Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · IELTS General Essentials · 2026-10-15

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 6.0)

When it comes to saving Mother Earth, one of the main things we are told to do is to recycle. We often hear everywhere that we are being told to think before we throw. But sadly, in many countries, they do not recycle rubbish as much as they could. Let's discuss this further.

In our daily lives, there will be a part of the things we throw into the recycling bin. Whether it's a bottle, container, or cardboard, we were educated from a young age to do so. But often, some countries they don's practise that often. They throw things away and often never recycle because they are not aware of the impact it has on our ecosystem. The main issue, I would say, is that education towards recycling is not well taught. As early as in preschool, we should teach our children how to use the rubbis to recycle. It should be implemented so that green bins are used for recycling. The government plays an important role in educating civilians when it comes to recycling. Local councils should come up with plans for a year, basically for the recycling collection every week. By doing so, people will be more keen on preparing, and they won't think that it's a mess keeping it in their houses for some time.

On the other hand, more awareness campaigns for recycling should be marketed on television or social media, which will, in a way, absorb the idea to recycle more often. Take a look at countries like Japan or Korea, where they implemented recycling hubs near the neighbourhood. I believe this is a good idea to start.

In my personal opinion, we can all contribute our fair share by starting small at home itself so we can keep our Earth cleaner and less polluted in the years to come.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both parts of the question: you identify limited awareness and education as reasons for low recycling, then suggest school teaching, government collection plans, campaigns, and neighbourhood recycling hubs. Your position is clear, especially in the final paragraph, where you support individual action at home. These ideas are relevant, but some are less fully explained than others. For example, you mention that people may find recycling “a mess” to store at home, but do not develop how regular collections would solve this or why collection arrangements differ between countries. The references to Japan and Korea are also brief and would be stronger with a specific explanation of how their hubs encourage participation. Develop each main point with a clear cause-and-effect explanation or example.

Coherence and Cohesion: Band 6.0

The response has an overall structure, moving from an introduction to reasons and solutions, and then to a concluding personal view. Paragraphing helps distinguish the discussion of education and government action from awareness campaigns. However, the progression within the main body is not always clear: the second paragraph moves from people’s lack of awareness to preschool education, bin use, council collection plans, and household storage without clearly signalling how these points connect. Phrases such as “On the other hand” suggest a contrast, although the next paragraph adds another solution rather than presenting an opposing view. Some linking language, including “By doing so,” is useful, but more precise transitions and clearer grouping of causes and solutions would make the argument easier to follow.

Lexical Resource: Band 5.5

You use a relevant range of topic vocabulary, including “recycle,” “ecosystem,” “green bins,” “awareness campaigns,” and “recycling hubs.” This is adequate for discussing the issue, and the meaning is generally clear. However, several choices are imprecise or unnatural, such as “education towards recycling,” “use the rubbis to recycle,” and “absorb the idea to recycle.” There are also spelling errors, including “don's” and “rubbis,” which reduce accuracy. Some expressions, such as “saving Mother Earth” and “our fair share,” are conversational and less suited to a formal essay. Aim for more precise collocations and a consistently formal register; this will make your ideas sound clearer and more controlled.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex forms, including a conditional-style purpose clause in “so we can keep our Earth cleaner” and a relative clause in “countries like Japan or Korea, where they implemented recycling hubs.” Most sentences remain understandable, but some grammatical errors and awkward constructions affect accuracy. For example, “some countries they don’s practise that often” has an unnecessary subject pronoun and an incorrect verb form, while “Whether it’s a bottle, container, or cardboard, we were educated” shifts awkwardly from a general present to the past. The sentence beginning “The main issue, I would say” is followed by a clause that would be clearer with a more direct structure. Review subject–verb patterns, tense consistency, and sentence construction, while continuing to use varied sentence forms.

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