Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-09-25

IELTS Writing Task 2 question

In many parts of the world girls and boys are educated together in co-educational or mixed schools. Some people think that girls and boys benefit from being educated separately in single-sex schools. To what extent do you agree with this view?

Give reasons for your answer and include any relevant examples from your own knowledge and experience. Write at least 250 words.

Student answer (Band 4.5)

In some areas of the globe girls and boys are being taught in one accord in co-educatonal or mixed schools. Most individuals feel that girls and boys gain from being taught separately in same-sex instiutions.

From my own point of view, i belive students benefit more from same-sex schools because firstly they would not be any form of distraction from the opposite genders due to the way they dress or other mode of distractions.

And this brings a lot of focus and composure to both genders in their academics and other areas.

Secondly, same-sex schools promotes more participation, some students may feel more comfotrtable speaking up or participating in class when only their gender is present.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The student attempts to address the prompt regarding single-sex versus co-educational schools, taking a clear position in favour of same-sex education. However, the response is severely under-length, containing only 116 words compared to the required minimum of 250 words. Because of this major omission in length, the ideas are severely underdeveloped, and the prompt cannot be fully covered. There is an introduction and two brief body points regarding distraction and participation, but they lack sufficient support, explanation, and examples. Consequently, the task is only partially addressed, leading to a low band score.

Coherence and Cohesion: Band 5.0

The text shows a basic attempt at organisation, using transition markers such as 'firstly' and 'secondly' to sequence the arguments. However, paragraphing is poorly handled, with the first body point broken into two very short, fragmented paragraphs ('...distractions. And this brings...'). Cohesive devices are mechanical and sometimes inaccurate, and referencing is weak, such as using 'i belive' with a lowercase pronoun and unclear pronoun reference. There is no clear overall progression due to the extreme brevity of the response, limiting the coherence to a lower-intermediate level.

Lexical Resource: Band 5.0

The student uses a minimally adequate vocabulary to express simple ideas, such as 'co-educatonal', 'distraction', 'participation', and 'same-sex institutions'. There are noticeable spelling and typographical errors, including 'co-educatonal', 'instiutions', 'comfotrtable', and the lowercase pronoun 'i'. While the student attempts less common expressions like 'in one accord' (which is used inappropriately here), the range is limited and repetitive. Vocabulary errors do not completely block communication, but they highlight a restricted lexical resource.

Grammatical Range and Accuracy: Band 4.5

The writing demonstrates a very limited range of grammatical structures. Most sentences are simple or poorly constructed complex forms. There are frequent grammatical errors, such as missing articles, punctuation flaws, and capitalization issues ('i belive'). For instance, the sentence 'they would not be any form of distraction' uses incorrect existential phrasing. Complex structures are attempted but are faulty. Although the meaning can generally be extracted, the high frequency of errors across a short text prevents the writer from achieving a higher score.

See this exact question answered at other band scores. The same prompt compared across bands.

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