Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Recent IELTS Exams (Canada & India) · 2026-10-21

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 4.0)

Basically students thought there is no demand of sciences in market because they thought that today is a modern and speciall technology is the best opption for future so they not choose the science beacuse they thought when we study the sciences they are not abble to becomes a doctor or any other medicle field so they remains this and run to choose the any other sebject . Ufortuantlly they are remainning there best goal and choose the any other sebject which effect own theirselves and on country . Their wrong decision had great effect on society and environment beacuse they are not take any tenshion of their surruounded people and society .They only wants for yourself to get good salary and make your own personal life more easier and work smart but they forget this is wrong thing for society so thier action has greate effect on society . So overcomes is that is a bad thing for the best growth of society .SOo sebject choosen is very important and making goal is very important because this is best opption for walfare of society.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You attempt to address both causes and effects, identifying a belief that science has poor career prospects and suggesting that students choose other subjects for higher salaries and easier lives. You also mention consequences for society and the environment. However, these points are difficult to follow and are not explained with specific examples or clear cause-and-effect links. The claim that students think science only leads to becoming a doctor is relevant, but it needs clarification and development. The response is also 65 words below the required minimum, which limits the opportunity to explain the ideas. To strengthen the response, explain distinct causes and social effects in separate, developed points, supported by relevant examples.

Coherence and Cohesion: Band 3.5

There is a basic attempt to move from causes to effects, using phrases such as “because” and “so,” and the final sentence tries to offer a conclusion. However, the response is presented as one long paragraph, so the reader cannot easily distinguish the causes from the effects. Ideas also repeat—for example, the belief that students choose another subject appears several times—without a clear progression. Some links are unclear, such as how students’ subject choices affect the environment or why their decisions are “wrong.” Organise the response into an introduction, separate paragraphs for causes and effects, and a conclusion. Use linking expressions to show specific relationships rather than relying repeatedly on “because” and “so.”

Lexical Resource: Band 4.5

You use some vocabulary relevant to the topic, including “demand,” “future,” “salary,” “society,” and “welfare,” so the general subject can be recognised. There are also attempts at less common expressions, such as “work smart” and “personal life.” However, the range is limited and several choices or spellings make meaning difficult to interpret, including “speciall technology,” “tenshion,” and “remains this.” Repetition of “subject,” “society,” and “best option” also reduces precision. Build a more accurate topic vocabulary for university study, employment prospects, scientific research, and public services, and check spelling and collocations. More precise wording would help communicate your ideas without changing their intended meaning.

Grammatical Range and Accuracy: Band 4.5

You attempt to connect ideas in longer sentences, for example, “they thought that today is a modern … technology is the best option for future,” and you use clauses with “because” and “so.” This shows an effort to go beyond isolated simple statements. However, sentence structures are often difficult to control, and errors in verb forms, agreement, articles, and sentence boundaries frequently obscure meaning. For instance, “they only wants” has an agreement error, while “when we study the sciences they are not able to becomes” combines unclear pronouns with an incorrect verb form. Several sentences run together without effective punctuation. Practise writing shorter, complete sentences first, then combine them with accurate subordinate clauses and consistent subject–verb agreement.

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

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