Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Recent IELTS Exams (Canada & India) · 2026-10-24

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)

The mant studants not choosing to science fild university. The same study his/her personal choes and personal resance thas why the do not choosing the scince fild. The so many studant allready disided her/her careear. The so many studant not able , and capable to scince fild, same time studans parents also decide my childrn choes the whatever we decide also main fact.

Now a day so many studand is divert in diffrant fild studay; like AI, Robotics, Sports etc. The world is change day by day and pararaly study aslo chenge. The this changes divert the studands and the effect is so mant stund chenge way of fild study for his/her they know vry well now world is chenge and fils al so chenge , the studand choos the very less science fild.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify several possible causes, including students’ personal choices, decisions made early about careers, perceived ability, and parental influence. You also mention changing interests such as AI, robotics, and sport. However, the response addresses the task only minimally: the causes are listed rather than explained, and the effects on society are not clearly discussed. The statement that students “change way of field study” does not explain what consequences this has for society, such as skills shortages or slower scientific progress. The response is also substantially below the required minimum length, leaving little room to develop relevant examples. To improve, explain each cause and give a distinct, supported account of the social effects.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response into two paragraphs, with the first mainly addressing reasons and the second referring to changing study choices and effects. This gives the reader some sense of topic grouping. However, progression within the paragraphs is difficult to follow: ideas such as personal choice, ability, and parents’ decisions are placed together without showing how they relate. Linking expressions such as “Now a day” and “same time” are used, but connections between claims remain unclear, and repeated references to “studants” do not make the relationships more precise. The second paragraph also shifts between changes in the world, new fields, and science enrolment without a clear sequence. Use a clear cause-by-cause structure, followed by a separate paragraph explaining social effects.

Lexical Resource: Band 4.5

You attempt vocabulary relevant to the topic, including “science field,” “career,” “AI,” and “Robotics,” and the examples of newer study areas show an effort to be specific. Some intended meaning can be inferred despite frequent spelling errors and inaccurate word choices, but these problems make several phrases difficult to understand, such as “personal resance” and “the world is change day by day.” Word forms and collocations are also often unsuitable, as in “choosing to science field” and “divert in different field study.” Build a reliable set of topic phrases and check spelling carefully. For example, use “choose to study science,” “career plans,” and “shift towards other disciplines” rather than translating phrases word by word.

Grammatical Range and Accuracy: Band 4.5

You make an effort to form connected sentences and use some structures beyond simple statements, including “that is why” and “the whatever we decide.” However, control of sentence structure and basic grammar is inconsistent, so the reader often has to infer the intended meaning. Examples include “The same study his/her personal choices,” “The so many student already decided,” and “the world is change.” These show problems with sentence formation, verb forms, agreement, and articles. Punctuation and sentence boundaries also need attention, particularly in the long final sentence, where several ideas run together. Practise writing clear subject–verb–object sentences first, then add one reason or result using a connector such as “because” or “as a result.”

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