Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · IELTS Academic Practice Accelerator · 2026-10-02

IELTS Writing Task 2 question

We no longer need to have animals kept in zoos, so zoos should be closed.

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)

Animals are the organism which are more harmfull as well as more kind then human beings wheaeas some belive that we should not kept animals in zoos as zoos have to be closed .i toally disagree with this notion which i will discuss in upcoming paragraph To began with the first point is if the zological parks get shut down then where we can put wild organisms they start romming in streets in rular areas which creat harm to local individuals although they can start destruction as destroying the things secondly their is lot of deforestation the food chain will totally destroyied the wild organism start eatting small animals as cows goats dogs which comins to deforestation although destroy food chain Further more ,end of wild species if the wild parks start shutting down the creatures those who want medical facalites they cannot get proper treatment which destroy the species of wild organisms more over the organism those who are aged cannot preapare there food by themself the start ending day by day which casuse deforestation as well as create end of wild life speciess moving towards the organism did not get shellter they began romming on roads as well as in urban areas which creat difficulty to local individuals To conclude , if there is no zologigal parks there will lot of deforestation as well as harmfull for living human beings

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response fails to meet the minimum word count requirement of 250 words, as it contains only 232 words. Regarding the content, the writer attempts to address the prompt by expressing a clear position against closing zoos. However, the ideas are limited and under-developed. For instance, the argument that wild animals would roam rural and urban areas if zoos closed is introduced, but it lacks sufficient explanation and logical extension. The points regarding deforestation and the food chain are confused and repetitive, showing only a partial address of the task with underdeveloped reasoning.

Coherence and Cohesion: Band 4.5

There is some basic organization with a distinct introduction, body paragraphs, and conclusion, but the overall progression lacks clarity. Cohesive devices are minimal, mechanical, or inaccurate, such as repetitive transitions like 'further more' and 'to begin with'. Paragraphing is attempted, but the internal structure of the paragraphs is weak, with multiple distinct ideas crammed together without clear logical sequencing or precise referencing pronouns, making the flow disjointed for the reader.

Lexical Resource: Band 4.5

The vocabulary used is limited and repetitive, which strains the reader's understanding. There are frequent word choice and word form errors throughout the text, such as 'harmfull' instead of harmful, 'zological parks' instead of zoological parks, and 'facalites' for facilities. Spelling errors are noticeable, like 'romming' for roaming, 'rular' for rural, and 'shellter' for shelter. The student attempts some less common vocabulary, but these attempts are marred by inaccurate collocations and persistent spelling mistakes.

Grammatical Range and Accuracy: Band 4.5

The writer demonstrates a very limited range of sentence structures, relying heavily on basic, poorly constructed run-on sentences. Attempts at complex sentences are frequent and often faulty, lacking appropriate subordination and coordination. There are pervasive errors in grammar and punctuation, including missing articles, incorrect verb forms ('the start ending'), subject-verb agreement issues, and a lack of capitalisation and proper punctuation at sentence boundaries. These frequent errors cause considerable difficulty and strain for the reader.

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