Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-10-02

IELTS Writing Task 2 question

The working week should be shorter and workers should have a longer weekend.

Do you agree or disagree?

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

Student answer (Band 4.0)

The working week is shorter and the worker want a longer weekend

I might be think that the working week is shorter in some working place. The worker do not have a holiday in a week. many farms dose not have the holidays for worker like pharmacy and some factoray has no weekend offer.

The worker tired from their work and its cause many deseases like family breakup and depression is most common desease who have not a holiday in whole week. The persom who job these farm they has no time for family and not enjoy with the friends circle.

In the other side holiday is a important for our life the worker want a long holiday for done their work properly. If the weekend is longer the worker fell fresh in the working hours.

In the weeked athe lersom

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response addresses the task only minimally and remains incomplete, falling well short of the minimum 250-word requirement at just 141 words. While the student attempts to discuss the topic of whether the working week should be shorter, the response is disjointed and fails to present a clear, fully developed position or coherent argument. The ideas are extremely limited and under-developed, with abrupt shifts in focus and an unfinished conclusion that trails off mid-sentence ("In the weeked athe lersom"). To reach a higher level, the writer must expand the response to meet the length requirement, formulate a distinct and consistent stance, and extend their supporting ideas with fully explained examples and relevant arguments throughout the essay.

Coherence and Cohesion: Band 4.0

Information and ideas are not arranged coherently within this brief response. Although there is an attempt at paragraphing, the text lacks a clear overall progression and logical structure. Cohesive devices are largely absent, and referencing is unclear or broken, making it difficult for the reader to follow the train of thought. For example, transitions between the introductory claim, the examples of pharmacies and factories, and the subsequent discussion of health issues are jarring and disjointed. Furthermore, the response ends abruptly in an unfinished sentence. To improve coherence, the writer needs to logically sequence their ideas, use appropriate cohesive devices to connect sentences and paragraphs smoothly, and ensure every section contributes to a clear, unified argument with a proper conclusion.

Lexical Resource: Band 4.5

The vocabulary used is basic and repetitive, employing a very limited range of words that often strain the reader's understanding. There are frequent word-choice, word-form, and spelling errors, such as writing "dose not" instead of "does not", "factoray" instead of "factory", "deseases" instead of "diseases", and "persom" instead of "person". The misuse of lexical items like "job these farm" further restricts communication. To achieve a higher band, the student must expand their vocabulary range, learn correct word forms and spelling conventions, and incorporate less common lexical items accurately to discuss abstract concepts like work-life balance with greater precision and style.

Grammatical Range and Accuracy: Band 4.0

The grammatical range is very limited, relying primarily on simple sentence structures that are frequently marred by basic errors. Errors are frequent and often distort meaning, such as subject-verb agreement issues ("the worker want", "farm dose not"), missing articles ("is a important for our life"), and incorrect verb tenses or forms ("The worker tired from their work"). Punctuation and sentence boundaries are also poorly controlled, leading to fragmented expressions. To progress, the writer needs to practice constructing accurate simple and complex sentences, pay close attention to basic grammatical rules such as subject-verb agreement and plurals, and ensure that verbs and prepositions are used correctly within grammatical patterns.

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