Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-20

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)

Instead dump the rubbish in land fills or river side many people recycle it and convert it in a positive fact for enviroment.

Many people in many countries do not recycle it because may they have not enough resource to recycle other may have not time and energy but some people have no reason to not do that they just lazy to give the energy to recycling.

In my point of view it must done to recycle your own rubbish as pullotion of enviroment rise day by day new health issues arise in daily life which cuase seroius concern for humanity.

The government should take the strict action againt the dump the rubbish and do not done with recycling as in many advence countries different days to throw your different types of rubbish if any one do not follow will charge the fine to government the benefits of that the kind to rubbish will go to a recycle centre so no other rubbish become problemtic for centre.

There is also recycle plastis bottle centre which give cash back as you throw the plastic bottels in mechin it make people to clean enviroment and get rewerd .

The system of recycling direct toward the claen enviroment and disease free for people

This make the big impact on country and government by just positive change in the behavior of people toward the recycling the rubbish as mush as they could as individual resposibility and role in make the enviroment neat and clean.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address both parts of the question: you suggest that limited resources, lack of time and laziness reduce recycling, and propose government fines, separate collection days and cash rewards for returning bottles. These are relevant ideas, and the examples of recycling centres give the response a practical focus. However, the reasons are listed rather than explained, and the solutions are not developed enough to show clearly how they would overcome the stated barriers. Your position that recycling is important is present, especially in the paragraph about pollution and health, but it is not consistently expressed or supported. To strengthen the response, explain the causes and effects of each main point and connect each proposed measure to a specific reason people do not recycle.

Coherence and Cohesion: Band 4.5

There is some organisation: the response moves from reasons for low recycling to the writer’s view and then to possible government measures and incentives. This gives the reader a basic sense of the intended structure. However, paragraphing and progression are not consistently clear, and several ideas run together, particularly in the sentence beginning “The government should take the strict action.” Connections such as “but,” “as” and “so” are sometimes used in ways that do not clearly show the relationship between ideas. The final lines repeat the call for a clean environment without providing a distinct conclusion. Use one paragraph for causes and another for solutions, build each around a clear main idea, and use linking expressions only where their logical relationship is clear.

Lexical Resource: Band 5.0

You use some topic-related vocabulary, including “recycle centre,” “fine,” “cash back” and “health issues,” so the reader can identify the subject and several proposed measures. However, the range is limited and some word choices or collocations make meaning difficult to follow, as in “convert it in a positive fact” and “the kind to rubbish.” Spelling errors such as “enviroment,” “pollution,” “seroius” and “mechin” are noticeable and sometimes slow the reader. Aim for accurate, natural phrases rather than translating ideas word by word. Learning collocations such as “sort household waste,” “impose a fine” and “reduce environmental pollution” would help you express your points more precisely.

Grammatical Range and Accuracy: Band 4.5

You attempt to express several connected ideas in longer sentences, for example when describing government rules and recycling centres, but these structures are often difficult to follow because clauses are not controlled accurately. Errors include missing or incorrect verb forms (“it must done”), missing subjects or auxiliaries (“because may they have not enough resource”), and problems with articles and agreement (“the strict action,” “different days to throw your different types”). Sentence boundaries and punctuation are also inconsistent, so some ideas become run-on sentences. These issues sometimes make the intended meaning unclear. Practise building accurate simple sentences first, then combine them with controlled clauses using “because,” “if” and “which.” Check each sentence for a subject, a correctly formed verb and clear punctuation.

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