Band 4.0 IELTS Writing Task 2 Model Answer
Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-10-19
IELTS Writing Task 2 question
Some people regard work as the most important thing in life and have little interest in anything else. Other people are more enthusiastic about their hobbies and leisure interests than their jobs.
Discuss both these attitudes and give your own opinion.
You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.
Student answer (Band 4.0)
As my opinion, some peoples Like there work . They want to earn money to save his and his families future save . Its doesn't mean they dont have hobbies or they don't complete there hobbies . They work also at it's free time they complete there hobbies they play games or any thing . For Example A man who work in an office but
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.0 |
| Coherence and Cohesion | 3.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.0 |
Task Achievement / Task Response: Band 3.0
You begin to express one relevant attitude: some people prioritise work because they want to earn money and secure their family’s future. You also suggest that working people can still enjoy hobbies in their free time. However, the response stops mid-example (“For Example A man who work in an office but”) and does not explain the contrasting attitude of people who value hobbies more than their jobs or give a clear, complete opinion on both views. The ideas are therefore only minimally addressed and remain unsupported. The response also does not meet the 250-word minimum. To improve, discuss both attitudes, state your position clearly, and develop each point with a complete example and explanation.
Coherence and Cohesion: Band 3.0
There is a basic attempt to connect ideas: “They want to earn money” is followed by an explanation about family security, and “For Example” signals an intended illustration. These links show an emerging sense of how to organise an argument. However, the response is a single, unfinished sequence rather than a developed essay, with no clear introduction, body paragraphs, or conclusion. The example breaks off, and the repeated use of “they” makes it difficult to track the people being discussed. Organise the response into paragraphs for the two attitudes and your opinion, and use clear transitions such as “On the other hand” to guide the reader through the comparison.
Lexical Resource: Band 4.5
You use a small set of relevant words and phrases, including “earn money,” “future,” “hobbies,” “free time,” and “play games,” so the general topic is understandable. There is also an attempt to express a reason with “save his and his families future.” However, the vocabulary is basic and repetitive, and several choices or forms are inaccurate, such as “some peoples,” “there work,” and “any thing.” These errors make parts of the message less clear and limit your ability to discuss the topic precisely. Build a wider range of topic vocabulary, for example, “career,” “financial security,” “leisure activities,” and “work-life balance,” and check spelling and possessive forms.
Grammatical Range and Accuracy: Band 4.5
The response mainly uses short, simple statements, with an attempt to join ideas in “It’s doesn’t mean they dont have hobbies or they don't complete there hobbies.” This shows some effort to form a longer sentence, but control is inconsistent. Examples include “some peoples Like there work,” “They work also at it's free time,” and “A man who work in an office but,” where agreement, pronouns, verb forms, and sentence completion are problematic. Capitalisation and apostrophes are also inconsistent. Practise accurate simple sentences first, then combine them using clauses such as “Although some people focus on their careers, they may still make time for hobbies.” Ensure every sentence has a complete main clause.
See this exact question answered at other band scores. The same prompt compared across bands.
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