Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Barron's Writing · 2026-10-17

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 4.0)

Children learn better when they are young and when they are placed in classes with children of similar academic abilities. Here i would like to explore my personal experience, young youth learn better when they have competition with age fellows . They try to compet with classmate. They like to beat their fellows for their beautiful work , like handwriting and neat work. They feel more happy when they got good remarks . When pupil have a competition to doing classwork with full attention and fast speed .They try to achieve their goail with full zeal and zest. Others believe that children learn better when they are in classes with children representing a diverse range of academic abilities. It is effected if this range of academic is short but realiable and attractive. Like colourful work and easy to doing . Some time we asign different work for different students , we never findout what is the real outcome or result . If we have an intresting work like writing activities or matching or finding words ,children can more fastly. Furthermore, we having boring assignment.like daily routone work done your work for all subject, Moreover,we prefer to doing work as it is book writing. Some student picking quality is fast they can do their work easily , but on the other hand some pupil writing speed slow they donot do their work on same time .So we plan to judge the everage for different step.

To sum up with this children learn better when they are placed in classes with children of similar academic abilities, which are more essential and effective in acadmic level

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

You state a preference for grouping children with similar academic abilities, and you give relevant examples of competition, handwriting and completing classwork. However, the discussion of mixed-ability classes is difficult to follow and does not clearly explain why this arrangement might help children learn; the point about assigning different work is left unresolved. Your opinion appears in the opening and conclusion, but it is not supported with a clear comparison of the two approaches. The response also contains 226 words, so it is 24 words below the required minimum; 47 words copied from the task prompt were not counted. Develop both views with specific reasons and examples, then explain why your preferred approach is more effective.

Coherence and Cohesion: Band 3.0

There is a basic overall shape: you introduce the topic, discuss similar-ability classes first, move to mixed-ability classes, and finish with a conclusion. Some linking expressions, including “Furthermore,” “Moreover,” and “To sum up,” signal transitions. However, the progression within paragraphs is often unclear: the discussion shifts from competition to colourful activities, routine assignments and writing speed without showing how each point supports the argument. Several sentences run together or are separated awkwardly, and references such as “this range” and “different step” are unclear. Organise each view into a focused paragraph, use topic sentences, and connect each example explicitly to its main point.

Lexical Resource: Band 4.5

You attempt vocabulary relevant to education, including “academic abilities,” “competition,” “classwork,” “remarks,” and “outcome or result.” This gives the reader a general sense of the subject. However, the range is often basic or repetitive, and inaccurate word choice, collocation and spelling sometimes make ideas hard to interpret. Examples include “young youth,” “beautiful work,” “picking quality,” and “judge the everage”; several spellings, such as “goail” and “acadmic,” also reduce clarity. Aim for precise phrases that describe learning and classroom grouping, and check spelling carefully. Using a wider set of accurate terms would help you explain the benefits and drawbacks of each approach more clearly.

Grammatical Range and Accuracy: Band 4.5

You attempt both short statements and longer sentences, including a conditional idea beginning “If we have an intresting work…” and a contrast introduced by “but on the other hand.” However, sentence structures are often incomplete or inaccurately formed, and errors in verb forms, agreement, articles and punctuation frequently interrupt the message. For example, “They feel more happy when they got good remarks” shifts tense, while “Some student picking quality is fast” lacks a clear grammatical structure. Capitalisation and spacing around sentence boundaries are also inconsistent. Practise building complete sentences with a clear subject and verb, and check tense and agreement before adding longer clauses.

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