Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Barron's Writing · 2026-10-04

IELTS Writing Task 2 question

Some people believe that children learn better when they are placed in classes with children of similar academic abilities. Others believe that children learn better when they are in classes with children representing a diverse range of academic abilities.

Discuss both these views and give your opinion

Give reasons for your answer, and include any relevant examples from your own knowledge or experience.

Student answer (Band 4.5)

Dear Sir,

At the prsent few individual think that adults better learn with the same sylabus, while at the other hand some persons thought that adult learn better different academics abilities, i strongly belive that simler acadmic best wy of learing for adults.

Firstly, the kids which is studing the same acadmic is easy to understand and the same teacher can taught the same subject, adults can do their home work together and support each other, furthermore they can study in the same acadmics in the future, for example, two students in the same class with the same sylbus can study togther as group study also complete their asisment with the help to one another.

Secondly, adults they have different course have difficult to understand also they have to be sepearet tutor for each acadmics, also they can not study in the group and can not help to each other, student with different course can admission in the many subjects. For example two student in the same class with the divers sylubs can not study as group they can not complete any asisgment together due to the diverse course.

In clusion, i am stronly thinking that adults with the same acamics are much eaisr and better to learn and deliver, they have allot benefits in the similer subjects and also students are take assist of other class fellow, at the other hand childern with differnt acadminis have benefits and student could improve their skills as well other activites, also their skills and learning level increased and have allot field to study in it.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response attempts to address the prompt regarding ability grouping, presenting a clear position that similar academic abilities are better. However, the development of ideas is limited and mechanical. The writer touches upon both views superficially, but the arguments are repetitive and confused by treating children and adults interchangeably throughout the response. For instance, the discussion of homework and group study lacks specific and well-supported examples. The ideas remain under-developed, positioning the response firmly within the partial achievement descriptor where the main points are stated rather than properly explained or extended.

Coherence and Cohesion: Band 4.5

The response shows some basic organisation with an attempt at paragraphing, using transitional markers such as 'Firstly', 'Secondly', and 'In clusion'. However, there is a lack of clear overall progression, and the information is not arranged in a fully coherent manner. Referencing is frequently unclear, particularly with pronouns like 'they' and 'which' used ambiguously, such as in 'the kids which is studing the same acadmic'. Cohesive devices are basic and repetitive, and the mechanical transitions fail to create smooth logical links between sentences and paragraphs, keeping the cohesion at a foundational level.

Lexical Resource: Band 4.5

The vocabulary is basic and repetitive, employing a very limited range of words and phrases suitable for the task. There are frequent word choice and word formation errors, such as 'sylabus' for syllabus, 'acadmics' for academic subjects, and 'divers' for diverse. Spelling errors are widespread throughout the text, including 'prsent', 'belive', 'simler', 'asisment', 'sepearet', 'eaisr', and 'allot'. These noticeable lexical inaccuracies and basic repetitions restrict the vocabulary to a minimal level, often causing strain for the reader and preventing the effective communication of more nuanced ideas.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is very limited, relying heavily on simple sentence structures with frequent unsuccessful attempts at complex forms. Errors in grammar and punctuation are frequent and often distort meaning, such as in 'adults they have different course have difficult to understand'. There are persistent issues with subject-verb agreement ('the kids which is studing', 'student with different course can admission'), incorrect verb forms ('can taught'), missing articles, and faulty prepositions. These pervasive grammatical errors cause significant difficulty for the reader and prevent the formation of reliable, error-free sentences.

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