Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Recent IELTS Exams (Canada & India) · 2026-10-02

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)

In many countries some students do not like study science subject in the university because they think studying a science is a difficult for them. Sometimes it gives major effects on country such as, they get lack of scientists and other professionals.

In the causes, students do not like sceince subject because they think science formulas and sums are difficult to solve. So, sometimes they may get less marks or maybe fail in the exam because they can not understand this things easily. For example, a school has less students in the science field because students think science is a difficult to study for them and they may be fail in the science subject examination. So they do not like to study the science at school. As a result, school has less students who choose science.

In the effects, countries have less professionals from science background because their students do not prefer to choose science subject at university. Therefore, their technologies can not imporve much because lack of scientists and other professionals in country who can find new researches. For example, a country has less students who choose science subject. So, this country has less technological innovations compared to other countries because lack of scientist and engineers. Also, it is remained behind in new technology innovations compared to other countries which have many scietists and other professionals.

In conclusion, students do not want to study science subject because they think it may be difficult for them to remember sums and hard formulas. As a result, it can be effected on country because country get less scientist and other professionals who can find new differents researches for their country.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response partially addresses the prompt by discussing both the causes of students avoiding science and the resulting effects on society. However, the ideas remain quite limited and under-developed throughout the essay. For instance, the explanation of causes relies heavily on repetitive claims that science involves 'difficult formulas' and that students 'may fail in the exam,' without exploring deeper educational or societal factors. Similarly, the effects are restricted to broad statements about countries having fewer scientists and lower technological innovation, using repetitive phrasing such as 'a country has less students who choose science.' The position is expressed, but the lack of fully extended supporting details keeps the content restricted.

Coherence and Cohesion: Band 5.5

The essay demonstrates some organization with a recognizable introduction, body paragraphs addressing causes and effects separately, and a brief conclusion. However, there is a lack of clear overall progression due to repetitive phrasing and circular arguments, particularly in the second and third body paragraphs where examples simply restate the preceding points. Cohesive devices are used, but they tend to be mechanical and repetitive, with frequent reliance on transition markers like 'In the causes,' 'In the effects,' and 'So.' Paragraphing is attempted, but the internal logical flow between sentences often stumbles because referencing is not always clear or natural.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for the task. The writer relies heavily on basic, repetitive words and phrases, such as 'science subject,' 'difficult,' and 'less students.' There are also noticeable word-choice, word-form, and spelling errors throughout the text, including 'study science subject' instead of 'studying science subjects,' 'imporve' instead of 'improve,' 'differents researches' instead of 'different types of research,' and 'scietists' instead of 'scientists.' While the meaning remains generally discernible, these lexical inaccuracies and the restricted range of vocabulary constrain the effectiveness of the communication.

Grammatical Range and Accuracy: Band 5.0

The writer uses a very limited range of sentence structures, relying mostly on simple sentences and basic coordinating clauses. Attempts at complex sentences are frequently faulty, such as in the phrase 'because they think science is a difficult to study for them.' There are frequent errors in grammar, including articles ('study science subject' instead of 'studying science subjects'), plurals ('a country has less students'), and verb patterns ('they do not like study science'). These persistent errors occur across various grammatical categories and can occasionally cause difficulty for the reader, reflecting basic control over simple sentence forms.

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