Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Recent IELTS Exams (Canada & India) · 2026-10-26

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)

The developments of science can be seen everywhere, but a lot of individuals are refusing to take science as their subject at university. This essay will discuss its main causes and effects on society.

There are three primary causes linked to least admissions in science. The first is high-merit at universities. Many students just want to enroll in their desired universities. Owing to extremely high-merit in science, they often end up selecting another subject. For instance, one of my friend wanted to study Medical at Punjab University, as she did not score to merit, she ended up getting admission in Literature.

The other reason is high dues at universities. Middle class families cannot afford fees of their childen in science program, therefore they have no chance left except to study other subjects. One of the other factor that contibute to low ratio of students in scientific fields is the students' personal interest. Few pupils refuse science as they feel arts subject efficious for themselves. Others do not want to suffer from late night classes.

There are a lot of effects of it on society. One of them, as it precipitate the world to slow progres

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify several relevant causes, including university entry requirements, fees, and students’ interests, and you begin to address the effects by suggesting that society’s progress slows. However, the response only minimally fulfils the task because the effects are not explained or supported: the final sentence is cut off at “slow progres,” and no further consequences are given. The causes are also briefly stated rather than developed; for example, the Punjab University anecdote illustrates one student’s experience but does not explain how this pattern affects science enrolment more broadly. The response is 55 words below the required minimum, which contributes to the incomplete treatment. Develop both parts with clear explanations and relevant examples.

Coherence and Cohesion: Band 5.0

The response has a basic structure: an introduction, a paragraph listing causes, and a paragraph beginning to discuss effects. Sequencing phrases such as “The first,” “The other reason,” and “One of them” help readers follow the list. However, there is no clear overall progression because the effects paragraph ends abruptly, and the causes paragraph combines several points without developing or clearly separating them. Some linking is mechanical, particularly the repeated use of “reason” and “one of.” The example about a friend is inserted into the first cause but its connection to the broader argument could be made clearer. Use distinct paragraphs for causes and effects, then connect each main idea to an explanation or example.

Lexical Resource: Band 5.5

You use some topic-related vocabulary, including “admissions,” “fees,” “personal interest,” and “scientific fields,” and the meaning is generally recoverable. There are also attempts at more formal phrasing, such as “primary causes” and “precipitate.” However, the range is uneven, and several inaccurate or unnatural choices make the writing less clear: “high-merit,” “high dues,” and “arts subject efficious” do not express the intended meanings naturally. Spelling errors such as “childen” and “contibute” are noticeable, while “slow progres” is incomplete. Aim for precise, familiar academic collocations before using less common words—for example, “high entry requirements” and “tuition fees”—and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including a cause-and-effect construction with “therefore” and a sentence beginning “Owing to…”. However, the range remains limited, and errors occur frequently enough to make some sentences difficult to follow. In “one of my friend wanted,” the noun should be plural; the sentence beginning “as she did not score to merit” is also poorly joined and lacks a clear grammatical construction. “One of the other factor” has a number-agreement error, and “they have no chance left except to study” is awkwardly structured. The final sentence is incomplete, so its grammar cannot be fully understood. Practise accurate complex sentences and check agreement, clause boundaries, and sentence completion.

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