Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-10-20

IELTS Writing Task 2 question

In many countries nowadays, consumers can go to a supermarket and buy food produced all over the world.

Do you think this is a positive or negative development?

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

Student answer (Band 4.0)

Nowadays, most of the individuals can buy food from different countries. I think buying food from different countries is a positive development. This is because individuals have same choices and different types of tastes. Moreover they can enjoy different types of food.

There are some several reasons why this trend is beneficial for consumers. Firstly, people can enjoy different types of food that are not produced in their countries. For example, people in Bangladesh can buy apples from New Zealand, dates from Saudi Arabia and cheese from European countries.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

Your position is clear: you consider international food availability a positive development, and the example of Bangladesh importing apples, dates and cheese is relevant. However, the response gives only one main reason—access to foods not produced locally—and does not explain the other points in the introduction, such as having “same choices” or enjoying “different types of tastes.” The task asks you to give reasons and relevant examples, so these ideas need explanation and support, along with a fuller discussion of why the development is positive (or a consideration of possible drawbacks). The response is also substantially below the required 250 words, which leaves the task only minimally addressed. Develop several distinct reasons and explain how each benefits consumers.

Coherence and Cohesion: Band 4.5

The response has a basic, understandable sequence: it states your view, introduces a reason with “Firstly,” and then gives an example. This helps the reader follow the central point. However, the essay stops after that example, so there is no developed progression across paragraphs, no further supporting point, and no conclusion that restates your position. The linking phrases “This is because,” “Moreover,” and “Firstly” are relevant, but they cannot create a complete line of argument when the ideas they introduce are not expanded. Organise the response into an introduction, separate body paragraphs for distinct reasons, and a conclusion. Use linking expressions to show how each example supports the point, rather than relying mainly on simple signposting.

Lexical Resource: Band 4.5

You use enough basic vocabulary to communicate your main view and example, including “positive development,” “consumers,” and “produced in their countries.” The country and food examples also make the topic clear. However, the range is narrow and several expressions are repetitive or imprecise: “different types of food” and “different types of tastes” repeat the same general wording, while “same choices” does not clearly express what consumers gain. Aim for more precise topic vocabulary and natural collocations, such as “a wider selection,” “imported produce,” or “access to international cuisine.” Also check word forms and phrasing: “There are some several reasons” is not a natural expression. Broader vocabulary would help you explain benefits beyond simply naming foods.

Grammatical Range and Accuracy: Band 4.5

Most of your short sentences are understandable, and you use a few different structures, including a reason clause (“This is because…”) and a relative clause (“food that are not produced…”). However, the range remains limited, with most ideas expressed in simple sentences, and there are errors in basic grammatical patterns. In “most of the individuals,” the article and phrasing are awkward; “individuals have same choices” needs an article before “same”; and “food that are not produced” has a number-agreement problem because “food” is treated as uncountable here. The opening also shifts between “individuals” and “people.” Practise accurate articles, agreement, and sentence combining, then use a wider mix of complex structures to explain causes and results.

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