Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · 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 4.5)

There are alot of things that can be recycled in our society

For example paper, plastic, clothes, water and alot of other things that can be reused after recycling it and can use those things in any better way

Near my house we have a plastic recycling store where people get there old stuff madeup of plastic and they give it to the shopkeeper and in return he gives them some money or anything that coustomer want's in return for their stuff and then he later collect all the plastic that he get in a day and then he take it to some other factory or place where the plastic is been recycles amd them again used it in a more better way

but as we know plastic is also not good for our health and wellbeing

but in my city people are still not aware about this so we have to bring it to peoples notice and they need to be informed or awareness has to be made for stop using of plastic

Paper can also be recycled in a bery useful manner

where waste is been collected and then again used it for other purposes

water is also now a days a very important thing that needs to be recycled for.a better future and needs to be saved for upcoming generations so that they do not have water scarcity and as the water percentage on earth is reducing it is very important for each and every person who lives here should safe water.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response is relevant to recycling and includes a personal example of a plastic-recycling shop, but it only partially answers the question. The shop example illustrates one possible incentive, yet the essay does not clearly explain the main reasons people fail to recycle. It also gives little detail about practical changes beyond informing people about plastic and describing how materials can be reused. The discussion of water conservation moves away from the specific issue of rubbish recycling, and there is no clear overall position or developed conclusion. To strengthen the response, explain a few causes—such as inconvenient collection systems or lack of knowledge—and connect each to a specific, realistic solution, supported with an example.

Coherence and Cohesion: Band 4.0

Some ideas are connected, and the example of the local shop gives the response a relevant point of reference. However, the information is not arranged into a clear progression: it moves from a general list of recyclable materials to the shop, then to plastic awareness, paper, and water. The response has no distinct introduction, developed body paragraphs, or conclusion, so the reader has difficulty following an argument that answers both parts of the question. Linking words such as “For example” and “but” are used, but they do not establish clear relationships between all the ideas. Group causes and solutions into separate paragraphs, and use clear topic sentences and references to show how each example supports the main point.

Lexical Resource: Band 5.0

The response uses basic vocabulary relevant to the topic, including “recycled,” “plastic,” “factory,” and “water scarcity,” and the reader can generally identify the subject. However, the range is limited and several words or phrases are repeated, particularly “used” and “better way.” Some choices are inaccurate or awkward, such as “plastic is been recycles” and “bring it to peoples notice,” which make parts less clear. Spelling and word-form errors, including “alot,” “coustomer,” and “recyles,” are also noticeable. Build a more precise topic vocabulary and check spelling and collocations; for example, distinguish recycling from conserving water and describe specific recycling services or incentives.

Grammatical Range and Accuracy: Band 5.0

The response attempts longer sentences, especially in the description of the shop, but these are often difficult to control and contain frequent errors. For example, “he later collect all the plastic that he get in a day” has problems with subject–verb agreement and verb forms, while “waste is been collected and then again used it” combines passive and active structures incorrectly. Sentence boundaries and punctuation are also inconsistent, with several ideas joined into long strings using “and” or left as fragments. Most structures are simple, and errors sometimes make the intended relationships unclear. Practise accurate simple sentences first, then build longer sentences using controlled clauses, correct tense and agreement, and full stops to separate complete ideas.

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