Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 18 · 2026-10-12

IELTS Writing Task 2 question

The most important aim of science should be to improve people’s lives. To what extent do you agree or disagree with this statement? Give reasons for your answers and include any relevant examples from your own knowledge or experience.

 

Student answer (Band 4.0)

Nawdays at present time science is most important aim of should be to improve people,s lives.I party agree while most people used to mobile phones, tv , laptop any technology is fast.

On the on hand science should be to improve lives is nowdays and most important aim science because fastly reson we are daily used for technology products such as mobile phone many people sare to daily life think and lang distange people sarning to anything ,we are enjoj to everytime exmpale lesting to musig , watching to dram , anyme .

On the on hand i belive that aim science to improve people lifes . farsty reson aim of science help to studities , and onlne used for all people ,

In my concusion while i agree because aim science is most important in our life ,sech as daily life , studities, any thin is science is valuable.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You give a position—“I party agree”—and refer to ways science and technology can improve daily life, including communication over long distances and entertainment. These points are relevant, but they are only briefly stated and are difficult to understand in places, so the response addresses the question minimally rather than developing reasons and examples. The second body paragraph mentions support for students and online use, but does not explain how these improve people’s lives or provide a specific example. The conclusion repeats your view without adding a clear summary. The response also falls 100 words short of the required minimum, leaving too little space to develop your argument. Explain each reason and support it with a concrete example.

Coherence and Cohesion: Band 4.0

There is an attempt to organise the response into an introduction, two body paragraphs and a conclusion, and phrases such as “On the one hand” and “In my conclusion” signal the intended structure. However, the ideas within paragraphs are not arranged in a clear sequence, and the repeated opening “On the on hand” does not show a clear contrast between points. Several sentences are fragments or strings of loosely connected ideas, making relationships difficult to follow—for example, the list about phones, music and dramas. Build each paragraph around one main point, then explain it and give an example. Use linking expressions only when they accurately show how the ideas relate.

Lexical Resource: Band 4.5

You use some topic-related vocabulary, including “science,” “technology,” “mobile phones,” “online” and “students,” so the reader can identify the general subject. However, the range is basic and repetitive, and frequent spelling errors or unclear word choices strain understanding. Examples include “fastly reson,” “lang distange” and “sarning to anything”; these make it hard to identify the intended meaning. Some expressions, such as “aim science” and “improve people lifes,” also need more natural phrasing. Learn and practise accurate collocations for discussing benefits, such as “improve quality of life” and “enable people to communicate,” and check spelling before submitting.

Grammatical Range and Accuracy: Band 4.0

The response attempts to express an opinion and give reasons, but sentence structures are very limited and errors are frequent enough to distort meaning. For example, “science is most important aim of should be to improve” has an unclear sentence structure, while “many people sare to daily life” does not form a clear grammatical clause. There are also problems with articles, possessives, verb forms and sentence boundaries, as in “aim science help to studities.” Most ideas are presented as fragments or unfinished sentences rather than complete, controlled statements. Practise writing short subject–verb–object sentences first, then combine related ideas using “because” or “which.” Check that every sentence has a clear subject and verb.

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