Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-29

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)

From my opinion we must always learn foreign language because it has alot to do outside our daily life. We only speak our native language only just of the reason we have deal with the ongoings around.

Students, workers and travellers oftenly learn the foreign language of specified country they wanna visit but on other hand some people learn the foreign languages is because some of them has hooby related to it or it can be any experience related to it.

Learning new language helps us alot instead of not learning it not just because u are travelling to another country or not but the spcific thing is that it provides wisdomnes. Our lives are just bounded in to a cage we do not know the lifes ou

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You express a general view that learning languages has value beyond travel, and you mention travel, work, and personal interests. However, the response only minimally addresses the prompt: the reasons for learning a language for work are not explained, and the alternative reasons are only briefly suggested through “a hobby” or an experience. Your own opinion is present but not clearly developed or supported with a relevant example. The final sentence is cut off (“we do not know the lifes ou”), leaving the argument incomplete. The response also contains 128 words, below the required 250, so there is not enough development to discuss both views fully. Explain each side and support your position with specific reasons and examples.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response into paragraphs, and phrases such as “on the other hand” and “not just because” signal relationships between ideas. However, the progression is difficult to follow because the opening repeats the idea of speaking a native language without clearly connecting it to the question. Several sentences combine unrelated points, and the final thought stops mid-sentence, so the conclusion and overall direction are unclear. Referencing is also confusing in phrases such as “some of them has hooby related to it,” where it is not clear who “them” refers to. Use one paragraph for each view, followed by a clear opinion, and connect each sentence to a single main point.

Lexical Resource: Band 4.5

You use some vocabulary relevant to the topic, including “foreign language,” “travellers,” “wisdom,” and “experience,” so the reader can identify the general subject. However, the range is basic and several inaccurate or informal choices make meaning less clear. Examples include “alot to do outside our daily life,” “specified country,” and “wisdomnes”; these do not express the intended ideas naturally. Spelling and word-form errors such as “oftenly,” “hooby,” and “spcific” also reduce clarity. Aim for precise topic vocabulary and standard written forms—for example, “broaden one’s perspective” or “personal interest”—and check spelling before submitting. Avoid informal forms such as “wanna” and “u” in an academic essay.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentence forms, including a contrast introduced by “but,” and the main topic is usually recognisable. However, grammatical control is inconsistent, and errors sometimes make relationships between ideas difficult to understand. For example, “We only speak our native language only just of the reason” has an unclear structure, while “some people learn the foreign languages is because” combines incompatible sentence patterns. There are also agreement and article problems in “some of them has” and “the foreign language of specified country.” The final sentence is incomplete, which further disrupts meaning. Practise building clear subject–verb–object sentences first, then add subordinate clauses, checking agreement, articles, and sentence boundaries.

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