Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · 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 4.5)

if we see they world has do the segnificant job to sastain its self by imlimantion the science on thier life and alll other thingd and science is the need of the time. but many student dont want to leanr the science or acually they want to learn the science but they aviod it to choose it at school beacuse according to thier mind set and the advice given by the person they used to advice them in every situtuoionh they advice they advice then that science is boring and the very difficult subject to study. you will be fielded in your subject annd thats why most of student leave the science in their schools. as if i tell my story there is also some people says to me when i was about to choose my subject many paeple ask me not to choose science and they advice me to atrs or ither s stuff but i choose science and its not as much difficult, avioding science by students in thier school has negative impact on studehnt and aslo on society, beacuse we need more and more brains that can reaaserchh with the helpmof science and can improve our daily life. science has very deep impacts on our life , science make our life easy, yeah thier is also better to not have science so its well for us as well yhat they can contibute to our lives by making some other things. with science we have make out life so so easy we can go we can eat and we can do our life eery things so so much better then the 19`s time freame

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You address both causes and effects, identifying discouraging advice and the belief that science is boring or difficult as reasons students avoid it. You also recognise that fewer science students may mean less research and fewer improvements to daily life. These points are relevant, but they remain limited and under-developed: the personal example about being advised to choose arts is not extended, and the societal effects are stated generally rather than explained with a specific consequence or example. The response also gives little detail about why students find science difficult or what wider conditions influence their choices. Develop each part of the question with a clear explanation and a relevant example, and state your overall view more directly.

Coherence and Cohesion: Band 4.0

There is a basic attempt to move from causes to effects, and phrases such as “but” and “as if i tell my story” signal a change in direction. However, ideas are not arranged coherently enough for the reader to follow a clear progression. The response is largely one continuous block, and causes, personal experience, and effects run together. Several links are unclear or repetitive, including “they advice they advice” and the shift to “yeah thier is also better to not have science.” Use separate paragraphs for causes and effects, organise each around one main point, and connect sentences with accurate, purposeful transitions. Clearer referencing would also help readers understand who “they” refers to.

Lexical Resource: Band 4.5

You use some task-relevant vocabulary, including “science,” “research,” “society,” and “negative impact,” so the main topic is recognisable. However, the range is limited and many words or phrases are repeated, particularly “science,” “life,” and “easy.” Frequent spelling errors, such as “sastain,” “imlimantion,” and “reaaserchh,” make the text harder to read, while imprecise expressions such as “you will be fielded in your subject” obscure the intended meaning. Build a more accurate set of topic vocabulary and check spelling carefully. More precise phrases for causes and consequences would help you explain your ideas without relying on repeated general words.

Grammatical Range and Accuracy: Band 4.5

You attempt to connect ideas in longer sentences, for example by using “but” and “because,” and you include some simple statements such as “science is the need of the time.” However, the range of sentence structures is limited, and attempts at longer sentences are often faulty, making relationships between ideas difficult to understand. Examples include “many student dont want to leanr” and “science make our life easy,” where subject–verb agreement is not controlled. Verb forms and sentence boundaries are also problematic, as in “with science we have make out life” and the long opening sentence. Practise building accurate simple sentences first, then combine them with controlled clauses; check agreement, tense, articles, and punctuation.

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