Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · IELTS Academic Practice Accelerator · 2026-10-21

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)

It is widesread debate among many countries that citizen of differnt places dont recycle their waste .It is the wastage of their resources.majority of people have different perspective about this facts.

In many Developed countries ,general public recycle their rubbish to production purpose.They used tehm according to their need .Sensible people seggregate every type of rubbish and then utilize it by recyclimg according to their need .They make many useful things with that.

Many countries like China, Sweeden make electricity by using garbage of their country.And in many time they run out of the rubish and have to import it from other ccountries.It can facilitate their nation from extra burden of taxes.

Many countries have an experince about making glass .plastic ,and other type of utensils by using rubbish.Many polytheine industry also use rubbish to make bags.

Their are many initiative take place to educate citizens of every country to learn how to recyle rubbish .peolpe must aware about the positive and negative eternalities and private social benefits about the recycling usage.There must be some informatory programmes ,Tv channels should advertise to educate people.

Some informatory brochers,puflets also distributed to general public to think about the need .At thr end of the day every citizen of the coutry well know about the importance of this trend.It is crucial to understand that it is beneficial for every one.We shoul break this streotype tto use second hand products .and make it normal for every one to utilize it.It saves every one money and resources.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response makes a relevant attempt to discuss recycling, and it offers possible actions such as public education, television advertising and distributing leaflets. However, it does not clearly answer the first question: the reasons people fail to recycle are not explained, while most of the response describes recycling practices and products in other countries. The examples about China and Sweden producing electricity from rubbish are relevant to recycling generally, but do not explain why people elsewhere recycle less. The proposed solutions are also listed rather than developed, and the position is not clearly framed. To strengthen the response, identify specific barriers—such as inconvenient collection systems or limited awareness—and explain how each proposed measure would address them.

Coherence and Cohesion: Band 4.5

There is some organisation: the response moves from general comments about recycling to examples of reuse and then to educational measures. However, the progression is difficult to follow because the opening does not establish a clear focus, and the first several paragraphs largely describe recycling rather than build an answer to both questions. Connections between ideas are often unclear; for example, the claim that importing rubbish can reduce a tax burden is not explained. Paragraphing is present, but ideas within paragraphs are frequently placed side by side without clear development. Use a focused introduction, separate the causes from the solutions, and connect each example explicitly to the point it supports.

Lexical Resource: Band 5.0

The response attempts some topic-specific vocabulary, including “segregate,” “recycling,” “electricity,” “social benefits” and “resources.” This gives it a minimally adequate range for discussing the subject. However, spelling and word-choice errors are noticeable and sometimes make the intended meaning difficult to understand, as in “widesread,” “eternalities,” “polytheine” and “streotype.” Several phrases are also unnatural or imprecise, such as “recycle their rubbish to production purpose” and “informative programmes” used without specifying what they would teach. Check spelling carefully and learn common collocations, such as “recycle waste into useful products” and “raise public awareness.”

Grammatical Range and Accuracy: Band 4.5

The response includes some attempts to combine ideas, for example, “Many countries like China, Sweeden make electricity by using garbage of their country,” but sentence structures are mostly simple, and errors occur frequently. Problems with articles, agreement and sentence boundaries appear in “It is widesread debate” and “Their are many initiative take place.” Verb forms and sentence construction are also unreliable, as in “They used tehm according to their need” and “every citizen of the coutry well know.” Punctuation and capitalisation are inconsistent, which further interrupts reading. Practise accurate simple sentences first, then add controlled complex forms using “because,” “so” and “which”; check each sentence for a subject, a correctly formed verb and appropriate punctuation.

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