Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 14 · 2026-10-08

IELTS Writing Task 2 question

Some people say that the main environmental problem of our time is the loss of particular species of plants and animals. Others say that there are more important environmental problems. Discuss both these views and give your own opinion.

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Student answer (Band 4.0)

This essay conveys that the problem of our environment is they don’t care about loss of plants and species. Others are focused on more environmental problems.

As an overview Main problem is time. Everybody does not have time they want to go their jobs people don’t care about if a plant is killed or species is killed. In the modern era vehicles are increasingly day by day. In every home there are 2-3 cars and the pollution is increasing day by day that is why some people focusing on other environmental problems.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response touches on both views: it mentions the loss of plants and species, then identifies vehicle pollution as another environmental concern. However, it does not explain why species loss is considered the main problem, develop the alternative view, or give a clear personal opinion. The statement that “the problem of our environment is they don’t care” is difficult to interpret, and the point about people being busy is not sufficiently connected to the task. No relevant example is developed. The response also does not meet the required minimum length, leaving the discussion substantially incomplete. To improve, state your position clearly and explain and support each view with specific reasons and examples.

Coherence and Cohesion: Band 3.5

There is a basic attempt to organise the response: an opening sentence introduces the two views, followed by a paragraph mentioning people’s priorities and vehicle pollution. This gives the reader a general sense of the topic. However, the ideas do not progress into a complete discussion, and the relationship between people lacking time, species loss, and pollution is unclear. The phrase “As an overview” does not introduce a clear summary, while repeated use of “day by day” makes the linking feel repetitive. Develop separate paragraphs for each view and use clear transitions to show how each point supports your argument. A concluding sentence stating your opinion would also give the response a more complete structure.

Lexical Resource: Band 4.5

The response uses some relevant environmental vocabulary, including “loss of plants,” “species,” “vehicles,” and “pollution,” so the general subject is recognisable. There is also an attempt to express change with “increasingly.” However, the range is narrow and several phrases are imprecise or unnatural, such as “the problem of our environment” and “people focusing on other environmental problems.” Repetition of “day by day” and “people” further limits variety. Aim for more precise topic language, for example, “biodiversity loss,” “habitat destruction,” and “air pollution,” and use natural collocations such as “people prioritise other concerns.” This would make the ideas clearer and more suitable for an academic discussion.

Grammatical Range and Accuracy: Band 4.5

The response communicates a few basic ideas through simple sentences, and the sentence beginning “In the modern era” attempts to connect a trend with its consequence. However, grammatical control is uneven. In “the problem of our environment is they don’t care,” the clause after “is” does not fit grammatically with the subject. “Everybody does not have time they want to go their jobs” also combines clauses without clear structure, and “people focusing” lacks a finite verb in this context. There is little variety in sentence patterns, and punctuation does not consistently separate ideas. Practise building accurate subject–verb sentences and joining them with conjunctions or full stops before attempting longer structures.

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