Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-13

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 do not recycle their garbage as much as needed, this case is in many countries. People are not aware of causes that can their rubbish will produce. The government should introduce strickter policies to aware people about environment problems.

Firstly, one of the major drawback is people are not well aware of the problems of the products they use in their daily lives. People use different products made from different materials and not every material is environmental friendly. For instance, they use polithin in thier daily lives and after use they throw it in the garbage bin without even knowing the causes that the polithin may affect environment. As a result, this habit of peoples' unawareness may cause harmful demage to the environment.

On the other hand, the government should introduce strickter rules to take care of products and the problems which can demage environment. People must reuse the products if required and need to take a responsibility to recyle it. For example, if they use products made from material that can cause harmful demage to environment, people must recyle it and produce new products from it and government will provide them reward. As a result, people witll recyle more products to get rewards, and this will also reduce environment pollusion.

In conclusion, The government must introduce policies such as if people do more recyle they get more rewards. People are also aware of problems.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You address both questions: lack of awareness is offered as a reason, and stricter government rules and rewards are proposed as solutions. The examples about polythene and rewarding people for recycling are relevant, but the ideas remain general and are not explained in enough detail—for example, you do not clarify what rules would require or how rewards would work. The opening also makes the cause unclear (“not aware of causes that can their rubbish will produce”), and the conclusion mainly repeats the reward idea rather than drawing the response together. The response is 14 words below the required minimum, so it does not meet the task’s length requirement. Develop each main point with a clearer explanation or a specific example.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, two body paragraphs and a conclusion. “Firstly,” “On the other hand,” and “As a result” help signal stages in the discussion, and the paragraphs broadly separate the cause from the proposed action. However, progression within paragraphs is sometimes unclear: the first paragraph moves from product awareness to environmental harm without explaining the link fully, while the second combines rules, reuse, recycling and rewards. “On the other hand” suggests a contrast, although the paragraph is presenting a solution. Use more precise transitions and organise each paragraph around one main idea, followed by explanation and an example. The conclusion should summarise both the cause and the solution.

Lexical Resource: Band 5.0

You use relevant topic vocabulary, including “recycle,” “products,” “materials,” “environment,” “polythene” and “rewards,” so the reader can follow the general subject. However, the range is limited and several word-choice, collocation and spelling problems make parts difficult to understand. For example, “causes that the polythene may affect environment” is not a natural way to describe its impact, and “harmful demage” and “environment pollusion” contain spelling errors. “People are also aware of problems” is also unclear in the conclusion. Build a more precise set of environmental expressions and check spelling carefully; use phrases such as “environmental impact” and “raise public awareness” to express your ideas more naturally.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, including a conditional example beginning “if they use products…” and a result clause introduced by “As a result.” However, the range is limited, and complex sentences are often faulty. The opening joins two complete ideas with a comma (“People do not recycle… , this case…”), and “not aware of causes that can their rubbish will produce” has an unclear clause structure. There are also recurring problems with articles, agreement and sentence construction, as in “affect environment” and “government will provide them reward.” These errors sometimes make the intended meaning difficult to follow. Practise building accurate sentences with one main clause and a clearly formed subordinate clause, then check articles and verb forms.

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