Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-18

IELTS Writing Task 2 question

Some people claim that not enough of the waste from homes is recycled. They say that the only way to increase recycling is for governments to make it a legal requirement.

To what extent do you think laws are needed to make people recycle more of their waste?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Student answer (Band 5.0)

It is often argued that most of garbage from houses is not properly recycled . While some believe that it is responsibility of state to make and implement laws to encourge recycling. I largely agree with that strict rule and regulations by government are important to better recycling. The essay will discuss the reason fro my position.

The primary reason why I agree with this view is that fallowing state law is responsibility of every person is society as compare to giving them choice without any restriction. So, people obeys rules and majority is usually more consious about to stay away from fines and punsihments. For example, if government set any particular checklist such as kind of trash, how did it recycled and where is the recycle product for every home and by orginizing team to check it on doorsteps and implement some fine for not completing the check list . This will be a beneficial step to increae recycling.

Another important point to consider is that giving awareness about recyling provoding machinary is also comulsory beacuse without these two things it is impossible. To illustrate it with example, if recycling education is giving by different plateforms such as physically by organizing camps on community level as well as through social media along with some machinary to make it easier just as trash bin which are mostly seen in every street. State can also trash recycle unit. Eventally, every one is able to recycle home waste.

To summarize it, I am compeletly agree with law enforcement by state because it plays vital role to dump waste in form of recycling. However, it can done with awarness and providing specilized units in every village and city.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The student addresses the prompt by discussing whether laws are needed to make people recycle more of their waste, clearly stating a position that they agree with strict government rules and regulations. The main ideas, such as citizens following state laws to avoid punishments and the necessity of providing recycling infrastructure alongside education, are relevant. However, the development of these ideas is limited and somewhat repetitive. For instance, the discussion on checklists and door-to-door checks in the second paragraph is a bit underdeveloped and lacks full logical extension. Similarly, the third paragraph introduces awareness and machinery but remains general. Overall, the response addresses all parts of the task with a clear position, fitting the Band 6 descriptors well.

Coherence and Cohesion — Band 5.0

The essay displays a coherent overall arrangement with a clear attempt at paragraphing, separating the introduction, two body paragraphs, and a conclusion. However, cohesion is frequently faulty and mechanical. The student uses cohesive devices and transitional phrases such as "The primary reason why I agree", "Another important point to consider", and "To summarize it", but referencing is occasionally unclear (e.g., "how did it recycled and where is the recycle product"). Furthermore, logical progression is disrupted by awkward sentence transitions and run-on structures. Paragraphing is present, but internal cohesion within paragraphs needs refinement. This corresponds closely to the Band 5 descriptors.

Lexical Resource — Band 5.0

The student demonstrates an adequate vocabulary range for the task, attempting less common items such as "responsibility", "implementation", and "infrastructure" (implied by context). However, there are numerous lexical errors and spelling mistakes throughout the text, including "garbage" instead of waste, "fallowing" instead of following, "punsihments", "consious", "orginizing", "increae", "provoding", "machinary", "comulsoriy", and "plateforms". These spelling and word-choice errors are noticeable, though they rarely impede overall communication because the intended meaning can usually be deciphered. This performance aligns with the Band 5 descriptor criteria.

Grammatical Range and Accuracy — Band 5.0

The student attempts a mix of simple and complex sentence forms, such as conditional structures ("if government set any particular checklist...") and subordinate clauses. However, control over grammar and punctuation is weak, and frequent grammatical errors occur. Examples include tense and voice issues ("how did it recycled"), subject-verb agreement problems ("people obeys rules"), and fragments or run-on sentences ("The essay will discuss the reason fro my position."). While the meaning remains mostly understandable, the high frequency of errors across basic and complex structures prevents the response from reaching Band 6, placing it firmly at Band 5.

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

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