Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · IELTS Academic Practice Accelerator · 2026-10-27

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 6.0)

In most of the countries people do not reuse their throw aways as much as they could.I strongly believe the biggest reason for this could be lack of awareness and not have a strong recycling system in country.

First and foremost the most of the countries where people are not much literate they tends to have less social awareness about the environmental pollution and its hazards.For instance most of the countries in the middle east and africa is suffering from this as there litracy rate is not as much as the other developing countries.Secondly I believe these countries did not have a strong recyling system like some of the advance countries.There is not any proper way to reuse their rubbish like other countries like some countries install the recycling system in there streets and also give a small amount of reward if someone comes to recycle products some of the countries are Australia,Germany,Canada and US.

To alter this preception amoung people i believe people ought to have some awarness about the environmental pollution and other environmental hazards of these things and media can also plays his role in these awarness compaigns.Secondly the government should put cycling machine in crowded areas so people and easily recycle their things and government should also put penalty on the people who breaks these rules.For instance in dubai if someone throw rubbish on streets he suffer from heavy fine.

In conclusion public should help government in these initiatives and work along side the government. If someone breaks the rule a he should be charged with fine to set a example for others and every individual should work for this cause so a world could be a better place.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You address both parts of the question: you identify limited environmental awareness and weak recycling systems as causes, then suggest awareness campaigns, recycling machines and penalties. Your position is clear, and examples such as recycling rewards and fines in Dubai help make the proposals relevant. This meets the task well overall. However, some ideas are asserted rather than fully explained: for example, the link between literacy and recycling is broad, and the country examples are listed without showing how their systems work or why they are effective. To strengthen the response, explain the practical impact of each cause and develop one or two examples in more detail, while avoiding generalisations about whole regions.

Coherence and Cohesion: Band 6.5

The response has a recognisable structure, moving from causes to solutions and then to a conclusion. Paragraphing helps the reader follow this overall progression, and signposts such as “First and foremost,” “Secondly,” and “In conclusion” make the stages clear. The organisation is generally coherent, though the linking can feel mechanical because several points are introduced with similar sequencing words. Some sentences also contain multiple ideas, making the relationships between them less clear—for instance, the sentence about recycling systems, street installations and rewards. Use clearer sentence boundaries and vary the ways you connect explanations, examples and results. More precise referencing would also help readers see exactly which “countries” or “these things” each point refers to.

Lexical Resource: Band 5.5

You use relevant topic vocabulary, including “environmental pollution,” “recycling system,” “awareness campaigns,” and “penalty,” so the main ideas are understandable. There are also attempts at more specific expressions such as “crowded areas” and “heavy fine.” However, spelling and word-choice errors are noticeable and sometimes make the reader pause: “throw aways,” “litracy,” “recyling,” “preception,” and “cycling machine” are examples. Some phrases are also imprecise or unnatural, such as “reuse their rubbish” and “social awareness about the environmental pollution.” Build accuracy by checking spelling and choosing standard collocations, such as “recycle household waste” and “public awareness of environmental damage.” This would make your vocabulary more reliable and precise.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentences, including clauses introduced by “where,” “as,” and “if,” and the overall meaning is usually recoverable. However, grammatical control is uneven, and errors occur across sentence patterns. For example, “they tends” has a subject–verb agreement error, while “media can also plays” combines incompatible verb forms. Articles and sentence construction are also problematic in phrases such as “in country” and “a he should be charged.” Several long sentences join ideas without clear punctuation, which makes them harder to process. Practise accurate agreement, articles and verb forms, and divide sentences when they contain several separate points. Aim to produce a wider range of structures while keeping each one controlled.

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