Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-11-03

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)

The key reasons behind individuas do not recyle the wast are lake of education and knowledge. In many developing countries most of the individuals throw the garbage into environment because they do not know how to recyle wast goods and they think that throw the grabage do not effect environment. In additional if any person wants to recyle the grabage the, they do not have knowledge of goods, paticulary which goods should recyle and which one is not reusable. Due to lake of education and the knowledge individuals start throw the wast in the environments. The clear example of this is India. India where most of individuals conseder river as the god. so the devorte to rever and pray. However they also add alot of milke into the river which become the majore reason for reduce the oxygen in water. As a result fish can not servive in that river. This happen because of lake of education

I strongly believe that to solve this issues the governments can play major role. The government can make rules and regulations, and improve education sysytem. The governments have power to aware thhe individuals relade to this thing and governments can controle throw the wast by implements thefine on throw of wast into the evironments. Dut to fines most of the people start aquire knowledge about how to recyle that. IN additional government can improve the education system, so people will more aware about recyle of the wast and they also know the consequences of this throw the grabage outside. The clear example of this is USA. In USA the student have to lear how to recyle the wast and alos gets basice knowlege of this things.

In concultion, individuals stsrted throw the wast into the nature because of lack of knowledge. However the goverments can solve this problem by make rules, and improve the education sectore. I also strongly believe that if government do this things, in near future this issues will slove.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both parts of the question: you identify limited education and knowledge as reasons for low recycling, then suggest government rules, fines and improved education. The examples about India and the USA help illustrate these points, and your position that government action can improve the situation is clear. However, some ideas are not fully explained or precisely connected to recycling. For instance, the discussion of milk being poured into a river illustrates water pollution, but you do not clearly show how recycling education would prevent this specific practice. The proposed fines also need more detail about what behaviour they would target and how they would be enforced. Develop each main point with a clearer explanation of its link to household recycling and a specific, relevant example.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: the first paragraph explains causes, the second presents solutions, and the conclusion restates the main position. Linking expressions such as “As a result,” “However,” and “In conclusion” help signal relationships between ideas. At times, though, connections are repetitive or unclear. “Due to lack of education” repeats the opening explanation, while “In additional” is used to introduce another point but does not create a smooth transition. Some references, such as “this issues” and “that,” do not clearly identify the idea being discussed. To strengthen progression, organise each paragraph around one main point, avoid repeating the same claim, and use precise references and transitions to show how examples support the argument.

Lexical Resource: Band 5.0

You use relevant topic vocabulary, including “recycle,” “waste,” “environment,” “rules and regulations,” and “consequences,” so the reader can generally follow your subject. There are also attempts at more specific language, such as “oxygen in water” and “fines.” However, the range is limited and several spelling and word-choice errors make parts of the response difficult to understand, including “individuas,” “recyle,” “grabage,” and “devorte.” Some combinations are also unnatural, such as “throw the waste in the environments” and “control throw the waste.” Build accuracy by learning common collocations such as “dispose of rubbish,” “sort recyclable materials,” and “impose fines for littering.” Proofreading spelling and choosing precise terms for recycling and pollution would make your meaning clearer.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including cause-and-effect clauses (“because they do not know how to…”) and a conditional structure (“if any person wants to…”). This gives the response some variety, and the main argument is usually understandable. However, errors in sentence construction and grammatical forms occur across the response. For example, “they think that throw the grabage do not effect environment” lacks a correctly formed subject and verb pattern, while “the governments can play major role” is missing an article. In “the student have to lear,” the subject and verb do not agree. Work on complete clause structure, subject–verb agreement, articles, and consistent verb forms. Revising sentences aloud can help you identify where a subject or verb is missing and improve punctuation between ideas.

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