Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 20 · 2026-10-28

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 4.0)

It is often aruged that acces to drinking water is basic human right. therefore every home should have a water supply that id provided free of charge. In my opinion i compelety agree with the view because in many countries people are dying due to lack of water and this can cause loss of development.

first and foremost, there are clear reasons why people are dying in regions of the world because they can not accese drinking water in their everyday life. For example many childerns in africa are dying because they dont have any water.

To conclude it is important for people to have water theyre own

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

You state a clear position—“I completely agree”—and give a relevant central reason: people suffer or die when they cannot access drinking water. However, the response addresses the task only minimally. It does not explain why water should be free in every home, distinguish access to water from the cost of supplying it, or develop the brief example about children in Africa. The conclusion, “it is important for people to have water,” does not fully restate or support your argument. The response is 96 words, below the required 250; 12 words copied from the prompt were not counted. To strengthen your answer, develop at least two reasons, explain each with detail, and include a specific example before concluding.

Coherence and Cohesion: Band 4.5

Your response has a basic overall shape: an introduction, a body paragraph beginning “first and foremost,” and a concluding sentence. The reader can follow your main position and the reason you give. However, the argument does not progress beyond one briefly stated point, and the conclusion is too short to bring the discussion together. The linking phrases “therefore,” “first and foremost,” and “to conclude” signal stages, but they cannot replace developed connections between ideas. The example about children in Africa is not explained or linked clearly to the claim about free household water. For a stronger response, organise separate reasons into paragraphs and use follow-up sentences to show how each example supports your position.

Lexical Resource: Band 4.5

You use relevant topic vocabulary, including “drinking water,” “lack of water,” and “water supply,” so the central subject is clear. However, the range is narrow and several spelling errors make the writing look less controlled: “aruged,” “acces,” “compelety,” “accese,” and “childerns.” Some expressions are also imprecise or unnatural, such as “loss of development” and “have water theyre own.” These choices limit clarity and precision, even though the reader can understand the main point. Build a wider set of accurate phrases for discussing access, affordability, public services, and health, and check spelling carefully. Using more precise wording would help you explain not only the need for water but also why its supply should be free.

Grammatical Range and Accuracy: Band 4.5

You communicate your basic opinion using simple sentence patterns, and the opening includes a reason introduced by “because.” However, grammatical control is inconsistent. For example, “water is basic human right” needs an article, and “every home should have a water supply that id provided” contains an incorrect verb form. The sentence beginning “there are clear reasons why people are dying” is difficult to manage and does not clearly express the intended relationship. Capitalisation and punctuation also need attention, particularly the lowercase “therefore” and “i.” Most sentences are simple, so there is little evidence of a wider range of structures. Practise accurate articles, subject–verb patterns, and sentence boundaries, then add controlled complex sentences to explain causes and examples.

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