Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 11 · 2026-10-07

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)

Few people think that the only purpose of learning a foreign language for working or travel purpose. some general say learning foreign language is not only the purpose of travel and work

Firstly, many people have their own perspective for the learning foriegn language but two main purpose record to learn foriegn language travel and work because for the travel learning foriegn language is not compulsory if anyone know their languageca little bit so its acceptable but the other side if any one learn foerign language for the work so its essential role to learn foriegn language

Furthermore, there are to many reason for the learning foreign language not only work or travel there are huge reason for the learning language

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response recognises both views: it mentions travel and work as reasons for learning a language, then says there are other reasons. However, it does not explain those other reasons or give a clear personal opinion, so the main requirements are only minimally addressed. The discussion of travel and work is also unclear: “learning ... is not compulsory” for travel is briefly stated, while learning for work is called essential without an example or explanation. The response is substantially below the required 250 words, which leaves the ideas very limited and under-developed. To improve, state your position directly, explain both viewpoints, and support each with a specific example, such as cultural interest or communicating with family.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response: “Firstly” introduces one point and “Furthermore” signals another. The reader can identify a general movement from travel and work to other possible reasons. However, the response has no clear paragraph structure or conclusion, and the ideas do not develop in a logical sequence. The opening repeats the task rather than establishing a clear position, while the final sentence announces “huge reason” but does not name or explain any. Some linking phrases are used mechanically and do not create meaningful connections between claims. Use separate paragraphs for each view, connect each reason to an explanation or example, and finish with a concise statement of your opinion.

Lexical Resource: Band 4.5

The response uses a small set of relevant topic words, including “foreign language,” “travel,” “work,” and “purpose,” so the general subject is recognisable. However, vocabulary is repetitive, and several word choices or collocations make the meaning difficult to follow, such as “two main purpose record to learn” and “huge reason for the learning language.” There are also spelling errors, including “foriegn” and “foerign,” which reduce accuracy. Aim to use more precise phrases for reasons and benefits, and check spelling carefully. For example, you could write “the main motivations for learning a language” and name specific benefits such as cultural understanding or wider career opportunities.

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect ideas in longer sentences, particularly in the sentence beginning “Firstly,” but control of sentence structure is weak and several clauses run together without clear punctuation. The opening also lacks a complete, well-formed sentence, and the final sentence is incomplete in meaning because it does not specify the reasons being referred to. Basic grammatical patterns are attempted, but errors with sentence boundaries, articles, and clause construction make parts of the argument hard to interpret. Practise writing clear subject–verb sentences first, then combine them with accurate conjunctions. For instance, separate the travel point from the work point rather than joining several claims in one long sentence.

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