Band 5.0 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-08-25
IELTS Writing Task 2 question
Access to clean water is a basic human right. Therefore every home should have a water supply that is provided free of charge.
Do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Student answer (Band 5.0)
Access to clean water is a basic human right. I completely agree about this statement's, therefore every home should have a water supply that is provided free of charge. The first reason is for health. Clean water is essential for drinking, cooking and hygiene without it. People get sick for disease. Like fever , dangue and assdama. If the government provides water for free, even poor people families can stay healthy . For example , many vegetables and fruits in Pakistan . People drink dirty water from wells because they can not afford clean water in Pakistan . The second reason is equality . Water is needed for survival. Just like air. If we talk about rich and poor people.They are poor people. If they have pay for water then, for they very difficult. If I talk about rich people. So, they have pay easily for water. Some people say that free water will be wasted. But if I talk about wasted water so
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 4.5
The response fails to meet the minimum word count requirement of 250 words, reaching only 164 words. This significantly impacts the development of ideas, as the arguments regarding health and equality are left underdeveloped and truncated. While the student clearly states their position in the introduction, the lack of sufficient length means the task is only partially addressed. The conclusion is entirely missing, and the final sentence is incomplete. To improve, the student must expand on their points with more detailed explanations and examples, ensuring a full structure including an introduction, body paragraphs, and a clear conclusion.
Coherence and Cohesion — Band 5.0
The essay shows some attempt at logical organization by using transition phrases like 'The first reason' and 'The second reason'. However, the paragraphing is inconsistent and the flow is frequently disrupted by fragmented sentences and incomplete thoughts. The use of cohesive devices is mechanical and sometimes inaccurate, such as the repetitive use of 'If I talk about'. The lack of a conclusion and the abrupt ending of the final sentence further hinder the overall coherence of the piece. Better use of linking words and a more structured approach to paragraphing are needed to improve the logical progression.
Lexical Resource — Band 5.0
The vocabulary is quite limited and repetitive, relying on basic terms such as 'good', 'bad', 'sick', and 'water'. There are several errors in word choice and spelling, such as 'dangue' (dengue) and 'assdama' (asthma). The student struggles to express more complex ideas due to a restricted range of vocabulary. To achieve a higher band score, the student should focus on learning topic-specific collocations related to public policy, human rights, and socioeconomic issues, and work on using more precise terminology to convey their arguments effectively.
Grammatical Range and Accuracy — Band 4.5
The grammar is characterized by frequent errors that occasionally impede communication. There are issues with sentence structure, such as fragments ('Like fever, dangue and assdama') and incorrect verb forms ('If they have pay for water'). Punctuation is also problematic, with inconsistent spacing and misuse of commas. The range of structures is limited, consisting mostly of simple sentences. To improve, the student needs to focus on basic sentence construction, subject-verb agreement, and the correct use of complex sentence structures to demonstrate a wider range of grammatical control.
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