Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 13 · 2026-09-27

IELTS Writing Task 2 question

Some people say that now we can see films on our phones or tablets there is no need to go to the cinema. Others say that to be fully enjoyed, films need to be seen in a cinema.

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)

as a movie lover ..

I believe that watching movies from home and going to the cinema is completely different , each one has a meaning and different feeling for example going to the cinema and taking a long roadtrip to go there then you pay a ticket for a movie that someone recommended to you or you just saw it's trailer so you decided to give that movie a chance and then you find out that this movie is boring and has no meaning and doesn't match your favors , isn't wasting of time and money ! even with the big screen and all the exitement that is around you .

on the other hand i think that watching a movie at home is much better , you can pause , move around easily , grab your favorite snacks , lay down , or you can just see the headstart of the movie and if you didn't like it ! it is totally fine you can change is at any time you want and see another one , also you can be more relaxed and comfortable when you are at home

at the end its really important to respect other's choices and i believe that every person on earth has it's own opinion about how he can watch a movie or how he thinks about cinamas or watching from home as long as the person is comfortable and convinced about that topic that is all that matters to me

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The student addresses all parts of the task by discussing both watching films at home and going to the cinema, and includes a personal opinion regarding comfort and respect for choices. However, the development of ideas is somewhat limited and discursive rather than fully structured. For instance, the argument about the cinema focuses on a specific scenario of paying for a movie that turns out to be boring, which is a bit narrow. The position is stated, but the ideas tend to wander into general reflections on personal preferences rather than fully exploring broader societal or economic aspects of cinema versus home viewing. Consequently, the response fits the Band 5 descriptors well, as the task is addressed, but ideas remain relatively basic and under-developed.

Coherence and Cohesion: Band 4.0

The text suffers significantly from issues with organisation and paragraphing. The entire response is presented as a loose sequence of clauses connected primarily by commas and run-on structures rather than proper sentences or distinct paragraphs. There are essentially no clear paragraph breaks to separate the introduction, body views, and conclusion. Cohesive devices are minimal and mechanical, often relying on basic linking phrases like 'on the other hand' and 'at the end'. Referencing is also occasionally unclear, such as pronoun shifts and a lack of proper punctuation boundaries between distinct thoughts. This lack of structural control and clear overall progression aligns closely with the Band 4 descriptor.

Lexical Resource: Band 5.0

The student demonstrates a basic and repetitive vocabulary suitable for everyday communication, such as 'movie lover', 'boring', 'snacks', 'comfortable', and 'choices'. There are attempts to use slightly broader terms like 'exitement' (spelled incorrectly) and 'headstart', but these are either inaccurate in collocation or restricted in range. Spelling errors are present, including 'roadtrip', 'exitement', 'cinamas', and punctuation errors like spacing before punctuation marks. The vocabulary is minimally adequate to convey basic opinions about movies, but the frequent lexical and mechanical errors cause occasional strain for the reader, placing it firmly at Band 5.

Grammatical Range and Accuracy: Band 4.0

The grammatical range is severely limited by a lack of proper sentence boundaries. The student writes in long, continuous run-on sentences joined by commas instead of full stops, creating massive comma splices throughout the text, such as '...is completely different , each one has a meaning...'. There is an absence of control over basic punctuation and capitalization at the beginning of sentences and proper nouns. While some simple structures are comprehensible, complex structures are absent or incorrectly formed, and frequent errors persist across the entire text, which heavily disrupts readability and prevents the writing from reaching a higher band.

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