Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · IELTS Summit Mastery · 2026-10-20

IELTS Writing Task 2 question

A huge number of students choose to study English independently on a self- study basis rather than attend a formal course. However, without the assistance of a teacher, students often find it difficult to manage their studies.

To what extent do you agree or disagree ?

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

Student answer (Band 4.0)

Nowadays, students are increasingly choosing to study English by their own on a self-study basis rather than enroll in an official course. However, without the guidance of an expert, students may find it challenging to manage their studies. This essay will examine both views before addressing that students may achieve some accomplishments through a self-study basis, but teacher assistance and an expert's giudance are mandatory.

Students

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The opening identifies the topic and gives a tentative position: self-study can bring “some accomplishments,” but teacher guidance is “mandatory.” However, the response does not develop this position or answer the extent question with reasons and relevant examples. The sentence promising to “examine both views” is not followed by any discussion, and the response ends with the incomplete word “Students.” As a result, the task is addressed only minimally, with no supporting explanation of how teachers help learners manage their studies or when independent study might work. The response is also substantially below the required 250 words. To improve, state your degree of agreement clearly, explain two relevant reasons, and support them with specific examples.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response: an opening introduces the issue, and “However” signals a contrast before the writer states a position. The phrase “This essay will examine both views” also indicates an intended direction. Yet the promised discussion never follows, so there is no progression from introduction to developed points or conclusion. The final standalone “Students” leaves the text unfinished and disrupts the flow. Cohesion is therefore limited to a few simple links rather than connecting a sequence of ideas. Build separate paragraphs for your main reasons, use clear links such as “Firstly” and “For example,” and finish with a conclusion that restates your position.

Lexical Resource: Band 4.5

The response uses some topic-relevant vocabulary, including “self-study basis,” “guidance,” “manage their studies,” and “formal course,” so the subject is generally clear. However, the range is narrow because the response contains very little development, and some expressions are inaccurate or unnatural. “Study English by their own” would be more naturally expressed as “study English on their own,” while “official course” is better rendered as “formal course.” “Achieve some accomplishments” is also awkward; “make some progress” would fit the intended meaning. There is a spelling error in “giudance.” Aim to use a broader set of precise terms for learning strategies and teacher support, checking collocations and spelling as you revise.

Grammatical Range and Accuracy: Band 4.5

The response shows some control of sentence construction, including a complex opening with “rather than” and a contrast introduced by “However.” The sentence beginning “This essay will examine…” also attempts to combine the essay plan with the writer’s position. However, the range is limited, and the final standalone “Students” is an incomplete sentence. In “students are increasingly choosing to study English by their own,” the pronoun pattern is not grammatically formed; use “on their own.” The long final sentence is also difficult to follow because its clauses are joined awkwardly. Practise writing complete sentences with one clear main idea, then add subordinate clauses where appropriate and check pronoun forms and punctuation.

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