Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · IELTS General Essentials · 2026-10-06

IELTS Writing Task 2 question

In many countries, people do not recycle their rubbish as much as they could.

Why do you think this is?

What can be done to change this?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Student answer (Band 5.0)

Some people argued that in many counries recycling is not very popular and people throw away the rubbish as usual they could. This is because they donot know about the recycle. They donot know the benefits of reducing rubbish. Mostly people throw the rubbish in garbage .

Firstly, i would like to explore this issue for an example public use waterbottles and throw the garbage .They donot know how this attitude producd enviromental pollution .They donot think this is the main reason of wrong attitude. If they would know about the recycling may it would be control this bad habit. Moreover,lake of awarness is the reason . School often donot teach the children about seprating waste .

Secondly recycling is not convenient.In some areas dustbins are not available in every street.So government should to provide the colourful wastebin in every street or corner ,That is why people throw the rubbish in street . They never go for far and spread the garbage.If in schools teachers should teach the student about the reused and recycle we can save our enviroment, and made a beautiful place.

Furthermore, government take a positive action and should be fined where there is wastebin is not available ,and not used.On the public place we also contribute to clean our area.

In conclution lake of knowledge facilities stops people from recycling with better facilities and education more people will recycle.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You address both questions: you identify limited awareness and inconvenient access as reasons, then suggest education and more public bins. These are relevant ideas, and the example of schools teaching children to separate waste helps make one proposal concrete. However, the explanations remain brief or unclear—for instance, the point about water bottles does not fully show how this illustrates the cause, and the proposed fine is not clearly explained. The conclusion repeats the main points rather than adding a developed final insight. The response is 17 words below the required minimum, which limits the space available to explain and support your ideas. Develop each cause and solution with a clear explanation or specific example.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure, with an opening, paragraphs introduced by “Firstly,” “Secondly,” and “Furthermore,” and a conclusion. This helps the reader identify the main sections. However, progression within paragraphs is uneven: the first body paragraph moves from water bottles to public awareness and then school teaching without clearly connecting each point. Some linking phrases are awkward or do not show the intended relationship, such as “Moreover” before another reason and “That is why” after the suggestion to provide bins. References such as “this bad habit” are also not always precise. Organise each paragraph around one main point, then explain it and connect it explicitly to the next idea.

Lexical Resource: Band 4.5

You use relevant topic vocabulary, including “recycling,” “environmental pollution,” “separating waste,” and “wastebin,” so the reader can follow the general subject. However, the range is limited and several word-choice, collocation, and spelling problems make parts difficult to understand. Examples include “lake of awarness” for lack of awareness, “reused and recycle,” and “people throw the rubbish in garbage.” Repetition of “rubbish,” “people,” and “donot” also restricts variety. Aim to learn common topic collocations and check spelling carefully; for example, use “dispose of waste,” “sort household waste,” and “raise public awareness.” More precise vocabulary would make your explanations clearer and more natural.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences and conditional forms, such as “If they would know about the recycling…” and “If in schools teachers should teach…,” showing an effort to express cause and result. However, these structures are often faulty, and many sentences contain errors in verb forms, articles, agreement, or sentence construction. For example, “government should to provide” needs a different verb pattern, while “government take a positive action” has an incorrect verb form and article use. Punctuation and capitalisation are also inconsistent, including lowercase “i” and run-on sentences joined with commas. Practise building accurate simple sentences first, then add one controlled subordinate clause, such as “If schools teach waste sorting, children may recycle more.”

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