Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-10-31

IELTS Writing Task 2 question

In some countries, it can be very difficult for people over the age of 50 to get good jobs, despite their experience.

What do you think are the causes of this problem, and what measures could be taken to solve it?

You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.

Student answer (Band 4.0)

In some countries it can very difficult for people over the age of 50 to get good jobs.while the some other countries it is very easy for people over the age of 50 to get good jobs.

To begin: some financial stronge countries goverment provide over the 50 to get good jobs and some countries goverment provide over the 50 to get medical free and all living faclities free and the poor countries the people servive to get jobs and the jobs is not avalible. It is very worried to the people to jobs. some countries jobs are avalible to young peoples. The people over the age of 50 jobs are not avalible.The reason is the young peoples are more graduate than the old peoples.

Move more: The old people is not a well graduate. Slowly slowly peoples are well graduate and the compenies required a well grauated and good skill workers. The old peoples are not well graduate and the young peoples are well graduate and good skill workers. The young rise on the occasion of the company and the company haer the young peoples on the jobs and the old peoples leave to the jobs.

In conclusion: the old peoples are not a well graduate and not a skill good skill workers in the present time oit is very difficult for people over the 50 to get good jobs.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify a relevant cause: employers may prefer younger applicants because they have more recent qualifications and skills. However, the response only partly answers the question. It does not clearly explain the causes beyond this repeated point, and it offers no practical measures to solve the problem, despite this being a required part of the task. The opening comparison between richer and poorer countries is difficult to follow and is not developed with a clear example. The conclusion repeats the claim about older workers rather than summarising causes and solutions. The response is also 42 words below the 250-word minimum; the 24 words copied from the task prompt were not counted. Develop both parts of the question with specific, relevant examples.

Coherence and Cohesion: Band 4.0

There is an attempt to organise the response with an opening, body paragraphs and a conclusion, and phrases such as “To begin” and “In conclusion” signal stages of the discussion. However, the progression is difficult to follow because ideas are repeated and relationships between them are not made clear. For example, the first body paragraph moves from government support to job availability and then to young people’s qualifications without explaining how these points connect. “Move more” does not clearly introduce a new stage, and several sentences repeat that older people are not well educated or skilled. Use paragraphs to separate causes from solutions, and connect each point with clear explanations and references.

Lexical Resource: Band 4.5

The response uses a small set of relevant terms, including “good jobs,” “graduate,” “skill workers” and “companies,” so the general topic is recognisable. However, vocabulary is repetitive and several word choices or spellings make the meaning unclear, such as “financial stronge countries,” “living faclities” and “the people servive to get jobs.” Phrases such as “the young rise on the occasion of the company” do not express the intended idea naturally. Build a more precise range for discussing employment, qualifications and age discrimination, and check spelling and collocations. For example, distinguish between having a degree, possessing up-to-date skills, and being selected by an employer.

Grammatical Range and Accuracy: Band 4.5

You attempt both short statements and longer sentences, including a reason introduced with “The reason is…”. However, sentence structures are mostly simple, and errors in basic sentence formation frequently make the relationships between ideas hard to understand. Examples include “it can very difficult,” “the jobs is not avalible,” and “The old people is not a well graduate.” There are also problems with articles, agreement, plurals and punctuation, as in the opening sentence, where a full stop is followed immediately by “while.” Practise forming complete sentences with a clear subject and verb, then check agreement and articles. Adding accurate clauses to explain causes and solutions would also broaden the range.

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

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