Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 18 · 2026-10-21

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 4.5)

In today,s rapidly changing world have long been ongoing among peoples. most of the students who are very self assu red in his study and they want to reads other books whereby they are delight to learning. Although it is good for her knowledge to achivee advanced for his qualifications.

Overall the situation is that university students gives proper time to his studies who they are studied in universities. It is the crucial benefit is the student only focused his study goal furthermore to be know with the fact that of keeping physical studing and activity is good for learning and accountability dedication, leaderships among many other traits and it helps to maint the quality of study and memory. From my perspective way students must reads other types of books who they are really interested and which helps to maint quality of study.

For exaample when they learning different outlook his degree in my time i also read exploring nature books and they are very refreshing for my soil in which story is read after hardmonths work nothing is more invigorating that an excursion in the natural sights and sounds. Aa customarily in the morning in a car got their freshly time effectively. I really unwound riding on such adventures road run through mountain with overhung trees. After i completed this novel my reaction is amazing varied impression calm of heart and peace of mind then after i starting again my study i also enjoyed.

In conclusion reading different novels and stories related to his own study its very benefical for health and memory then after university students learning happiness.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response shows a limited connection to the topic and gives a personal view that students should read other books alongside their studies. However, it does not clearly discuss both positions in the question: the argument for concentrating all time on a qualification is only briefly suggested, and the benefits of studying unrelated subjects are not explained in a focused way. The example about reading nature books and enjoying a mountain journey is personal, but its link to learning other subjects or academic outcomes remains unclear. The conclusion repeats a general preference for reading rather than summarising the two views. To strengthen the response, state both viewpoints explicitly, explain the reasons behind each, and support them with examples directly relevant to university study.

Coherence and Cohesion: Band 4.0

There is an attempt to organise the response into an opening, a main discussion, a personal example and a conclusion. Some links are signalled with phrases such as “Overall,” “For example” and “In conclusion.” However, the progression is difficult to follow because ideas within paragraphs are not clearly connected, and several sentences combine unrelated points. For instance, the discussion of physical activity, leadership and memory shifts away from the question without explaining the relationship between them. The example paragraph also moves from reading nature books to a car journey and then back to studying. Use one clear purpose for each paragraph, arrange supporting details in a logical order, and make references and transitions explicit.

Lexical Resource: Band 4.5

The response attempts some topic-related and descriptive vocabulary, including “qualification,” “leadership,” “invigorating” and “peace of mind.” These choices show an effort to express more than basic ideas. However, vocabulary is often inaccurate, repetitive or difficult to interpret, which strains communication. Phrases such as “self assu red in his study,” “delight to learning” and “maint the quality of study” do not convey the intended meaning naturally. Spelling and word-form errors, including “achivee,” “exaample” and “benefical,” also reduce clarity. Build a reliable range of phrases for discussing academic choices, and check collocations, spelling and word forms so that descriptive language supports rather than obscures the argument.

Grammatical Range and Accuracy: Band 4.5

There are attempts to use longer structures, including “Although it is good for her knowledge…” and the sentence beginning “when they learning different outlook…”. However, these structures are frequently incomplete or inaccurately formed, and the response relies on sentence patterns that make relationships between ideas unclear. Examples include “university students gives,” “who they are studied,” and “After i completed this novel my reaction is…,” where agreement, verb forms and tense control are problematic. Articles, pronouns and punctuation are also inconsistent. Practise forming complete sentences with a clear subject and verb, then check agreement and maintain consistent tense. More accurate simple sentences would make the ideas easier to understand before adding complex clauses.

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