Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-09-28

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 4.5)

It is argued that, some people sasy that the only reason for learning a foreign language for travel or work in a foreign country. This essay disagrees with this statement and believes that it is not only reasons to someone should learn a foreign language. The essay will first discuss the potential impact along with supporting arguments, followed by a reasoned conclusion.

To begin with, there are numerous reasons why we should learn a foreign language. There were several language in the would but the fact is that we should communicate in only our mother tounge, so if the all people were speak, communicate and understand the only one language is very easy to go things. Moreover, nowadays people are moving abroad for their future career and better eeducation, so people have to aware of the global language. For example, if the person was learning about the foriegn language it's very conveninet for them to survive in other countryand also with other people. Furthermore, they could clearly understand the communication and attend all the lectures deeply, if they learn and knowing about the foriegn language.

Some may offer a contrary arguments that, people can learn foriegn language only the purpose for travelling and working ot getting job in another country. The most concerning aspect about this fact as having knowledge about the foreign language its very important for all people. Additionally, if people are not aware about the language they can't survive in any places of the country. In some emergences, they could find the help for them and they feel frustrated and linely in some times.

To conclude, the government should put some trict rulles about to learn a foriegn language then after they can move in any country easily.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses all parts of the task by discussing both views on learning a foreign language—that it is solely for travel/work, and the view that there are other reasons—and provides a clear personal opinion in the introduction. However, the development of ideas lacks clarity and depth. For instance, sentences like 'There were several language in the would but the fact is that we should communicate in only our mother tounge' are confusing and detract from the argument. The ideas in the second and third body paragraphs are somewhat repetitive and over-generalized, particularly regarding survival and communication barriers. While all task requirements are covered, the overall development is limited and occasionally unclear, which aligns closely with Band 5.

Coherence and Cohesion: Band 5.0

The essay displays some basic organization, featuring an introduction, body paragraphs, and a brief concluding sentence, showing an attempt at a logical structure. However, there is a clear lack of overall progression and logical flow between sentences. Cohesive devices are often inaccurate or mechanically applied, such as 'To begin with,' 'Moreover,' 'Furthermore,' and 'To conclude,' which sometimes introduce ideas that do not follow smoothly from the previous ones. Paragraphing is attempted, but the internal cohesion within paragraphs is weak. For example, the transition from discussing global careers to studying lectures in the second paragraph is abrupt. Pronoun referencing and linking are frequently faulty, leading to a score of 5.0.

Lexical Resource: Band 4.0

The student uses a limited and frequently repetitive vocabulary, with frequent errors in word choice and spelling that impede communication at times. Examples include spelling errors such as 'sasy' instead of say, 'tounge' instead of tongue, 'would' instead of world, 'eeducation' instead of education, 'foriegn' instead of foreign, 'conveninet' instead of convenient, 'emergences' instead of emergencies, 'linely' instead of lonely, 'trict' instead of strict, and 'rulles' instead of rules. While the writer attempts to use some less common vocabulary such as 'convenient', 'survive', and 'frustrated', the high frequency of basic lexical and spelling errors places this response firmly in Band 4.

Grammatical Range and Accuracy: Band 4.0

The response exhibits a very limited range of grammatical structures, relying heavily on simple sentences and frequently faulty attempts at complex clauses. There are numerous grammatical errors throughout the text that cause serious difficulty for the reader, such as 'it is argued that, some people sasy that the only reason for learning a foreign language for travel or work' and 'so if the all people were speak, communicate and understand the only one language is very easy to go things.' Punctuation is also poorly handled, with commas misused and missing terminal punctuation in places. Because errors are frequent, systematic, and often distort the intended meaning, the performance reflects a Band 4.

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