Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · IELTS Academic Practice Accelerator · 2026-11-14

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 4.0)

During the recent years world pollution has incrersed with an shocking result. Waste from industries and factories is not recycled completely in so many countries on the globe. The facts and figuers are given below;

Firstly there has beem seen large increase in the population of the world, and with grouth in habitants there is also high rise in the demand of so many things like cloths, chemicals, food and so many. with all these demands there is increase in wastage of chemmicals other so many things,and these are not recycled in many coutries with than pollutes the atmosphare.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response identifies one possible cause: population growth increases demand for goods and, in turn, the amount of waste. However, it addresses only part of the question. It does not explain why people themselves fail to recycle, and it gives no measures that governments, communities, or individuals could take to improve recycling. The opening refers to industrial waste and pollution, which is related to the topic but does not fully answer the question about people’s recycling habits. The cause is stated briefly rather than explained with a specific example or supporting detail. The response is also substantially below the required length, leaving the main ideas undeveloped. To improve, answer both questions directly and support each point with an explanation or example.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response: an opening statement is followed by a paragraph beginning “Firstly,” which introduces a cause. This gives the reader a simple direction, but the ideas do not progress into a complete argument. The semicolon and phrase “The facts and figures are given below” suggest that evidence will follow, yet no figures or further discussion appear. Connections between rising demand, increased waste, and the lack of recycling are asserted rather than clearly explained. The paragraph also contains a long, loosely connected sentence that makes the relationships harder to follow. Use separate paragraphs for causes and solutions, and connect each point with clear explanation and relevant examples.

Lexical Resource: Band 4.5

The response uses some topic-related vocabulary, including “pollution,” “recycled,” “population,” “demand,” and “wastage,” so the general subject is usually recognisable. However, the range is limited and several expressions are inaccurate or awkward, such as “with an shocking result,” “high rise in the demand,” and “with than pollutes the atmosphare.” Spelling errors—including “incrersed,” “figuers,” “grouth,” and “coutries”—are frequent enough to distract the reader. Some wording is also vague: “so many things” is repeated instead of naming specific products or materials. Build a more precise recycling vocabulary and check spelling carefully; for example, refer to “household waste,” “recycling facilities,” and “public awareness.”

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple and more extended sentence forms, including a cause-and-effect construction beginning “with grouth in habitants there is also high rise…” This shows an effort to connect ideas, but control is inconsistent. Examples include “there has beem seen large increase,” where the verb construction and article are faulty, and “with all these demands there is increase,” which is missing an article. The final sentence also joins several clauses without clear punctuation, making the relationship between them difficult to follow. Capitalisation after the full stop in “with all these demands” is incorrect. Practise accurate article use, subject–verb patterns, and sentence boundaries, then use a few controlled complex sentences to explain causes and solutions.

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