Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-11-05

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 5.5)

In some countries, people can recycle their rubbish more then they are recycling it. I thing that is true, because not everyone has the knowlage of recycling their rubbish.

Firstly, not everyone knows what rubbish they can recycle and what they can't. As a result, they may not recycle every rubbish they have. Secoundly, the people may not know where they can go to recycle their rubbish. This can be because of lack of advertimeant or may because there may not be enough recycling areas in the city or town. Lastly the people may the know the benifits of recycling their rubbish. For example, it can protect the enivronment from pollution and it can also save cost of producing new product.

However, government can use many diffient ways to change this. Firstly, government can provide advertisment such as of bildbord, social media and on the TV. This is because when the people will waches the advertisment onbildbord, social media and on the TV they will be able to know the advantage that will be resived for recycling their rubbish. Furthermore, they will so get to know how to recycle their rubbish and where they can go to recycle it. Lastly, the government can pay the peopel a small amount of cash if they recycle all the rubbish they have. As a result it can motivate the people to put the effert in recycling their rubbis.

In conclution, I thing that is true because not everyone has the knowlage of recycling their rubbish but there are many ways government can use to change that.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both parts of the question: you suggest that people lack knowledge about what and where to recycle, and propose advertising and cash incentives as solutions. These ideas are relevant, and the example that recycling can reduce pollution gives some support. However, several points are asserted rather than explained. For instance, the claim that people may not know the benefits is not developed with a specific explanation, and the incentive proposal does not consider how it might work in practice. Your position is clear in the introduction and conclusion, but the conclusion mainly repeats the opening. To strengthen the response, explain the causes and solutions more fully and connect each proposal to a likely change in people’s behaviour.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction, a paragraph explaining causes, a paragraph proposing solutions, and a conclusion. The sequence within the body paragraphs is generally easy to follow, and signposts such as “Firstly,” “Secoundly,” “However,” and “Furthermore” help show the relationship between points. This meets the lower-band expectation of coherent organisation and also shows some features of stronger progression. However, the repeated “Firstly” and “Lastly” make the linking somewhat mechanical, and the conclusion largely restates the introduction rather than drawing the discussion together. Some connections between ideas could also be clearer. Use a wider variety of natural transitions and make each paragraph build towards a more specific concluding point.

Lexical Resource: Band 5.0

You use enough topic-related vocabulary to communicate the main ideas, including “recycle,” “pollution,” “advertisement,” “benefits,” and “motivate.” However, the range is limited and several words are repeated frequently, especially “rubbish” and “recycle.” Noticeable spelling errors, including “knowlage,” “Secoundly,” “enivronment,” and “conclution,” reduce accuracy and can make reading less smooth. Some word choices and combinations are also unnatural, such as “save cost of producing new product” and “put the effort in recycling their rubbish.” Build a more varied set of accurate topic expressions and check spelling and collocations carefully. For example, you could use “waste,” “recycling facilities,” and “reduce production costs” where appropriate.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including cause-and-effect structures such as “As a result” and a conditional clause beginning “if they recycle.” The main message is usually understandable, but the range is limited and errors occur frequently enough to affect clarity. Examples include “people can recycle their rubbish more then they are recycling it,” “not everyone has the knowlage,” and “the people may the know the benifits,” where sentence structure or verb forms are faulty. There are also problems with articles, agreement, and sentence construction, as in “government can use many diffient ways.” Practise building accurate sentences with a clear subject and verb, and check articles and verb forms. Greater control of these basics will make your ideas easier to follow.

See this exact question answered at other band scores. The same prompt compared across bands.

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