Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 18 · 2026-10-15

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 biggest goal of science should be to make people's lives better. Personally, I completely agree with this statement because science give us knowledge to understand the animals life and many other things. Also we learned how much plants and trees are benfical for human beings.

It is widely accepted that science provides education about animals. with the help of science we know how animal are born and grow in their life, what they are eats for their survival and where they are lived. In addition it also give awareness peoples about animals and to care animals like cat or dog. for instance children studied science they are well known about animals and also loved the animals and care much more cats or dogs that are living in their houses.

Furthermore, Science also tell us about the plants and trees like how they are really important for our life and we take oxygens from them. However, we eat vegitables which are grows from many plants and tress. If we don't study science student dont know much about the things that are eating and how they are formed and the oxygen that we taken they dont know where it comes from. For example in my childhood when iam in class 3 i studied science which is one of my favourite subject i learn so much about animals like butterfly when born it seems like a insect and we learned it has four stages in their life.

In summary science is very helpful and important for us H

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

Your position is clear from the opening: you completely agree that science should improve people’s lives. You also give relevant examples about learning how animals grow and understanding plants’ role in providing oxygen and food. However, the response only partially develops the task. Much of the discussion explains what science teaches, rather than showing how this knowledge improves people’s lives or why that should be science’s most important aim. The examples about caring for pets and learning about a butterfly are relevant but narrow, and the conclusion simply repeats that science is helpful. To strengthen the response, explain the practical benefits of scientific knowledge—for example, how medical research or agricultural science improves health and living conditions—and briefly acknowledge other possible aims of science.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure: an introduction, two body paragraphs introduced by “Also” and “Furthermore,” and a concluding sentence. The ideas within each body paragraph generally relate to animals or plants, so the reader can follow the broad topic. However, progression is limited: the paragraphs mainly list what science teaches, without building a clear argument about why improving lives should be its primary purpose. Linking phrases such as “In addition” and “For instance” are used, but connections can feel mechanical, and some references are unclear—for example, “the oxygen that we taken” does not clearly connect to the preceding explanation. Develop each paragraph around one claim, then explain and illustrate its significance, and use clearer links between the example and your position.

Lexical Resource: Band 4.5

You use enough topic-related vocabulary to communicate the main ideas, including “science,” “survival,” “plants,” “oxygen,” and “four stages.” There are also attempts to express relationships, such as “beneficial for human beings.” However, the range is limited and several word-choice, collocation, and spelling problems make the writing less precise. Examples include “animals life,” “what they are eats,” “take oxygens,” “vegitables,” and “tress.” Some phrases are also awkward, such as “give awareness peoples about animals.” Build a more accurate set of topic phrases and check spelling and word forms. More precise expressions such as “animal behaviour,” “raise awareness of animal welfare,” and “crops provide food” would help you explain your examples clearly.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple sentences and longer structures, including a conditional sentence beginning “If we don't study science” and a relative clause in “butterfly when born it seems like a insect.” This shows some effort to vary sentence forms, but control is inconsistent, and frequent errors sometimes make the meaning difficult to follow. For example, “science give us” has subject–verb disagreement, while “what they are eats” and “where they are lived” use incorrect verb forms. Tense shifts also occur in the childhood example (“I studied,” “I learn,” “we learned”), and sentence boundaries and capitalisation are unreliable. Practise accurate present-tense statements and past-tense anecdotes, and check agreement, articles, and punctuation when editing.

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