Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Recent IELTS Exams (Canada & India) · 2026-10-22

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 5.0)

nowday's there was lot's of vacant seat's in sciece based department in university all over the world.

in several countries insufficient student was select science subject in university

this essay will discuss the cause and effect why student was not select the science subject in university with relevant example of forth coming paragraph.

to begin with, there are several cause student was not interested to enroll in science based university . firstly there was no skill and knowledgable teacher in many university all over the world becuase of no proper guidance or vacant of teacher posotion student was not choosed the science stream in university.secondly there was lab and several practical in sceince subject that done by students which help him in future but due to no equipments of worst lap managment in university student was select other stream rather than science

moreover plethora of effects are aligned with this change,one of the effect on society that they

didn't get any scientist who helped him to grow or guide,if student was not studied science country will not get any sceintist who helped him to grow the country or protect the nation,moreover it was also impact on countries economy in spite of no student studied science in university it was hard for university to pay salary to teacher and generate fund for countries benfits or economy .

the goverment shoul built university who provide better guidance for student and better equipment that student done their experiment

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You address both parts of the question by suggesting causes—limited teacher guidance and inadequate laboratory facilities—and effects, including fewer scientists and possible economic harm. These points are relevant, but the response only partially develops them: for example, it does not explain why students may be less attracted to science in the first place, and the economic effect is asserted rather than supported with a clear example. The conclusion recommends better universities and equipment, but does not clearly summarise the causes and effects. The response is also five words below the required minimum, so it needs a little more development as well as additional length.

Coherence and Cohesion: Band 5.0

There is some organisation: the response moves from an introduction to causes, effects and a final recommendation, and markers such as “firstly,” “secondly” and “moreover” help signal the sequence. However, progression within paragraphs is not always clear. The effects paragraph repeats the idea that a country needs scientists, while the link between fewer science students and universities’ ability to pay salaries is difficult to follow. Some sentences are joined together without clear punctuation, and the opening repeats the topic rather than establishing a focused direction. Use separate, clearly developed paragraphs for each cause and effect, and make the relationship between each claim and its explanation explicit.

Lexical Resource: Band 5.0

You use some topic-related vocabulary, including “science subject,” “practical,” “equipment,” “scientist” and “economy,” so the reader can identify the main subject. However, the range is limited and several word choices or spellings make meaning less clear, such as “vacant seats” for unfilled places and “worst lap managment” for poor laboratory management. Phrases such as “grow the country” and “generate fund for countries benfits” are also imprecise or unnatural. Aim to learn accurate collocations for education and society, and check spelling carefully. More precise vocabulary would help you explain the causes and consequences without relying on repeated words such as “student,” “university” and “science.”

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple and longer sentences, including a cause-and-effect construction beginning “because of no proper guidance,” but complex sentences are often difficult to control. Verb forms and agreement are frequently inaccurate: “student was not select” and “they didn’t get any scientist” do not express the intended meaning correctly. Articles and plurals are also inconsistent, as in “there was lab” and “several cause.” Long sentences run together, particularly in the causes and effects paragraphs, making relationships between clauses unclear. Practise forming accurate present-tense statements about general facts, then combine them with controlled clauses using “because,” “so” and “as a result.” Clear sentence boundaries and punctuation are also needed.

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