Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · IELTS Academic Practice Accelerator · 2026-10-26

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)

Recycleis very essential for protect this invirnoment but in many countries people do not effectively,and some natural solve for his encourage. in my opinion that are his solve different parts .people do not recycle the main reason low many people do not about know that negative effect in the invironment or whom recycle can helps .for example in developeing country thus pakistan significient people your all waste material with because their selves plastic glass and other orignic they ever do not learn and second reason factuals are low people should be recycie near significient are not drams rubbish . and significient unactive or besy form reason their think orginic are spirit are very hardworking and long time therefor they are very easy way choose and all waste material throw the one bin . on the other hand their should be this pronlem are goverment and communities take some steps .first of all education is very necessary and all school tv and social media platefor are used foe rubbish about the people if childern learn the small age then this is our habbit and second goverment should provide good factiualy ver

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You attempt to address both questions: you suggest that people lack knowledge about recycling and that convenient facilities may be unavailable, then propose education through schools, television and social media, alongside government action. These are relevant starting points, but the response only partially develops them. For example, the point about people putting all waste in one bin is difficult to connect clearly to the stated causes, and the proposed government measures are cut off before they are explained. The position in the opening is also hard to identify. The response contains 190 words, so it does not meet the 250-word minimum; this limits the space available to explain causes, develop solutions and give a clear example. Organise the answer around two explained causes and two specific actions.

Coherence and Cohesion: Band 4.5

There is an attempt to order the response: you introduce the issue, give reasons, and then shift to possible solutions with “on the other hand” and “first of all.” This gives the reader some sense of direction. However, the progression is difficult to follow because ideas run together in a single block, and several links between points are unclear. For instance, the sequence about low awareness, Pakistan, waste materials and people being busy does not show clearly how each point relates to the next. Connectors such as “and,” “therefor” and “second” are used mechanically or without a clear relationship. Use separate paragraphs for causes and solutions, and make each paragraph develop one main point with a clear explanation or example.

Lexical Resource: Band 4.5

You try to use vocabulary relevant to the topic, including “recycle,” “negative effect,” “waste material,” “plastic,” “glass,” “education” and “social media.” This shows awareness of the subject, but the range is limited and many spelling, word-form and collocation errors make meaning difficult to recover. Phrases such as “natural solve,” “factuals are low” and “good factiualy” do not communicate a clear idea, while “invirnoment” and “developeing” are misspelled. Repeating general words such as “people,” “reason” and “significient” also limits precision. Build a small set of accurate topic phrases and check spelling; for example, use “lack of awareness,” “recycling facilities” and “separate waste into different bins.”

Grammatical Range and Accuracy: Band 4.5

The response attempts to express reasons and consequences, including a conditional idea about children learning from a young age and a cause-and-effect link introduced by “therefor.” However, sentence structures are limited, and attempts to combine several ideas often become difficult to understand. For example, “people do not recycle the main reason low” lacks a clear grammatical structure, and “if childern learn the small age then this is our habbit” has problems with clause construction and articles. Verb forms, agreement and sentence boundaries are also frequently inaccurate, so the reader must work to infer the intended meaning. Practise writing short, complete sentences first, then combine related ideas using accurate clauses such as “If children learn to recycle early, it may become a lifelong habit.”

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