Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 18 · 2026-10-05

IELTS Writing Task 2 question

Some university students want to learn about other subjects in addition to their main subjects. Others believe it is more important to give all their time and attention to studying for a qualification. Discuss both these views and give your opinion. Give reasons for your answer and include relevant examples from your own knowledge or experience.

 

Student answer (Band 4.0)

Nowadas it is seen that coege students want to take on more couse work in addition to their major course work. Some believe it is more impotant to give a thei time to studing for a quaficaftoon this essa wi discuss both views and give and opinion.

To begin , some of the students beive that it is more impotant to learn about more subjects in addition to theis main subject is because some students have moe intests apat from their main subject and are wiing to ean morre and tae on more work load to be able to expand thier knowledge while some some others think that it is extra work load because some students can bare eep up with thier main stujects whie some ma see it as a distaction from their main schoo wor for example students with adhd tend not be able to focus on to many things at a time some diverting or adding to their subjcts might be setting them up

However , i am off the opinio

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response fails to meet the minimum length requirement of 250 words, stopping abruptly at 174 words and cutting off mid-sentence ("However , i am off the opinio"). While the writer attempts to introduce both views regarding university students studying extra subjects, the ideas are severely limited and under-developed due to the truncated length. The position is barely outlined and never fully supported. To reach a higher band, the writer must complete the essay, develop fully formed arguments for both perspectives, and provide a clear, well-reasoned personal conclusion while ensuring the word count requirement is fully satisfied.

Coherence and Cohesion: Band 4.0

Information and ideas are not arranged in a fully coherent manner across the text. While there is a basic attempt to structure an introduction and body paragraph, the lack of completion and abrupt end severely disrupts the overall logical progression. Paragraphing is attempted, but the second body paragraph runs on as a single, extremely long, unpunctuated sentence containing multiple clauses ("To begin , some of the students beive..."). Cohesive devices are minimal and basic, such as "To begin" and "However". To improve coherence, the writer needs to break long, run-on sentences into manageable segments, use a wider and more accurate range of connecting words, and ensure every paragraph builds logically toward a clear conclusion.

Lexical Resource: Band 4.5

The vocabulary used is basic and limited, featuring numerous spelling and word-form errors that reflect a restricted lexical range. Examples of spelling errors include "Nowadas" for nowadays, "coege" for college, "couse" for course, "impotant" for important, "quaficaftoon" for qualification, "beive" for believe, "apats" for apart, and "wiing" for willing. Word choice is also imprecise, such as "give a thei time" instead of devote all their time. While these errors do not completely block communication, their frequency prevents the vocabulary from being considered adequate for higher bands. To progress, the writer must expand their working vocabulary and practice accurate spelling and word formation.

Grammatical Range and Accuracy: Band 4.5

The grammatical structures are heavily constrained, and the text contains frequent errors that impede clarity. There is a heavy reliance on poorly controlled complex sentences that lack proper punctuation and conjunctions, such as the massive run-on sentence in the second paragraph. Punctuation is used incorrectly, demonstrated by spaces before commas and missing periods at sentence boundaries, culminating in an unfinished sentence fragment at the end. Errors also appear in verb forms and agreement ("coege students want", "students with adhd tend not be able"). To achieve a higher band, the writer needs to demonstrate control over simple and complex sentence forms, use correct punctuation, and eliminate frequent basic grammatical errors.

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