Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-11-01

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 5.5)

Nowadays, individuals are not prefeering to reuse their litter as they used to do. This is because of societal pressure, which could be changed by public awareness, and by taking practical majors.

On the one hand, garbage is not recycled by people today is because of societal force. In our society reusing of our trash is considered an act which shows someone financial status. People tends to think of a person is unstale, or poor by reusing trash. Which ultimately lead to change in behaviour, and relations of people with a person, such as by considering a person as inferior. So to avoid this way of thinking people usually prefer not to recycle trash.

On the other hand, this behaviour can be changed by spreading awareness in society. Such as recycling rubbish is beneficial act, which palys a key role in safeguarding our environment. If our environment is clean it is obvious we will breath fresh air, and aslo we will not having such diseases which is mainly caused by unhygiene condition of our environment because of trash like dangue. Furthermore, by taking practical actions could plays a key role such as, training people several methods of recycling. For instance teach childerns how to reuse shopping bags, and also lunching programmes to teach individuals how to recycle products.

To conclude, poeple do not recycle their trash because of being appear inferior, this can be changed by spreading awareness among individuals, and also taking practical actions.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You address both questions: you identify social judgement as a reason for low recycling and suggest awareness campaigns and practical instruction as solutions. The explanation that people may be seen as “inferior” or poor for reusing rubbish is relevant, and the examples of teaching children to reuse bags and running programmes give the response some support. However, the cause is presented as a broad claim without evidence or a more specific illustration, and the solutions are not fully explained—for example, how campaigns or training would change people’s behaviour. The conclusion repeats the main points rather than adding development. The response is 245 words, five words below the required minimum, so it does not meet the task’s length requirement. Develop each main idea further with a concrete example and explanation.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: an introduction, a paragraph explaining the cause, a paragraph presenting solutions, and a conclusion. The contrastive signposts “On the one hand” and “On the other hand” help readers follow the shift from problem to solutions, while “Furthermore” introduces an additional action. However, progression within sentences is sometimes difficult to follow, particularly in “Which ultimately lead to change in behaviour,” where the reference and connection to the preceding idea are unclear. The solutions paragraph also moves quickly from environmental benefits to training without clearly showing how these points connect. Use complete sentences, make references explicit, and organise each paragraph around a clear sequence of claim, explanation, and example.

Lexical Resource: Band 5.0

You use vocabulary relevant to the topic, including “recycling,” “societal pressure,” “safeguarding our environment,” and “practical actions.” These choices show an attempt to discuss social attitudes and environmental benefits. However, the range is limited and several inaccurate word choices or collocations make the message less natural, such as “reuse their litter,” “societal force,” and “taking practical majors.” There are also noticeable spelling errors, including “prefeering,” “unstale,” “palys,” and “childerns,” which reduce clarity and control. Aim for precise, natural phrases and check spelling carefully. Repeating “trash” and “people” also makes the vocabulary less varied; use suitable alternatives such as “waste,” “rubbish,” and “residents” where appropriate.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex structures, including a cause-and-effect explanation and conditional phrasing such as “If our environment is clean…”. However, complex sentences are often faulty, and errors in agreement, verb forms, and sentence construction can make ideas difficult to follow. For example, “People tends to think of a person is unstale” combines incompatible structures, while “this behaviour can be changed by spreading awareness” is followed by the fragment “Such as recycling rubbish is beneficial act.” The sentence beginning “Which ultimately lead…” is also incomplete, and “we will not having” has an incorrect verb form. Practise building complete sentences with one clear main clause, then check subject–verb agreement and verb patterns before adding subordinate clauses.

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