Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · IELTS Academic Practice Accelerator · 2026-10-28

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 4.0)

At the present time many countries people do not recycle thier rubish as much as they could.I thiks it is a bad thinks for invorment may change for anything.

On the on hand most of countries not recycle for weast and dally pollustions for invorment beacause fastly resons nowdays we are used for techonology. The technology have positive and negative impact and this time everyone users daly life to essay. MOST of scitance development of news products and this types of pollustion we are used for cooking for types for electrony peroducts such as silindar gas used cooking for food ,ovan for dish for head and rice cucar cook for ricr.

Howere i think it is chanfe for present because recyle for rubish is most impotant for human life. It is good think and change to nowdays cause we re usued for weast products and cost is save we re for anything rubbish and not pollustion for invorment .

In mu conclustion most of coutries not recycle for rubbish it is a bad think and invorment for polluction but we can be change because rubish recycle is most impotant in our life and we are recycles for weast and we are money save this time.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response recognises that recycling is important and mentions pollution and saving money, so it is broadly connected to the topic. However, it does not clearly explain the causes of low recycling or give practical measures to change people’s behaviour. The reference to technology and household appliances is difficult to connect to the question, and the proposed solution remains vague: “we can be change” does not specify who should act or how. The conclusion repeats the general view rather than adding a developed answer. The response is also 45 words below the required minimum, which limits the space available to address both parts. To improve, explain one or two specific causes and propose concrete actions, such as convenient collection points, public education, or incentives.

Coherence and Cohesion: Band 4.0

There is an attempt to organise the response into an introduction, two body paragraphs and a conclusion. Basic signposting such as “On the one hand,” “However” and “In my conclusion” helps show the intended structure. However, the ideas within paragraphs are difficult to follow, and the relationship between technology, appliances and recycling is not made clear. Several points are repeated, particularly that recycling is important and reduces pollution, without a clear progression from causes to solutions. Some linking phrases are also used inaccurately or do not introduce a contrasting idea. Build each paragraph around one clear point, explain it in sequence, and use linking expressions only when their meaning fits the relationship between ideas.

Lexical Resource: Band 4.0

The response uses a small set of relevant topic words, including “recycle,” “rubbish,” “pollution,” “technology” and “environment,” and it attempts to discuss household products. This shows some awareness of the topic. However, vocabulary is very repetitive and many spelling errors make key ideas hard to understand, for example “thier rubish,” “invorment,” “pollustions” and “weast.” Some expressions are also unclear or unnatural, such as “fastly resons” and “cost is save.” These problems often strain the reader’s effort to interpret the message. Work on accurate spelling of core topic vocabulary and learn useful collocations such as “reduce waste,” “sort household rubbish” and “protect the environment.”

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple statements and longer sentences, and it uses basic connectors to join ideas. Some intended meanings can be understood, particularly in statements such as “recycle for rubbish is most important in our life.” However, sentence structures are often incomplete or incorrectly formed, as in “most of countries not recycle” and “we can be change.” Verb forms, articles, agreement and sentence boundaries are frequently problematic; for example, “The technology have” does not show correct subject–verb agreement. Punctuation and spacing also make several sentences difficult to read. Practise building accurate simple sentences first, then combine them with clauses using “because” or “so.” Check each sentence for a subject, a correctly formed verb and a clear ending.

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