Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-11-07

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)

In different countries, people do not recycle their garbage as much as they could. I think that people should recycle their rubbish but they do not have any knowledge that what can they create from their rubbish so I think that's why they throw and some people do no use rubiish again because of less space in their house and irritate from garbage. I think that government should take legal action on this they should add a subject of recycling and tell people how to recycle the things. Usually most of the people do not know that what can they produce from recycling the things. I can give example of myself I throw all the things when I use them and they are nothing to me but once day I do not throw the empty cans i recycle them and produce slippers, that was a amazing scene for me. In the last I can say that everyone can get knowledge how to recycle the things they should get information from ai and on the internet their are sevral videos about recycling. People should make a room in their houses where they can restore their rubbish and recycle them create different things from them. It is dangerous for ou r health also to throw everything because we can throw our rubbish government burn them and that make much pollution which is harmfull for us so we should avoid from this activity and take care of our society and restore the things and recycle them.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address both parts of the question: you suggest that limited knowledge and lack of space discourage recycling, and propose education, legal action, online information, and household storage. The personal example about turning cans into slippers also gives the response a relevant illustration. However, the reasons and solutions are mostly asserted rather than explained. For instance, you mention legal action and adding a school subject, but do not clarify how these measures would change people’s behaviour or who should implement them. The claim that people lack knowledge is repeated, while other possible causes receive little attention. Develop each main point with a clear explanation and a specific example so the response addresses the task more fully.

Coherence and Cohesion: Band 4.5

The response contains a recognisable sequence: it introduces the problem, gives reasons, suggests actions, and ends with a recommendation. However, ideas are presented in one continuous paragraph, so the reader has little visual guidance about the shift from causes to solutions. Connections are also often mechanical or unclear: repeated use of “I think,” “and,” and “so” makes the progression feel like a list, while “In the last” does not clearly signal a conclusion. Some references are difficult to follow, such as “they should add a subject” and “we can throw our rubbish government burn them.” Use separate paragraphs for causes and solutions, and connect each point with clear, accurate transitions and references.

Lexical Resource: Band 5.0

You use enough topic-related vocabulary to communicate the general message, including “recycle,” “garbage,” “pollution,” and “legal action.” The example of making slippers from cans also shows an attempt to describe a practical outcome. However, the range is limited and several words or phrases are repeated, particularly “things,” “rubbish,” and “recycle.” Some choices are inaccurate or unnatural, such as “irritate from garbage,” “restore their rubbish,” and “a amazing scene,” which can make the intended meaning less clear. Spelling errors such as “rubiish,” “sevral,” and “harmfull” also reduce accuracy. Build a more precise range of recycling-related terms and check collocations and spelling.

Grammatical Range and Accuracy: Band 5.0

You attempt to combine ideas using clauses with “because,” “that,” and “which,” and the reader can generally identify your main message. However, the range of sentence structures is limited, and many long sentences are joined without clear grammatical control. Examples include “I think that's why they throw” and “we can throw our rubbish government burn them,” where clause relationships are incomplete or unclear. There are also recurring errors in question word order and verb forms, as in “what can they create” within an indirect question and “I do no throw.” Articles and agreement are inconsistent, as in “a amazing scene.” Use shorter, complete sentences first, then practise accurate complex clauses and punctuation.

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