Band 4.5 IELTS Writing Task 2 Model Answer
Overall Band Score: 4.5 · IELTS Summit Mastery · 2026-09-12
IELTS Writing Task 2 question
Write about the following topic:
Many young people choose to take a year out between finishing school and starting university in order to gain work experience or to travel. The experience of non-academic life this offers benefits the individual when they return to education.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your knowledge or experience
Student answer (Band 4.5)
NOWADAYS , EDUCATION PLAYS PART AND PARTIAL ROLE IN EVERY INDIVIDUAL LIFE . SOME PEOPLE SELECT TO TAKE A YEAR OUT BETWEEN FINISHING SCHOOL ANS STARTING UNIVERSITY IN ORDER TO GAIN WORK EXPERIENCE OT TO TRAVEL . THE EXPERIENCE OF NON ACADEMIC LIFE THIC OFFERS BENEFITS THE INDIVIDUAL WHEN THEY RETURN TO EDUCATION . I STRONGLY AGREE WITH THIS STATEMEMT FOR WHICH VINDICATION WOULD VE ELABORATED IN THE UPCOMING PARAGRAPHS .
TO COMMENCE WITH , THERE ARE SEVERAL POSITIVE REASONS ARE ASSOCIATED WITH IT , THE MOST PROMINENT POINT IS , MORE PROGRESS IN WORK . MOST OF THE STUDENTS TAKE BREAK AFTER SECONDARY STANDED BECAUSE THEY FRESH THEIR MIND SO THEY DO WELL IN FURTHER STUDIES . MOREOVER , SOME YOUNGSTER LEARN SOCIAL WORK AND ALSO LEARN COMMUNICATION SKILL . FOR EXAMPLE , IN GAP YEAR MOST OF STUDENT TRAVEL DIFFERENT PLACES AND EXPLORE CULTURE AND LEARN MORAL VALUES .
MOVING FURTHER , THERE ARE NUMEROUS AGREE POINTS . FIRST AND FOREMOST IS , AFTER LONG BREAK THEY CAN FOCUS MORE BETTER THAN CREUH IN DEGREE . OR THEY CAN LEARN MANY WORK EXPERIENCE AND TRAVEL INDEPENDENT , SO THEY CAN EASILY FOCUS MORE AFTER BREAK .
ON THE OTHER HAND , NEGATIVE SIDE CANNOT BE IGNORED . THE MAIN POINT IS ,BECOME LAZY . NUMBER OF STUDENTS BECOME LAZY AND DO NOT FOCUS ON STUDIES PROPERLY THEY BECOME LETHARGIC .IN ADDITION , THEY LOOSE ACADEMIC MOMENTS AND ALSO FORGETING STUDY HABITS . THEREFORE , THEY FEEL UNMOTIVATE TO RETURN TO EXAM .
IN CONCLUSION , AFTER TAKING ALL THE ASPECTS IN MY CONCENDRATION I WOULD LIKE TO EMPAHSIZE THAT BOTH POINTS ARE ASSOCIATED IN TI ,LIKE LEARN COMMUNICATION , SKILL AND DISAGREE SIDE LIKE UNMOTIVATE , LAZY .
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.5 |
Task Achievement / Task Response — Band 5.0
The student addresses all parts of the task by discussing both the advantages and disadvantages of taking a gap year, thereby presenting a clear position agreeing with the prompt. The ideas, such as gaining work experience, enhancing social skills, and the potential pitfalls of becoming lazy or unmotivated, are relevant and understandable. However, many of the supporting points are under-developed and lack extension or concrete examples from the student's actual knowledge or experience, remaining somewhat generalized. For instance, the mention that students learn moral values or travel independently is stated without elaboration. This places the response comfortably at Band 5 for Task Achievement.
Coherence and Cohesion — Band 5.0
The essay is organized into distinct paragraphs, attempting a standard introduction, body paragraphs covering both sides, and a conclusion. However, the logical progression is frequently disrupted by abrupt transitions and repetitive structuring, such as starting paragraphs with 'TO COMMENCE WITH' and 'MOVING FURTHER'. Cohesive devices are often used inaccurately or mechanically, and referencing is occasionally unclear (e.g., 'BOTH POINTS ARE ASSOCIATED IN TI'). Paragraphing is present, but internal cohesion is weak. These features align the response with Band 5 descriptors for Coherence and Cohesion.
Lexical Resource — Band 4.0
The student displays a limited range of vocabulary that is minimally adequate for the task. There are numerous word choice and spelling errors throughout the essay, such as 'ANS' instead of 'AND', 'THIC' instead of 'THIS', 'STATEMEMT' instead of 'STATEMENT', 'VINDICATION', 'CREUH', 'LOOSE' instead of 'LOSE', and 'UNMOTIVATE' instead of 'unmotivated'. Furthermore, the capitalization of the entire text negatively impacts readability. While some attempts are made to use less common vocabulary, the frequent inaccuracies in spelling and collocation cause noticeable difficulty for the reader, fitting the Band 4 descriptor closely.
Grammatical Range and Accuracy — Band 4.0
The response exhibits a very limited range of grammatical structures. Simple sentences predominate, and attempts at complex structures are frequently faulty or ungrammatical, such as in 'MOST OF THE STUDENTS TAKE BREAK AFTER SECONDARY STANDED BECAUSE THEY FRESH THEIR MIND SO THEY DO WELL IN FURTHER STUDIES.' Errors in punctuation, capitalization, and basic sentence construction are frequent and often distort meaning or cause strain for the reader. There is a lack of control over basic grammatical forms, which is characteristic of a Band 4 performance.
See this exact question answered at other band scores — the same prompt compared across bands.
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