Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Recent IELTS Exams (Canada & India) · 2026-10-25

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)

In the present time students are not choosing science at university.It might have huge impact on the society and there are numberous of causes for it .

These are the three causes of not choosing science on university .

As in present age the world is growing and developing in various other fields .So due to various other fields students might changed there interset and choosed other subjects instead of science .they selected those programs those they feel fit well from them .They thought these proggrams ma make them well instead of science .

The second cause for it might be the less oppertunites after studing science .Student study those thing or subject which thought benefits them well in future .So they might felt there no carrer oppertunites of studing sceince .Therefore they choose other subjects instead of science .

Another cause of it was the other shine objects.The students and the young adults want success with less effort .They struggle in finding that instead of studing science deeply .

This might have great impact on the society .If the students does not study science in detail .They might not be able to make modern invention related to sceince .They might fail to solve problems related to science .This can be sote out by the goverment or by our self .If we prompt science as a successfull carrer in society so students choose sicence as their primery subject .Because the see that choosing it is quite worthy for life .

In the last ,these are some reasons and effects of it which i talked about .

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address both parts of the question by giving possible causes—students’ changing interests, perceived lack of career opportunities, and a preference for success with less effort—and by describing possible effects, such as fewer scientific inventions and less ability to solve science-related problems. These points are relevant, but they are mostly asserted rather than explained or supported with specific examples. The effects section is also brief compared with the causes, and the suggestion that government or individuals can promote science shifts towards solutions that the task did not ask you to discuss. To strengthen the response, explain how each cause influences students’ choices and develop the social consequences with a concrete example.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, separate paragraphs for causes, a paragraph on effects, and a conclusion. This helps the reader identify the main sections. However, progression within paragraphs is sometimes unclear, and several ideas are repeated, particularly the claim that students choose other subjects. Linking phrases such as “The second cause” and “Therefore” provide some connection, but the sequence can feel mechanical, while references such as “This” in “This might have great impact” are not always precise. The final paragraph mainly repeats that reasons and effects were discussed. Use clearer topic sentences, connect each explanation directly to its consequence, and make the conclusion briefly summarise the main findings.

Lexical Resource: Band 4.5

You use a small set of relevant topic words, including “science,” “subjects,” “career opportunities,” “modern invention,” and “society,” so the general meaning is usually recoverable. However, vocabulary is limited and repetitive, and several inaccurate word choices or collocations make parts difficult to interpret. For example, “other shine objects” does not clearly express the idea of attractive alternatives, and “prompt science as a successful career” is not a natural way to describe encouraging students to enter the field. Spelling errors such as “oppertunites,” “sceince,” and “primery” also reduce clarity. Build a more precise range for discussing university choices, employment prospects, and social consequences, and check spelling and common word combinations.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer conditional or explanatory structures, such as “If the students does not study science in detail” and “If we prompt science as a successfull carrer…”. However, control is inconsistent, and errors in agreement, verb forms, articles, and sentence boundaries frequently affect readability. For instance, “students does not” should use a plural verb, while “students might changed” needs a suitable verb form. Several sentence fragments begin with “So” or “Therefore,” and punctuation is often missing after full stops, as in the opening. Practise forming accurate simple sentences first, then combine them using clauses such as “because” and “if.” Check subject–verb agreement and verb forms during proofreading.

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

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