Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-10-04

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 modren word girls and boys are educated together in co-educational or mixed schools is the point to discussion many people have different opinions and somehow both are having valid justifications,

Grils interaction with boys in young age give them confidance to speak front of opposit gender, because now girls are not only staying at home and handling family and kids, now in modren word girls are equal responsiable as boys, co-education trained them to handle difficult situations as boys and build their mindset strong, if girls dont have interaction a part from their family members, it would very herd them to servive out side in this world and if we see now a days girls are more succesfull then boys.

Most of the schools are co-educational basis and only few are single-sex schools, which means that it is very difficult to find it near your home, which is also a big problem, co schools are having monitoring system and they are good in it.

At the otherside, religion point of view there are some boundries which people should have to considor also and security point of view also, girls are not strong as boys and if something happend to girls they can not control.

In my opinion girls are made to be care and love not to do hard jobs which boys can do, and co-educational is good if there are some control and eyes on their activities because even single-sex schools reported cases that not allowed in any religion. Trust your child and let them do what they want and good for them.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the prompt partially, exploring both sides of the issue regarding co-educational and single-sex schooling. However, the position is not always clearly sustained throughout the text, shifting abruptly between arguments without deep elaboration. For instance, the point regarding girls building confidence through mixed interaction is introduced but remains limited and under-developed, while the counter-arguments concerning religion and security are mentioned superficially without concrete supporting examples. Ideas tend to be repetitive, particularly when discussing social interactions and gender roles in modern society. To move to a higher level, the writer needs to present a fully developed position with well-supported arguments for both perspectives, ensuring that every main point is extended with clear explanations and relevant real-world examples rather than brief assertions.

Coherence and Cohesion: Band 4.5

There is some basic organisation in the response, dividing ideas into paragraphs, but it lacks a clear overall progression from introduction to conclusion. The flow between sentences feels disjointed due to run-on structures and a heavy reliance on comma splices rather than proper conjunctive devices. For example, sentences like 'Grils interaction with boys in young age give them confidance... because now girls are not only staying at home...' string multiple distinct clauses together without appropriate subordination or punctuation. Cohesive devices are either inadequate or overused, and referencing is sometimes unclear, making it hard for the reader to follow the logical links between arguments. Improving paragraphing and using accurate transitional markers would help create a more seamless and logical progression of ideas throughout the essay.

Lexical Resource: Band 4.5

The vocabulary used is limited and barely adequate for the task. There are noticeable errors in word choice, such as using 'co schools' instead of co-educational schools, and frequent spelling mistakes like 'modren', 'confidance', 'opposit', 'responsiable', 'dont', 'herd', 'servive', 'succefull', 'considor', and 'happend'. These errors sometimes cause difficulty for the reader and reflect a weak control of word formation and spelling. The range of vocabulary is restricted to basic and repetitive terms, lacking the less common lexical items required to discuss educational philosophies with precision. To achieve a higher score, the writer must expand their working vocabulary, pay closer attention to word forms, and eliminate recurrent spelling errors by proofreading their work carefully.

Grammatical Range and Accuracy: Band 4.5

The writer demonstrates a very limited range of sentence structures, relying primarily on simple sentences and lengthy, faulty attempts at complex forms. Frequent grammatical errors occur across the text, including subject-verb agreement issues ('girls and boys are educated... is the point'), missing articles, and incorrect prepositions inside grammatical patterns ('in young age' instead of at a young age). Punctuation is particularly weak, characterised by long run-on sentences joined improperly by commas rather than full stops or semicolons. These frequent errors cause considerable difficulty for the reader and obscure the intended meaning of several statements. To improve, the writer should focus on mastering basic sentence boundaries, reducing grammatical errors in simple structures, and constructing accurate complex sentences.

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