Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Recent IELTS Exams (Canada & India) · 2026-11-10

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 5.0)

Science is the most important knowledge that is being studied by human all around the world , it is related to every thing that exists or happens around the universe and around our environment , however studying it can be difficult for many people for various reasons

specially in universities and higher educations .

First , studying science in university is hard because the students dives deeper into it and do research about complex contexts and themes as well as new subjects and precise knowledge and facts that has to be accurate such as medicine , biology , veterinary and other stuff related to these subjects ; Science also has another side that is related to electoric and mechanical devices/machines such as computer science , electro mechanical science and so many more that i can't count , that makes it special for the people who intend to study precise knowledge and figure out new scientific theories and more , however people nowadays don't care much about such knowledge compared to the generations before it due to the lack of pattion and the distracted students and the easiness of reaching for an information .

Next , the causes of the students not choosing science more often are impacting society on the long-term because this can cause a lack in scientific jibs and scientific research that every society needs , because they are the ones whom turns into doctors and scientists and so much more , this can affect the evolution of the society .

Finnaly , the higher education of science is very critical in every country and society due its results in between the long and short term

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify plausible reasons for low science enrolment, including the difficulty of university-level study and students’ reduced patience or attention, and you mention possible social effects such as shortages of doctors and researchers. However, the response only partially develops the task: the causes are mixed with a general description of science, while the effects receive only brief treatment. The claim that easier access to information distracts students is not explained or supported with an example, and the final sentence does not add a clear conclusion. To strengthen the response, explain how each cause influences students’ choices and trace specific consequences for society, such as reduced medical capacity or slower technological development, using relevant examples.

Coherence and Cohesion: Band 4.5

There is some organisation: the response moves from an introduction to reasons and then to social effects, and signposts such as “First,” “Next,” and “Finally” help indicate stages. However, progression is not consistently clear. The first main section combines the difficulty of science, lists of subjects, and claims about students’ attitudes in one long paragraph, so the relationship between points is hard to follow. “Next” introduces effects but also repeats the causes, and “Finally” leads to a broad statement rather than a developed conclusion. Use separate paragraphs for causes and effects, and connect each point with clear explanation and reference, rather than relying mainly on sequencing words.

Lexical Resource: Band 5.0

You use some relevant topic vocabulary, including “scientific research,” “complex,” “precise knowledge,” and “evolution of the society,” showing an attempt to discuss the subject beyond basic terms. However, the range is limited and several inaccurate or informal choices make parts difficult to understand, such as “scientific jibs,” “other stuff,” and “reaching for an information.” Spelling errors, including “electoric,” “pattion,” and “Finnaly,” also reduce accuracy. Aim for precise academic collocations and check word forms and spelling. For example, describe a “shortage of skilled professionals” rather than “a lack in scientific jobs,” and use “access to information” instead of “reaching for an information.”

Grammatical Range and Accuracy: Band 5.0

You attempt some complex sentences, particularly when explaining why science can be difficult and how fewer students may affect society. However, these structures are often faulty or run on, as in the long sentence beginning “First, studying science in university is hard,” which joins several ideas with commas and semicolons without clear control. There are also frequent errors in agreement and sentence structure: “the students dives,” “facts that has to be accurate,” and “they are the ones whom turns” should be corrected. Articles and prepositions are also inconsistent, as in “due its results.” Use shorter, controlled sentences, then add subordinate clauses carefully; check that subjects and verbs agree and that each sentence has a clear grammatical structure.

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