Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-10-01

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)

I believe that if the girls and boys both are study together. Then they might focus on their study more as compare to those who did not get a chance to study together. Its because if students like boys and girls would in the same cabin and concentrate on their teacher. They will get more knowledge and benefits from their teacher because of their mutual understanding they learn well and can focus on thier lectures constantly. In my opinion both should study together even its a opposite sex because sometimes girls do not understand the topic so they can get help from their class fellow of opposite sex like male who is thier good classmate. As i know male class fellow give more benefit to female class fellows by helping them in their assignments, lectures and topic which they did not understand. And it also supports human brain health regarding to co curriculum activities. They both would get benefit from each other by supporting each other as some females wants to like male so they can experience themselves with male friends. The females can also experience about the male thinking capabilities. They might know about how male students thought. Also male could get a benefit from female student by reaching them for seek of knowledge which they did,t get from their teacher. They can also get a benefit from their female friends by knowing how female reacts in their every day life. By study in co education they both will know each other best in every life situation. They experience each other and know each other more.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the prompt only partially, focusing almost exclusively on the benefits of co-educational settings rather than evaluating both sides or clearly establishing a definitive position on the extent of agreement. The ideas presented are limited and frequently under-developed, relying on repetitive assertions about students helping each other with assignments and understanding opposite-sex perspectives. For instance, the notion that 'male class fellow give more benefit to female class fellows' is repeated in various forms without being extended into well-reasoned arguments or supported by concrete examples. To move to a higher level, the writer needs to present a clear, consistent position throughout the response, fully develop all main ideas with appropriate explanations, and address both perspectives surrounding single-sex versus co-educational schooling.

Coherence and Cohesion: Band 4.0

The response lacks a clear overall progression and is presented as a single dense block of text without paragraphing. Information and ideas are not arranged coherently, making the logical flow difficult to follow. Cohesive devices are either absent or inadequately used, with excessive repetition of basic referencing such as 'they both', 'each other', and 'a benefit from'. For example, phrases like 'They both would get benefit from each other by supporting each other' appear consecutively with little variation. To achieve a higher band, the essay must be structured into logical paragraphs with a clear introduction and conclusion, and employ a wider range of cohesive devices smoothly to connect ideas and signal transitions between points.

Lexical Resource: Band 4.5

The vocabulary used is basic and repetitive, employing a limited range that is minimally adequate for the task. Words such as 'benefit', 'study', 'help', and 'experience' are reused constantly throughout the text. There are noticeable lexical errors and awkward word choices that can cause some difficulty for the reader, such as 'study together even its a opposite sex', 'class fellow', and 'reaching them for seek of knowledge which they did,t get from their teacher'. Spelling errors and incorrect word forms also appear. To improve lexical resource, the writer should build a broader vocabulary related to education and socialization, practice accurate word collocation, and attempt less common lexical items with greater precision.

Grammatical Range and Accuracy: Band 4.5

The response demonstrates a very limited range of grammatical structures, relying heavily on simple and repetitive sentence patterns. Attempts at complex sentences are frequently faulty, leading to frequent errors that cause difficulty for the reader. There are persistent issues with verb forms, subject-verb agreement, articles, and prepositions within grammatical patterns, as seen in sentences like 'if the girls and boys both are study together', 'girls do not understand the topic so they can get help', and 'By study in co education'. Punctuation is also weak, with run-on sentences and incorrect comma splices. To reach a higher standard, the writer must improve control over basic grammatical structures, reduce error frequency across simple sentences, and correctly construct varied complex clauses.

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