Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-11-02

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 5.0)

In many countries, there are many people who does not recycle their waste thing as much as they could. In my opinion, there are several reason why they do not recycle their waste- such as they do not enough knowledge about it, they do not care about the effect of environment pollution. I shall disccuss about my upcoming easy.

Rubbish things lead to danger effect on the environment, if we take a action timely. Now-a-days many inventions are introduced to recycling our worst thing to protect our environment. Moreover, some people remains they do not know about recycling. For example, in Bangladesh which is a huge populated country, many people in here is non educated. As a results, they pollutes their environment, therefore, many diseases attracked their body easily.

On the other hand, some people have who do not care about their heath or environment. They do whatever they always want. They do not obey any rules and regulation. These people does not care anyting. Consequently, the situation become worst and the environment get polluted.

Goverments should introduce some strick law for his own countries. More public awareness should be raise among everone.Government should make some gruop of volunteer in every region, make some seminer for arise awareness, introduce new invention for recycle worst thing easily. Stict regulations and fines for more important waste disposal could aslo encourage greater responsibility.

In conclution, I believe that a combination of public education can significantly incr

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify two relevant reasons—limited knowledge and lack of concern—and suggest education, volunteers, seminars, regulations and fines. These points address both questions, but the response develops them only briefly. The Bangladesh example is relevant, yet the link between low education, recycling behaviour and disease is asserted rather than explained, and the second reason receives little support. Your position is present, but the introduction’s promise to discuss the topic is not followed by a complete, clearly developed conclusion: the final sentence is cut off. The response also falls seven words short of the required minimum. To strengthen the answer, explain how each proposed measure would change behaviour and add a specific example or consequence for each main idea.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure: an introduction, paragraphs on reasons, a paragraph of solutions and a concluding section. This helps readers identify the main parts of your answer. However, progression within paragraphs is limited, and several ideas are placed together without clear explanation of their relationship. For example, the paragraph about Bangladesh moves from lack of education to pollution and disease without showing the steps between them. Linking expressions such as “Moreover,” “On the other hand” and “Consequently” are used, but some connections feel mechanical or do not clarify the logic. The conclusion is incomplete, which weakens the overall shape. Organise each body paragraph around one main point, then explain and illustrate it before moving to the next.

Lexical Resource: Band 4.5

You use some topic-related vocabulary, including “recycle,” “environment,” “public awareness,” “regulations” and “fines,” so the reader can generally understand the subject. However, the range is limited and several inaccurate or unnatural choices make parts difficult to interpret. Phrases such as “waste thing,” “worst thing,” “danger effect” and “arise awareness” do not express the intended meanings clearly. There are also noticeable spelling errors, including “Goverments,” “seminer” and “conclution.” These issues fit a limited but minimally adequate vocabulary range: meaning is often recoverable, but errors sometimes slow the reader. Build a bank of accurate recycling collocations and check spelling and word forms during revision.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including a conditional structure in “if we take a action timely” and a cause-and-effect sentence beginning “As a results.” However, the range is limited, and errors occur frequently enough to make some sentences difficult to follow. Examples include subject–verb agreement in “people who does not” and “they pollutes,” missing or incorrect articles in “take a action,” and faulty sentence construction in “some people have who do not care.” The final sentence is also unfinished, so its grammatical meaning cannot be assessed fully. Practise building accurate subject–verb patterns and complete sentences first, then add subordinate clauses. Proofread each sentence for agreement, articles and whether it has a complete main clause.

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