Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 13 · 2026-09-25

IELTS Writing Task 2 question

Some people say History is one of the most important school subjects. Other people think that in today’s world subjects like Science and technology are more important than History.

Discuss both views and give your own opinion.

Give reasons for your answer and include any relevant example form your own knowledge or experience.

Student answer (Band 4.5)

I DO BELIEVE THAT BOTH THE OPINIONS ARE SUBSTANTIAL ON THEIR OWN LOGIC .

HISTORY IS ONE OF THE MOST IMPORTANT TOPIC TO BE DISCUSSED AND TOUGHT AS SUBJECT DUE TO ITS RELEVANCE EVEN IN TODAYS TIME PERIOD , BUT SOME MAY DIFFER DUE TO NOT BEING ABLE TO APPLY ON ANY ADVANCEMENTS EITHER IN TECHNOLOGY & SCIENTIFIC RESEARCH. BUT WE NEED NOT TO FORGET THAT HISTORY TEACHES US THE PAST MISTAKES AND ANCIENT LIFETIME AS HOW PEOPLE WERE TO BE BEHAVED WHAT THEIR WERE ON TO AND WHAT WE COULD GET TO KNOW THATS BENEFICIAL TO US IN TOADYS RUN . WE MUST UNDERSTAND THAT ANCIENT TIMES HAS TAUGHT US MANY THINGS WHICH IS ONLY MADE POSSIBLE BY STUDYING HISTORY . BUT SOME MAY DIFFER ME ON THIS LOGIC DUE TO HISTORY NOT BEING REVEL-ENT IN ANY MODERN PROBLEMS OR STUDIES . PEOPLE NOWADAYS TAKES THEIR CULTURE AND VALUES FOR GRANTED NOT KNOWING THAT HOW HUMANITY HAS BEEN SHAPED AND HOW HISTORY HAS BEEN IMPACTING THEIR DAILY ROUTINES . HISTORY IS GOOD FOR AN PERSON WHO IS AN KNOWLEDGE BUG TRYING TO KNOW WHAT PREVIOUS PEOPLE DID AND WHY BY ONLY STUDYING ANCIENT HISTORY . THUS HISTORY SHOULD BE PREACHED AND MADE ESSENTIAL FOR LITERALLY EVERYONE WHO IS STYING IN COLLEGE FOR THEIR WELL BEING AND WHICH COULD ULTIMATELY LEAD TO BE THEIR OWN BENEFIT IN NEAR FUTURE . IN MY OPINION , TO CONCLUDE HISTORY SUBJECT SHOULD BE AN ALTERNATIVE FEILD MADE AVAILABLE AT EVERY LEVEL OF EDUCATION.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response attempts to discuss both views regarding the importance of history versus science and technology, and gives an opinion. However, the development of ideas is limited and somewhat repetitive. Phrases like 'history teaches us the past mistakes' touch upon relevant points, but these arguments remain under-developed and lack specific examples. The position is stated at the beginning and reiterated at the end, but the overall progression of ideas is hindered by repetitive phrasing and lack of clear supporting evidence. The student touches upon the required parts of the prompt, but the depth of analysis aligns with Band 5 descriptors, where ideas are limited and under-developed.

Coherence and Cohesion: Band 4.0

The text suffers significantly from a lack of proper paragraphing, as it is written as one single, continuous block of text, which severely impacts the readability and logical flow. While there are some basic cohesive ties ('but', 'thus'), referencing is often unclear and mechanical ('due to not being able to apply on any advancements'). There is no clear overall progression of information through distinct paragraphs representing different viewpoints and the conclusion. This lack of structural organisation places the response firmly at Band 4, where information and ideas are not arranged coherently.

Lexical Resource: Band 5.0

The vocabulary used is basic and repetitive, with noticeable errors in word choice, spelling, and collocation. Examples include 'tought' instead of taught, 'todays time period', 'revel-ent' instead of relevant, and 'knowledge bug'. The range of vocabulary is limited and minimally adequate for expressing simple ideas, but frequent errors in word formation ('feild', 'styING') and inappropriate collocations ('history should be preached') cause some difficulty for the reader. These characteristics correspond directly to Band 5, where vocabulary is limited and errors are noticeable.

Grammatical Range and Accuracy: Band 4.0

The essay displays a very limited range of sentence structures, consisting mostly of long, run-on complex sentences that are heavily flawed. There is a lack of control over punctuation, with spaces incorrectly placed before commas and periods throughout the text. Numerous grammatical errors occur, such as subject-verb agreement issues ('people nowadays takes'), incorrect prepositions ('apply on'), and awkward passive constructions ('history should be preached'). These frequent errors distort meaning in places and cause significant difficulty for the reader, fitting the Band 4 descriptor where errors are frequent.

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