Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-10-10

IELTS Writing Task 2 question

The most important aim of science should be to improve people’s lives. To what extent do you agree or disagree with this statement? Give reasons for your answers and include any relevant examples from your own knowledge or experience.

 

Student answer (Band 5.0)

The crucial goal of science must be to make people's lives better with provideing the facailities in their lives while making everyone in science is also important.

The science now a days is a part of everything. while using science in everyday life is important as well as to take care of it so that no can can harm their lives using science as well. as it is growing so fats people are so used to it and trying new to new experiements in theire lives to make it and imporve it more and more. But peoppe also forget that it has enough impact in our lives that it can damage our assets , our talent and our everything. One must use science with so much sensibility and with great care.

science must be acompulsory part for everyone in the school so from the begining of children's lidfe everyone knows that how we can use the science and the technology in theire lives and can work with teh great flow. science is becoming extermely important in this world as people has made a lot of things by using science. this world is completely different then the world we could ever iagined in the 1990.Now a days, science is used for negtive purpose too, they do experiemnt on multiple things and then make the virus by their selves and spread it to all over the world just like the covid. so science is becoming dangerous in this way

In a nut shell, one must use science for their benefits and making lives better not for the purpose to harm or detrimental purposes.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You take a broadly relevant position: science should improve lives, but it must be used responsibly. The warning that science can be used for harmful purposes, illustrated by your reference to experiments and COVID, gives the response a relevant example. However, the position is not consistently clear: the opening adds that “making everyone in science is also important,” which is difficult to interpret, and the essay does not explain how this relates to the main claim. Several points—such as teaching science in schools and its impact on “our assets” and “talent”—are introduced but not developed with clear reasoning. To strengthen the response, state explicitly how far you agree and build two or three focused arguments, explaining how each shows science improving or harming people’s lives.

Coherence and Cohesion: Band 5.0

The response has an opening, a body, and a concluding sentence, and the ideas generally remain connected to science and its effects. You also use some linking expressions, including “while,” “as,” and “In a nut shell.” However, there is no clear progression between the points: the discussion moves from everyday use to safety, school education, technological change, and harmful experiments without showing how these ideas build on one another. Some transitions are inaccurate or make relationships unclear, as in “while using science in everyday life is important as well as to take care of it.” The long body paragraph also combines several separate arguments. Organise each main idea into its own paragraph and use clear topic sentences and references so readers can follow the argument.

Lexical Resource: Band 4.5

You use some topic-related vocabulary, such as “technology,” “experiments,” “virus,” and “detrimental,” and the reader can usually identify the subject of your argument. However, the range is limited and several word choices or collocations are inaccurate, sometimes making meaning difficult to follow. For example, “provideing the facailities” and “trying new to new experiements” do not express the intended ideas clearly, while “science is becoming dangerous” is broad and imprecise. Spelling errors such as “extermely,” “neg tive,” and “iagined” also reduce clarity. Build a more accurate range of phrases for discussing benefits, risks, and scientific applications, and check spelling and collocations carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences, including clauses introduced by “while,” “as,” and “so that.” However, the range is limited, and complex sentences are often faulty, which can make relationships between ideas hard to understand. For instance, “while using science in everyday life is important as well as to take care of it” lacks a clear grammatical structure, and “people has made a lot of things” has incorrect subject–verb agreement. There are also sentence-boundary and punctuation problems, such as starting sentences with lowercase “science” and joining several ideas with commas. Practise building clear sentences with one main clause and a correctly formed supporting clause, then check agreement, articles, and punctuation.

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