Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 14 · 2026-10-02

IELTS Writing Task 2 question

Some people believe that it is best to accept a bad situation, such as an unsatisfactory job or shortage of money. Others argue that it is better to try and improve such situations.

Discuss both views and give your own opinion.

 

Student answer (Band 4.5)

accept your mistake or try again

So accept a situation where you were bad, or you don't have money according to me, it is true that sometimes the time is not ours and the place is not our so it is good to accept that bad situation. Because that time you can't do anything to me if you are trying if you are preparing a test and you have studied a very much good but in the test time, but you failed, it is good thing if you finish that you can't do that things so without taking any kind of pressure in your mind, accept that you fail without any without taking any pressure in your mind. That's a good thing

on the other hand if you, if you accept where you were bad or you don't have money, it means you can't do anything. According to me. You have to try again and again because time and Pl change, but our thinking will not change if you think you can do, it means you can do it, so you have to focus on your goal to achieve it, and like for example, if you are preparing for test and on tomorrow, you are giving your test and you failed, it means you are learning from that thing which you write wrong and you learn from your failure and your failure will tell that you have tried

Show my point of view if we try if we not try, but in the end, we have to do that thing because money and time, not wait for you. You you have to run for them or Live for them. If you want, you will live, otherwise you can't survive in the society or your country. Thank you.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially. While the writer touches upon both views—acknowledging the perspective of accepting difficult situations, such as failing a test, as well as the opposing view of trying again and learning from failure—the position remains somewhat unclear and shifts throughout the essay. The ideas presented are limited and under-developed, relying heavily on repetitive examples like failing a test rather than expanding on deeper socio-economic or professional realities. To move to a higher level, the writer needs to present a fully developed position with well-supported arguments that explore both sides of the prompt in greater depth and with clearer focus.

Coherence and Cohesion: Band 4.5

The essay displays some organisation with basic transitions like 'on the other hand' and 'for example', but there is no clear overall progression. The writing is hindered by a lack of proper paragraphing, as the text is divided into dense, run-on blocks that make the logical flow difficult to follow. Additionally, cohesive devices are often inadequate or repetitive, and referencing is sometimes unclear, such as ambiguous pronoun use ('that things', 'that thing'). To improve in this area, the writer should structure the response into distinct paragraphs with a clear introduction, body paragraphs for each view, and a conclusion, using a wider variety of cohesive ties to guide the reader smoothly through the argument.

Lexical Resource: Band 4.5

The vocabulary used is limited and minimally adequate for the task. The writer relies on basic, repetitive terms and phrases throughout the response, such as 'bad situation', 'money', and 'try again'. There are noticeable lexical errors and awkward collocations that cause some difficulty for the reader, for instance, 'the time is not ours and the place is not our' and 'studied a very much good'. To achieve a higher score, the writer must expand their lexical range by incorporating less common vocabulary and idiomatic phrases with greater precision, while paying closer attention to word choice and collocation.

Grammatical Range and Accuracy: Band 4.5

The response demonstrates a very limited range of structures, consisting mostly of simple and repetitive sentence forms. When the writer attempts complex sentences, they are frequently faulty, leading to frequent errors that can cause difficulty for the reader. Issues are evident in basic grammatical patterns, verb tenses, subject-verb agreement, and punctuation, as seen in sentences like 'Because that time you can't do anything to me if you are trying if you are preparing a test' and 'money and time, not wait for you.' To progress, the writer needs to incorporate a wider variety of grammatical structures with improved accuracy, ensuring that complex sentences are constructed correctly and punctuation is used to clarify meaning.

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