Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Recent IELTS Exams (Canada & India) · 2026-10-04

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)

It is widely belive that in several country undergraduate students are not choosing science to study. Why Science require enough time to practise Physics, Chemestry, And Mathmetics. Additionally if pupils choose another subject over science can lead community toward the job cricis and also harm in technology sector. In this eassy I will discuss both view it's causes and effect,and provide my knowledge and experience with relevant example.

In the one hand science is a complex subject mixture of physics, chemestry, biology and mathmatics because of this learners avoid to choosing this. Additionall it is practicle based curriculum which require enough time, focus, and carefull execution in labouratery. Moreover choosing another subjects like commerce and art needs less time comparison to science which can allow students for their part-time job. For example, The time they are investing in science practicle damew time they will use on their part time job which helps them to financislly strong.

On the other hand choosing another subject over science can leads the future toward the poverty as well as devlepmonet of nation. Furthermore, Science is the crucial fundament of innovation and technology which leads the country toward the growth. For instance, numerious of scientis like Sir Issac Newton who is know as the father of science who find the gravity and help the world by his hard work and consitancy.

In conclusion, Intrest of earning money for their basic fundamental of the undergraduate students and escaping from labour works on particular subject is th reason why learners are choosing other subject and if countiniously rise this trend can lead generaton toward the poverty.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses all parts of the prompt, discussing both the causes of the decline in science students and the effects on society, which places it within the expected scope. However, the ideas remain somewhat limited and under-developed. For example, while the writer mentions that science requires time for practical work in laboratories, this point is not fully expanded to explain why students genuinely shy away from it beyond just wanting part-time jobs. Similarly, the effects on society—such as job crises and poverty—are touched upon briefly with general statements like 'harm in technology sector' without deeper elaboration or concrete societal context. The position is stated in the introduction, though phrasing issues slightly obscure clarity. To move higher, the ideas require fuller explanation and more robust supporting arguments.

Coherence and Cohesion: Band 6.0

The essay displays an overall coherent arrangement with a recognizable paragraph structure, including an introduction, two body paragraphs representing different aspects of the prompt, and a conclusion. Transitional markers such as 'In the one hand', 'On the other hand', and 'In conclusion' are used to structure the text, although some cohesive devices are handled mechanically or inaccurately, such as the incorrect prepositional use in 'In the one hand'. Paragraphing is used sufficiently to separate the causes discussed in the first body paragraph from the effects discussed in the second. Referencing between sentences is occasionally unclear, which prevents the progression from feeling entirely smooth. Enhancing the variety of logical connectors and ensuring precise referencing would elevate the cohesion of the essay.

Lexical Resource: Band 5.0

The writer uses an adequate range of vocabulary to address the topic, attempting some less common terms related to education and society such as 'curriculum', 'innovation', and 'fundament'. However, noticeable errors in word choice, word form, and spelling frequently occur throughout the text, including 'belive' instead of believed, 'Chemestry' instead of chemistry, 'Mathmetics' instead of mathematics, 'cricis' instead of crisis, 'eassy' instead of essay, 'practicle' instead of practical, 'damew' instead of same, 'financislly' instead of financially, 'devlepmonet' instead of development, 'numerious' instead of numerous, 'scientis' instead of scientists, 'know' instead of known, 'consitancy' instead of consistency, and 'Intrest' instead of interest. These spelling and word-form errors cause some difficulty for the reader and restrict the score to a limited range.

Grammatical Range and Accuracy: Band 5.0

The student attempts a mix of simple and complex sentence forms, demonstrating some capacity to build multi-clause sentences, such as in the opening thesis statement and conditional structures. However, frequent errors in grammar and punctuation can cause difficulty for the reader. There are persistent issues with subject-verb agreement and word forms acting within grammatical patterns, such as 'Why Science require', 'pupils choose... can lead', 'avoid to choosing', 'choosing another subjects... needs', and 'if countiniously rise this trend can lead generaton'. Articles and pluralisation are also inconsistently handled, as seen in 'in several country' and 'particular subject'. To achieve a higher score, the writer needs to increase the proportion of error-free sentences and exercise tighter control over basic agreement and verb forms.

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