Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Recent IELTS Exams (Canada & India) · 2026-10-08

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 4.5)

In some countries students merely choose to study science for university it is because of a few reasons firstly it is because science looks way too common and doesn't have scope secondly as more technologies are introduced related to AI and CS it is getting less interesting for students to study science for university third main reason would be tuition fees not for everyone but for some students tuition fee might be High that students can not afford. Majority of the students may not have the interest in that particular subject to study that might be the cause of not enough student who apply for science although it also depends on the student of what they choose as per their interest

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify several plausible causes: limited perceived career prospects, competition from AI and computer science, tuition costs, and students’ personal interests. These points are relevant, but they are mostly listed rather than explained or supported with examples. More importantly, the task also asks about effects on society, and this part is not addressed. The response therefore covers only part of the prompt, with ideas remaining limited and under-developed. The response is also substantially below the required 250 words, which leaves too little space to develop the causes and discuss social consequences. To improve, explain how each cause influences students’ choices, then describe effects such as skills shortages or slower scientific innovation, using a relevant example for support.

Coherence and Cohesion: Band 4.0

The response has a basic sequence: it introduces the issue and then gives several possible causes. Words such as “firstly,” “secondly,” and “third” signal the order of points, so the reader can follow the general direction. However, nearly all the ideas are packed into one long sentence, with little punctuation or paragraphing to separate them. The repeated use of “because” and the shift from listed causes to personal interest also make the progression feel mechanical rather than clearly developed. Organise the answer into paragraphs—for example, one for causes and one for effects—and use clear sentence boundaries. Then connect each point to the next with precise referencing and transitions.

Lexical Resource: Band 5.0

You use some relevant topic vocabulary, including “tuition fees,” “technologies,” “AI,” and “interest,” which helps communicate the general subject. The range is nevertheless limited, and several expressions are vague or unnatural, such as “science looks way too common,” “doesn’t have scope,” and “not enough student who apply.” These choices make some ideas difficult to interpret precisely. Aim for more specific academic phrasing: explain whether science is perceived as offering limited career opportunities, for instance, rather than saying it has no “scope.” Also check collocations and word forms, such as “students applying for science programmes.” Building a small set of topic-specific terms for causes and social effects would help you express the argument more clearly.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect several ideas using clauses, including “as more technologies are introduced” and “although it also depends on the student,” showing some effort to form complex sentences. However, the response relies heavily on one run-on sentence, and punctuation does not clearly mark where clauses or points end. There are also recurring problems with sentence construction and agreement, as in “not enough student who apply” and “tuition fee might be High that students can not afford.” These patterns sometimes make the intended relationships between ideas unclear. Practise writing shorter, complete sentences first, then combine them with accurate connectors. Check subject–verb agreement, plural forms, and clause boundaries, and use full stops to separate each main point.

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

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.