Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Recent IELTS Exams (Canada & India) · 2026-10-19

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 recent years, the number students who chossing other subjects in university instead of science subjects increased singnificantly.Science studies are very essential for the growth of any nation and further development.

On one hand, many students want to study in other subjects such as arts subject or any other field of study rather than science because, students got addmission in other subjects easily, reasonable fees, low percentage in pervious academic studies, effortlessly got higher marks.These factors encourage eductors to take addmission in other fields.For instance, if the grade of student low or they have low budget for studies than they not be able to peruser studies in science subject becauce requierments of science field are very high inculding high fees, great marks etc.In fact, its also depends on the interest of student.

On at another hand, selecting other subjects instead science widely has deterimental

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify a relevant cause: students may choose other subjects because admission is easier, fees are lower, and science requires stronger grades and greater resources. You also briefly mention personal interest. However, the response addresses the task only partially: it does not explain the effects on society, and the final sentence stops before stating what those effects are. The causes are listed rather than developed with clear explanation or a relevant example. The response is also 106 words below the required minimum, which leaves too little space to answer both parts adequately. To improve, explain several consequences—for example, shortages of scientists or slower technological progress—and support each main point with a specific example.

Coherence and Cohesion: Band 4.5

There is an attempt to organise the response into an introduction and body paragraphs, and phrases such as “For instance” signal an example. However, the progression is difficult to follow because the second paragraph contains several causes in a compressed list, while the final paragraph begins with “On at another hand” and ends before completing its point. The relationship between ideas is not always clear, and the response has no concluding summary. Use one paragraph for causes and another for societal effects, with each paragraph developing a central idea in a logical order. Choose accurate linking phrases, and make sure each sentence connects clearly to the one before it.

Lexical Resource: Band 5.0

You use some topic-relevant vocabulary, including “science subjects,” “fees,” “requirements,” and “development,” so the reader can identify the general subject. However, the range is limited and several spelling and word-choice errors make parts difficult to understand, such as “chossing,” “singnificantly,” “peruser studies,” and “deterimental.” Some expressions are also unnatural, including “got admission easily” and “low percentage in previous academic studies.” Build a more accurate set of phrases for discussing university access and social consequences, and check spelling carefully. More precise wording would help you explain your ideas without relying on repeated general terms such as “other subjects” and “field of study.”

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer sentence structures, particularly when explaining why students may avoid science, but control is inconsistent and the range remains limited. Errors in sentence formation and verb patterns occur frequently, as in “the number students who chossing” and “than they not be able to,” which make the intended meaning harder to follow. There are also problems with articles, agreement, and punctuation, for example in “the grade of student low” and the comma after “because.” Aim first for accurate simple sentences, then combine related ideas using clear clauses such as “because” and “although.” Proofread each sentence for a subject, a correctly formed verb, and appropriate punctuation.

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