Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Recent IELTS Exams (Canada & India) · 2026-11-01

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 5.5)

Students now a days are not choosing science subject as a major in universities. There are several reasons for this such as low income, difficult study scheme and less science students can also effect the economy of a country.

Lets start from not choosing science subjects as a major, the main reason behind this is that financial stability. when student see the attractive salaries in other feilds like business and managment they skip the science subject. Another factor is that governments are paying less to the scientists as compare to other professions that also the factor that discourage students. Secondly, difficult study scheme, most of the science studies include modules like advance algebra, calculus, physics etc this difficult study schem is also playing key role why students are not choosing science subjects.

Moving to the ecnomic factors, If there are less science graduates it can effect an economy causing social issues like innovation and low jobs opportunities .For example if there are no new innovation in a society there will be progression slow such as making new products in society it can also effect economy such as slowing economic growth. Lets talk about another factor low employment if there is no innovation in a society people are more dependent on products that are manufactured abrod and the people and the raw material will not come in use and no new jobs were created.

In conclusion, Studying science subjects can be benefical for economies and societies on the other hand due to low income and hard study scheme students are avoiding science subjects.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address both parts of the question: you identify financial incentives and the difficulty of science courses as causes, then discuss possible effects such as slower innovation, fewer employment opportunities, and weaker economic growth. These points are relevant, but several are asserted rather than fully explained. For instance, the link between low science enrolment and “low jobs opportunities” is unclear, and the example about imported products and unused raw materials needs a more precise explanation. Your conclusion restates the causes but does not clearly summarise the main societal effects. Develop each effect with a clear cause-and-effect explanation and a specific example to make the response more complete and convincing.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, a paragraph on causes, a paragraph on effects, and a conclusion. Signposting such as “Secondly” and “Moving to the economic factors” helps readers follow the broad direction. However, progression within paragraphs is sometimes unclear: the effects paragraph moves from innovation to employment and imports without clearly showing how each point connects. Some linking phrases, including “Lets talk about another factor,” sound conversational and do not create precise logical links. Referencing is also occasionally confusing, as in “the people and the raw material will not come in use.” Organise each body paragraph around a clear main idea, then explain and illustrate it in a logical sequence.

Lexical Resource: Band 5.5

You use relevant topic vocabulary, including “financial stability,” “scientists,” “calculus,” “innovation,” and “economic growth,” so the reader can understand the main subject matter. However, the range is limited and several word-choice, collocation, and spelling errors make the writing less precise. Examples include “difficult study scheme,” “low jobs opportunities,” and “new innovation”; more natural expressions would be “demanding course content,” “limited job opportunities,” and “new innovations.” There are also repeated forms such as “effect” where “affect” is needed as a verb, and misspellings such as “managment” and “abrod.” Build a wider set of accurate academic collocations and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, including conditional structures such as “If there are less science graduates…” and a relative clause in “products that are manufactured…”. However, the range is limited, and errors occur frequently enough to make some sentences difficult to follow. For example, “when student see” has problems with the article and subject–verb agreement, while “there will be progression slow” has faulty word order and sentence structure. Several sentences also run together or lack appropriate punctuation, particularly in the effects paragraph. Practise accurate subject–verb agreement, articles, plural forms, and clause boundaries, then use a mix of shorter sentences and carefully controlled complex structures.

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