Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · IELTS Academic Practice Accelerator · 2026-10-11

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 4.5)

Yes , It is true that in many countries people do not recycle thie rubbish as much as they could.

Many factors are affecting this things includes lack of awareness, education system, and the rules to followup. In education system there were no proper understanding of how the recycle will happens?, what will be causes of that?, is it affecting the environment or not?. Students are not taught this things as thier primary education. As a result, many people grow up without understanding why recycling is necessary.

Second the older or uneducated peoples throw thier rubbish as it just not belong to them or it is not thier responsibility. This kind of people have that narrow thinking that cleaners or the govrnment will deal with recycle system. oAs it belong to lack of descipline , awareness about personal highgiens, roles for county.

Even sometimes people who has knowledge about this things are lazy enough to do recycle. Those are blunders to the country.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify several relevant reasons for low recycling, including limited awareness, gaps in education, a belief that waste is someone else’s responsibility, and laziness. The explanation that people may expect cleaners or the government to handle rubbish is a useful starting point. However, the response addresses only the “why” part: it does not explain what could be done to change people’s behaviour, which is a central part of the task. The ideas that are included are also brief and general, with no specific example or developed explanation. The response is 163 words, below the required 250-word minimum. To improve, answer both questions directly, develop each reason, and propose practical measures such as school programmes, convenient recycling facilities, or incentives.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response: the opening introduces the topic, and phrases such as “Second” and “Even sometimes” signal further points. The ideas about education and personal responsibility are grouped into separate paragraphs, which gives the reader some structure. However, the progression is not consistently clear. The second paragraph combines several points, including education, government responsibility, discipline, and hygiene, without showing how they connect. The final paragraph is very short and does not develop or conclude the discussion. Some linking phrases are awkward or unclear, so relationships between ideas are sometimes difficult to follow. Use a clear paragraph for each main reason, then a separate paragraph for solutions, with straightforward links such as “Another reason” and “To address this.”

Lexical Resource: Band 5.0

You use some topic-related vocabulary, including “recycle,” “awareness,” “responsibility,” “environment,” and “government,” so the reader can identify the subject of the response. There are also attempts to express more specific ideas, such as people having “narrow thinking.” However, the range is limited and several word choices or forms are inaccurate, sometimes making meaning unclear: “followup,” “blunders to the country,” and “personal highgiens” do not communicate the intended ideas naturally. Spelling errors such as “thier,” “govrnment,” and “descipline” are noticeable. Build a more precise set of topic phrases and check spelling and collocations; for example, use “recycling facilities,” “public awareness,” and “a lack of personal responsibility.”

Grammatical Range and Accuracy: Band 4.5

You attempt a few longer sentence forms, including “As a result, many people grow up without understanding why recycling is necessary,” which is clear and shows an ability to connect a cause with an outcome. Most of the response, however, relies on simple or incomplete structures, and errors are frequent enough to make some sentences difficult to understand. For example, “Many factors are affecting this things includes…” has problems with sentence construction and agreement, while “people who has knowledge” does not maintain subject–verb agreement. The questions embedded in the education sentence are also not formed clearly as indirect questions. Practise building complete sentences with a clear subject and verb, and check agreement, articles, and punctuation. Aim to use a few accurate complex sentences rather than joining several ideas loosely.

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