Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 11 · 2026-11-09

IELTS Writing Task 2 question

Some people say that the only reason for learning a foreign language is in order to travel to or work in a foreign country. Others say that these are not the only reasons why someone should learn a foreign language.

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)

In recent times, few people argued that the there, is limited reason for practiving a foreign language only for travel or work in foreign countries.On the other hand, some people argue that there are not only one reason why people practing a foreig language.So I fully agree with the second opinion.

Firstly, Numreous people learning the foreign language for go to aborad for their higher studies, it's common in the whole world, not for specfic persons as well as they learning the foreign language for their daily working needs that's they did in differents shops and markets, they learned different type of accents that's are used in different parts of worlds. This may very useful in their daily households and working needs, this practice enhances their communication skills when they worked in call centers and other this types of organization.Otherwise there are

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You state a clear preference for the view that people learn languages for reasons beyond travel and overseas work, and you begin to mention study, everyday needs and communication in workplaces. However, the response does not adequately discuss both views: the travel-and-work position is only briefly introduced, while the alternative is not explained with a complete, relevant argument or examples. The final sentence is unfinished, so the discussion and conclusion are missing. The response also contains 142 words, below the required 250, which leaves the task substantially incomplete. To improve, explain each view in a separate developed paragraph, support your points with specific examples, and finish by restating your opinion.

Coherence and Cohesion: Band 3.5

There is an attempt to organise the response: the opening presents the two positions, and “Firstly” signals a move to supporting points. This gives the reader a basic sense of direction. However, the ideas do not progress into a complete essay: there are no developed paragraphs or conclusion, and the response ends abruptly with “Otherwise there are”. Several points are crowded into one long sentence, making the relationships between studying abroad, daily needs, accents and communication at work difficult to follow. The linking phrases “On the other hand” and “Firstly” are useful beginnings, but the connections between later ideas need to be clearer. Use separate paragraphs for each view and connect each example directly to its main point.

Lexical Resource: Band 5.0

You attempt some topic-relevant vocabulary, including “foreign language”, “higher studies”, “accents” and “communication skills”, so the reader can identify the general subject. However, the range is limited and several spelling and word-choice errors make parts difficult to understand, such as “practiving”, “Numreous”, “aborad” and “differents”. Some phrases are also imprecise, including “daily households” and “other this types of organization”. Build a more reliable set of expressions for discussing language learning, such as educational opportunities, cultural understanding and professional communication. Check spelling carefully and choose collocations that express your intended meaning precisely; this will make your ideas clearer without requiring unnecessarily advanced vocabulary.

Grammatical Range and Accuracy: Band 4.5

You attempt to combine ideas using clauses, for example in “people learning the foreign language for go to aborad for their higher studies”, but the sentence structures are often faulty and the reader has to work to understand them. Verb forms and agreement are inconsistent: “people learning” needs a finite verb, while “they learned” shifts tense without a clear reason. Articles and sentence boundaries also need attention, as in “the there, is limited reason” and the run-on passage beginning “Firstly, Numreous people…”. The final fragment, “Otherwise there are”, is incomplete. Practise writing clear subject–verb sentences first, then add subordinate clauses, checking tense, articles and punctuation before combining ideas.

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