Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · IELTS General Essentials · 2026-10-16

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)

people are not throwing garbage correctly. It is a universal problem that people do not recycled their rubbish as much.I will give my opinion and sollution what should we do in this essay.

Firstly, Government should be take responsibility to aware the citizens about recycle waste they have to give them knowledge which stuff are going in to recycle bin.For instance, recycle bin has differnt color and write there or draw some picture which is going in this bin.

secondly,from the childhood give them lessons in the school how to recycle rubbish and its useful for anothe decades.by this they will treat by begining and do this full life. in addition teach them how effective its been for future.

lastly,in some area like water bottle destroyer will be arranged.so individual throw it in this their plastic waste. for example,somebof megha mart has to set machine that is collect the recyle things .And who are throwing thier recycle product they will give some points by this collecting points they will do shopping and earn money from this.

In the conclusion awareness of citizens , teaching process,and giving some kind of scheme will be benificial for recycle rubbish correctly.by this we maintain our environment clean.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You address both parts of the question by suggesting reasons for low recycling and ways to improve it. Your proposed actions—public information, lessons in schools, and reward points for returning recyclable items—are relevant. However, the reasons people fail to recycle are not clearly explained; most of the response focuses on solutions. The examples, such as coloured bins and a machine in a supermarket, are mentioned but not developed enough to show how they would work or why they would change behaviour. The response is also 47 words below the required minimum, which limits the space available to explain your ideas. Develop the causes as well as the solutions, and support each with a specific explanation or example.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: an introduction, three solution-focused paragraphs, and a conclusion. Sequencing words such as “Firstly,” “secondly,” “lastly,” and “In the conclusion” help the reader follow the main points. This coherent arrangement supports the response, although the linking is sometimes mechanical and the paragraphs do not clearly separate the question’s two parts: causes and solutions. Some connections between ideas are also unclear, particularly in the paragraph about school lessons and lifelong habits. Use topic sentences to signal whether a paragraph explains a cause or a solution, and connect each example directly to the point it supports. This would make the progression clearer and reduce reliance on a list of transitions.

Lexical Resource: Band 5.0

You use relevant topic vocabulary, including “recycle bin,” “plastic waste,” “citizens,” and “environment,” so the reader can identify the subject of your response. There are also attempts at more specific expressions, such as “collecting points” and “recycle product.” However, the range is limited, and several inaccurate word choices or spellings make parts difficult to understand, for example “water bottle destroyer,” “somebof megha mart,” and “recycle things.” Some phrases do not express the intended meaning naturally. Build a wider set of accurate terms for recycling systems and incentives, and check spelling and collocations. More precise wording would help you explain your examples without changing the basic ideas.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple statements and longer sentences, including a reason-and-result structure in “by this they will treat by begining and do this full life.” However, control is limited, and frequent errors sometimes make the intended meaning difficult to follow. Examples include “people do not recycled,” “Government should be take responsibility,” and “some area … will be arranged,” where verb forms and sentence construction are faulty. Articles, agreement, and punctuation also need attention, as in “the school” and the run-on phrasing around “recycle bin.” Practise forming accurate basic sentences first, then add subordinate clauses using patterns such as “because” and “so that.” Proofread each sentence for a clear subject, correctly formed verb, and appropriate punctuation.

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