Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Recent IELTS Exams (Canada & India) · 2026-11-08

IELTS Writing Task 2 question

In many countries not enough students are choosing to study science at university. What are the causes of this? What effects does it have on society?

Give reasons for your answer and include relevant examples from your knowledge or experience.

Student answer (Band 5.5)

In several universals not enough learners are choosing to study science at university. This essay will disscuss the main causes of this and how it influence the community.

One major cause why students do not prefer studing science at university is having other subjects that intersets them so they do not count it as a priority. In addition , some times they find it boring and it does not suit their age .For instance people love to discover new subjects such as architecure , degsin , sports , physics also business .A study puplished in NEW YORK university concluded that 80% of students are good in different fileds but science .

An other primary reason ,scholars do not an ability to study science. in other words some not each student have the strength to understand how science works or how they will be using it in the future . For example my brother was really into science howerever when he started learning it he found it so hard so he had to change his field .therefore the science has its own people that really appraciate it and gets it .

The main issue that the society will have if students stopped choosing to study science is the decresing in the number of knowlage and increasing in the number of nature problems that could be solved by scientits.

to sum up , although everyone has his reasons to not study science but the authorities should find a solution to oblige science in universities.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address both causes and effects, and the response stays focused on the question. The causes you identify—students preferring other subjects and finding science difficult—are relevant, and the example about your brother helps illustrate the second point. However, the effects are only briefly stated: “decreasing in the number of knowledge” and more “nature problems” are not explained or supported with a clear example. The discussion of causes also needs fuller development; for instance, explain why science seems less appealing or what makes it difficult to study. Your conclusion proposes that authorities should make science compulsory, but this position is not developed or clearly connected to the effects discussed. Develop each main idea with a specific explanation and consequence.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure, with an introduction, separate paragraphs for causes and effects, and a conclusion. This gives the reader an overall route through the answer. You also use signposting such as “One major cause,” “An other primary reason,” and “to sum up.” However, progression is uneven: the effects paragraph is very short and does not develop the point, while the first cause paragraph moves from subject preferences to a study statistic without a clear link. Some connectors are mechanical or do not show the relationship precisely, as in “therefore” before the broad claim about science having “its own people.” Use clearer links between claims and examples, and organise the effects into a developed paragraph with explicit cause-and-result connections.

Lexical Resource: Band 5.0

You use some vocabulary relevant to the topic, including “priority,” “ability,” “community,” and “solved,” and you attempt to discuss academic choices and social consequences. However, the range is limited, and frequent spelling errors and imprecise word choices sometimes make meaning difficult to follow. Examples include “universals” for countries or universities, “decreasing in the number of knowledge,” and “nature problems.” Several phrases are also unnatural, such as “do not prefer studying” and “the science has its own people.” Aim for accurate topic-specific expressions, such as “declining enrolment in science,” “scientific expertise,” and “environmental problems.” Proofread spelling carefully and choose words that express the intended meaning precisely.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including a reason clause in “One major cause why students do not prefer…” and a conditional structure beginning “if students stopped choosing…”. However, control is inconsistent, and errors in sentence construction, agreement, articles, and punctuation can make some ideas hard to understand. For example, “some not each student have the strength” has an unclear structure and incorrect agreement, while “how it influence the community” does not match the singular subject. Capitalisation and sentence boundaries are also unreliable, as in “in other words” after a full stop and the run-on punctuation in the first cause paragraph. Practise building accurate subject–verb patterns and checking each sentence for a complete, clearly punctuated structure.

See this exact question answered at other band scores. The same prompt compared across bands.

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