Band 4.5 IELTS Writing Task 2 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-10-01
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 4.5)
Access to clean water is basic human right, therefore every home should have a water supply that is provided free of charges, and i partly agree with this decision, as i agree that both ideas have valid points.
In the one hand, access to clean water is important human right and people should get water for their important utilisations, like example homes need clean water to cooking food and make drinks like juices plus showering and cleaning clothes, because if they can't access to clean water in this important things many problems will happen for example skin and stomic diseases, moreover this clean water must be free, if homes pay for this utilisations it will be expensive because people cook and get showering everyday.
By contrast, many people use clean water in bas things, for instance many people use it for cleaning cars and animals, and others use it for their gardens.
Finally, i want to say that government must order the essentials for use and make
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 4.0
The response responds to the task only minimally, and most importantly, the length requirement is NOT met, as the essay contains only 167 words against the required 250-word minimum. The student attempts to present a position by stating they 'partly agree', but the ideas provided are very limited and underdeveloped. While there is a brief mention of domestic uses and water wastage, the arguments lack extension, clear examples, and proper integration with the prompt. The text also cuts off abruptly at the end ('government must order the essentials for use and make'), leaving the main argument incomplete.
Coherence and Cohesion: Band 4.5
The text demonstrates some basic organisation, opening with an introductory statement and attempting to separate points using linking phrases such as 'In the one hand', 'By contrast', and 'Finally'. However, there is no clear overall progression or logical structure across the response. Cohesive devices are used awkwardly or inaccurately, such as the incorrect collocation 'In the one hand' instead of 'On the one hand'. Paragraphing is attempted, but the final paragraph is incomplete and abrupt. Referencing is also weak, making it difficult to follow the logical development of ideas.
Lexical Resource: Band 5.0
The vocabulary used is basic, repetitive, and minimally adequate for the task. The student relies heavily on simple words and makes noticeable errors in word choice, such as 'important utilisations' instead of 'essential uses' or 'purposes', and 'bas things' instead of 'bad things' or 'inappropriate ways'. There are also awkward collocations and lexical slips like 'stomic diseases' (spelling error) and 'get showering' instead of 'take a shower'. These lexical limitations and errors cause some difficulty for the reader and reflect a restricted vocabulary range.
Grammatical Range and Accuracy: Band 5.0
The writing shows a very limited range of structures, relying mostly on long, run-on sentences connected by commas rather than proper subordination or punctuation. There are frequent grammatical errors in sentence structures, articles, plurals, and prepositions, such as 'is basic human right' (missing article), 'to cooking food' instead of 'for cooking food', and issues with subject-verb agreement and tense consistency. Punctuation is also weak, featuring lowercase 'i' pronouns and comma splices throughout. These frequent errors cause strain and difficulty for the reader.
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