Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Recent IELTS Exams (Canada & India) · 2026-10-03

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 4.5)

MOST OF THE COUNTRIES, STUDENTS DIDNOT PREFER TO CHOOSE SCEINCE SUBJECTS AT UNIVERSITY BECAUSE OF THEIR INTEREST IN OTHER SUBJECTS.SOME STUDENTS PREFER ARTS SUBJECT AT UNIVERSITY BECAUSE THEY FEEL DIFFICULTIES IN SCIENCE SUBJECTS AND THEY CANNOT UNDERSTAND SCIENCE AND THEY CHOOSE EASY STUDY.IN OUR COUNTRY IN PAKISTAN, MOSTLY STUDENTS CHOOSE THEIR SUBJECTS ACCORDING TO FUTURE TRENDING JOBS IN PAKISTAN AS IN OUR COUNTRY JOBS PREFERENCE IS MOST IMPORTANT FACTOR IN CHOOSING THEIR SUBJECTS SO THEY PREFER ARTS SUBJECT INSTEAD OF SCIENCE SUBJECTS.MOSTLY PARENTS ALSO TOLD THEIR STUDENTS NOT TO CHOOSE SCIENCE SUBJECT BECAUSE THEY WANT TO STUDY THEIR CHILDREN AS THEY WANT SO THEY ASK STUDENTS TO STUDY IN ARTS SUBJECTS .MAIN REASON IN ALL ASPECTS THAT PARENTS WANT TO STUDY THEIR IN THAT SUBJECT THAT RELATED TO THEIR BUSINESS FIELD. MOSTLY BUSINESS IN PAKISTAN IS RELATED IN ARTS SUBJECT SO THEY ASK STUDENTS TO CHOOSE THEIR FIELDS IN ARTS OR BUSINESS SUBJECTS AND MOSTLY STUDENTS CHOOSE BUSINESS FIELDS LIKE COMMERCE,MBA,ETC.

IT EFFECTS BADLY IN STUDENTS LIFE AS THEY LOOSE THEIR INTEREST IN STUDY AS THEY WANT TO CHOOSE SCIENCE BUT CANNOT CHOOSE THAT SUBJECT.ALMOST IN ALL COUNTRIES, MOST FAVOURITE SUBJECTS ARE SCIENCE SUBJECTS THATS WHY THEIR ARTS FEILD ARE NOT ENOUGH ACCEPTABLE IN MOSTLY COUNTRIES AND THEY DIDNOT GP TO ABROAD FOR HIGHER STUDIES.AND THEIR WISH FOR HIGHER STUDY IN ABROAD BECAME WASTE AND THEIR FUTURE STUCK IN THEIR COUNTRY.EXAMPLE IS MY C0USIN THEY WANT TO BECOME A DOCTOR BUT THEY CHANGE THEIR SUBJECT AND NOW HE STOPPED HIS STUDY IN BACHELOR.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially. While the candidate attempts to discuss both the causes of why students avoid science and the effects on society, the ideas remain limited and under-developed. For instance, the causes are vaguely attributed to students finding science difficult or parents wanting them to enter business fields, but these points are expressed repetitively without clear elaboration. The examples provided, such as the mention of Pakistan and the personal anecdote about a cousin who stopped studying after changing subjects, are disjointed and do not effectively illustrate broader societal effects. To move to a higher band, the writer needs to present a clearer position throughout and fully extend well-supported ideas regarding both the causes and the wider societal implications, avoiding overly general and repetitive assertions.

Coherence and Cohesion: Band 4.5

The response demonstrates some organisation, but there is no clear overall progression of ideas, and the text suffers from a lack of proper paragraphing, as the entire writing is clustered into only two massive blocks of text. Cohesive devices are either inadequate or misused, resulting in a mechanical flow. Referencing is frequently unclear, notably with pronouns like 'they' and 'their' being used ambiguously to refer back and forth between parents, students, and family members without clear antecedents. To achieve a higher level, the writer must ensure a logical sequence of information, utilise paragraphing sufficiently and appropriately to separate distinct main points, and employ cohesive devices more accurately to guide the reader smoothly through the argument.

Lexical Resource: Band 4.5

The vocabulary used is limited and minimally adequate for the task. The writer relies heavily on basic and repetitive terms, such as 'subjects', 'students', 'choose', and 'country'. There are noticeable lexical errors in word choice, collocation, and word form, such as 'didnot prefer to choose', 'arts subject' instead of arts subjects, 'future trending jobs', and 'feild'. These errors and the restricted range of vocabulary can cause some difficulty for the reader and prevent the expression of precise meanings. To improve, the writer needs to expand their lexical repertoire by incorporating less common vocabulary items with greater awareness of appropriate word forms, spelling, and collocations.

Grammatical Range and Accuracy: Band 4.5

The response displays a very limited range of grammatical structures, consisting primarily of simple sentences strung together, often joined inappropriately. When the writer attempts more complex constructions, they are frequently faulty. There are frequent grammatical errors in verb tenses, subject-verb agreement, and articles throughout the text, such as 'students didnot prefer', 'they feel difficulties', 'study their children', and 'their future stuck'. Punctuation is also poorly handled, with missing spaces after full stops and capitalisation issues. These frequent errors cause considerable difficulty for the reader. To reach the next band, the writer must demonstrate greater control over basic grammatical patterns, reduce the frequency of errors, and successfully incorporate a wider mix of accurate simple and complex sentence forms.

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