platforms i will recommend that people should share any type of information free of cost because there are some students who can't afford those costs people should show humanity and care for one another because they are studying on same level they should care about one an other if they will cost ither students for those notes and slides for that important information so there will be some students who will not purchase that and it will cause an effect on there result its a very bad thinking if we found some thing important and gain some knowledge about it we should utilize it for other welfare its also a part of humanity and kind nature. people should help each other who are related to one another through same field. In a result there will be a peaceful environment and humanity care and love for one another

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You express a clear preference for sharing information, especially because students may be unable to afford paid notes and slides. This is relevant to the topic, and the point about helping others gives your position a basic rationale. However, the response does not meaningfully discuss the opposing view that scientific, business or academic information may be too valuable or sensitive to share freely. Most of the answer focuses on students and humanity, with little explanation or specific example, and the opening mainly restates the question. The response is also 29 words below the required minimum. To develop the task more fully, explain a reason for protecting information, such as commercial confidentiality, then compare it with the benefits of open access and support your opinion with a concrete example.

Coherence and Cohesion: Band 3.5

Your main position—that information should be shared without charge—can be identified, and the ideas about affordability and helping students are broadly related. However, the response is presented as one largely continuous block rather than as clearly organised paragraphs, so the reader cannot easily distinguish the two views, your opinion and supporting reasons. Progression is also limited: several sentences repeat the ideas of care, humanity and helping one another instead of adding a new point. Linking phrases such as “In a result” attempt to connect ideas, but the relationships between points are not always clear. Use separate paragraphs for each side and your conclusion, and organise each paragraph around one main claim followed by an explanation or example.

Lexical Resource: Band 5.0

You use enough topic-related vocabulary to communicate the general subject, including “academic related information,” “notes and slides,” “knowledge” and “students.” The repeated references to sharing and helping also make your central concern understandable. However, the range is limited and several expressions are imprecise or unnatural, such as “some of science information,” “wide range situation” and “for other welfare.” Repetition of “important,” “students” and “humanity” also restricts precision. Some spelling and word-form errors, including “every one,” “ither” and “there” where “their” is intended, reduce accuracy. Build a more varied set of terms for both sides of the issue, such as “open access,” “intellectual property” and “confidential data,” and check spelling and collocations.

Grammatical Range and Accuracy: Band 4.5

You attempt to connect ideas in longer sentences, for example when explaining that students may not purchase notes and that this could affect their results. This shows an effort to go beyond short, simple statements. However, sentence boundaries and punctuation are often uncontrolled: the opening joins several independent ideas without full stops, and the long sentence beginning “because there are some students” becomes difficult to follow. There are also recurring problems with articles, plurals and agreement, as in “some of science information,” “those information are” and “every one suffer.” These errors sometimes obscure relationships between ideas. Practise writing shorter, complete sentences first, then add a controlled range of clauses using accurate agreement and punctuation.

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