Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · 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 6.0)

In many countries, people usually do not recycle their junk as much as they could. I think this behavior is mostly due to bad habits in a society. People consider it a casual act.

Let`s have an deep view how this bad habit develops in a culture. From the very small age, children are not properly guided about the concept of waste recyclying. And this topic is not much raised in schools as compared to other activites. For example, an average middle school student do not have any idea of recycling goods. How that student is expected to following this act in daily life?

Secondly, parents are focused on telling and guiding their adults only. They do not follow recycling of goods themselves. So, this act is very influencing their children developing a vice of not recycling junk. It is very obvious youngsters will only adopt those habits that they see in their older generation.

There are a number of ideas that could be implemented in order to adress the issue of recycling. I would like to discuss education and awareness of public. There should be activites in educational institutes regarding this topic. For example, a trip to a recycling plant, a competition for best recycling demo models etc. This could is a practical way to educate youngsters and create a sense of responsibility in them. Secondly, there should be awareness compaings for general popluation. Social media is a good source for this purpose.

In conclusion, people do not recycle their rubbish majorly due to casual behavior and lake of responsibilty by adults. And, this issue could be addressed by education and awareness activites.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both parts of the question: you explain low recycling through weak habits and limited guidance, then suggest education and public-awareness campaigns. The examples of school activities, such as visiting a recycling plant or holding a model-making competition, make the proposed solutions relevant. However, some points are asserted rather than fully explained. For instance, the claim that parents focus on “their adults only” is unclear, and the link between adult behaviour and children’s habits could be developed with a more specific explanation. The causes also focus mainly on education and family influence, leaving other possible barriers unexplored. A clearer explanation of how campaigns would change everyday recycling behaviour would make the response more fully developed.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction, two paragraphs explaining causes, a paragraph proposing solutions, and a conclusion. Sequencing phrases such as “Secondly” and “In conclusion” help readers follow the main progression, and the examples are placed alongside the relevant ideas. This meets the expected level of coherent organisation. To make the progression more consistently smooth, reduce reliance on formulaic transitions and connect each explanation more explicitly to the next. For example, the paragraph about parents could show how their behaviour reinforces the lack of recycling education described earlier. Some references, such as “this act” and “this topic,” are also broad, so naming the specific behaviour or issue would make links between sentences clearer.

Lexical Resource: Band 5.5

You use enough topic-related vocabulary to communicate the main ideas, including “recycling plant,” “sense of responsibility,” “awareness,” and “general population.” There are also attempts to use more formal expressions, such as “implemented” and “address the issue.” However, several word choices and collocations are inaccurate or informal, which limits precision: “junk” is less suitable than “rubbish” in this context, “casual act” does not clearly express the intended idea, and “awareness campaigns” is misspelled as “compaings.” Other spelling errors include “recyclying,” “activites,” and “responsibilty.” Aim for accurate, natural combinations and check spelling carefully; this will make your vocabulary more effective without requiring unnecessarily complex words.

Grammatical Range and Accuracy: Band 5.5

You use both simple sentences and some attempts at more complex structures, including “From the very small age, children are not properly guided…” and “It is very obvious youngsters will only adopt those habits…”. The main message remains understandable, but some grammatical errors recur. For example, “an average middle school student do not have” has a subject–verb agreement error, while “How that student is expected to following” has an incorrect verb form and question structure. “This could is a practical way” also combines incompatible verb forms, and “There should be activites” needs an article or plural construction. Practise forming indirect questions and checking agreement and verb patterns. More consistently accurate sentences would strengthen the range you are already attempting.

See this exact question answered at other band scores. The same prompt compared across bands.

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