IELTS Writing Task 2: Sustainable Cities — Band 6.0 Sample with Full Breakdown
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The Prompt
Some people believe that governments should invest in making cities more sustainable, while others argue that individuals should take responsibility. Discuss both views and give your opinion.
Band 6.0 Sample Answer
Sustainable cities are important for our future, but who should be responsible for making them a reality? Governments and individuals both have roles to play.
On one hand, governments have the power to make big changes. They can create laws that reduce pollution and promote green energy. For example, they can build more public transport to reduce car use. Governments can also invest in recycling programs and green spaces. These actions can make cities cleaner and healthier for everyone. However, some people argue that governments do not always act quickly or effectively. They may be influenced by big businesses or political interests, which can delay progress.
On the other hand, individuals can also make a difference. People can reduce their carbon footprint by using less energy, recycling, and choosing sustainable products. For instance, riding a bike instead of driving a car can reduce pollution. Eating less meat and more plant-based foods can also help the environment. However, some people believe that individual actions are not enough to solve big problems like climate change. They argue that without government support, individual efforts will not have a significant impact.
In my opinion, both governments and individuals should work together to create sustainable cities. Governments can provide the infrastructure and policies needed for change, while individuals can support these efforts by making sustainable choices in their daily lives. Together, they can create a cleaner, healthier future for everyone.
Scoring Breakdown
Task Response (TR): Band 6.0
- Presents a clear position throughout the response.
- Provides some development of the main ideas but lacks depth and nuance.
- Addresses both views as requested but does not fully explore counterarguments.
Coherence and Cohesion (CC): Band 6.0
- Uses a simple structure with an introduction, two body paragraphs, and a conclusion.
- Ideas are logically organized but lack clear progression.
- Uses some cohesive devices but overuses basic connectors like "on one hand" and "on the other hand."
Lexical Resource (LR): Band 6.0
- Uses a mix of basic and some less common vocabulary.
- Attempts to use less common vocabulary but makes some errors (e.g., "carbon footprint" is correct, but "green energy" is overused).
- Limited range of vocabulary related to the topic.
Grammatical Range and Accuracy (GRA): Band 6.0
- Uses a mix of simple and complex sentence structures.
- Makes some grammatical errors, such as subject-verb agreement and article usage.
- Punctuation is generally accurate but could be improved.
Vocabulary Highlights
- Sustainable (adjective): able to be maintained at a certain rate or level without depleting natural resources.
- Example: Sustainable cities require careful planning and investment.
- Carbon footprint (noun): the amount of greenhouse gases produced by human activities.
- Example: Reducing your carbon footprint can help the environment.
- Green energy (noun): energy produced from renewable sources like wind, solar, and hydro.
- Example: Governments should invest in green energy to reduce pollution.
- Recycling (noun): the process of converting waste into reusable material.
- Example: Recycling programs can reduce the amount of waste in cities.
- Green spaces (noun): areas of grass, trees, or other vegetation in urban environments.
- Example: Green spaces can improve air quality and provide recreational areas.
- Pollution (noun): the presence of harmful substances in the environment.
- Example: Reducing pollution is essential for creating sustainable cities.
- Infrastructure (noun): the basic physical and organizational structures needed for the operation of a society.
- Example: Governments can provide the infrastructure needed for sustainable cities.
- Climate change (noun): long-term alterations in statistical distribution of weather patterns.
- Example: Climate change is a major challenge for cities worldwide.
- Public transport (noun): transportation services available for use by the general public.
- Example: Building more public transport can reduce car use.
- Plant-based foods (noun): foods derived from plants rather than animals.
- Example: Eating more plant-based foods can help the environment.
- Bike (noun): a human-powered, pedal-driven vehicle with two wheels.
- Example: Riding a bike instead of driving a car can reduce pollution.
- Meat (noun): animal flesh that is eaten as food.
- Example: Eating less meat can reduce your carbon footprint.
- Energy (noun): the capacity to do work.
- Example: Using less energy can help create sustainable cities.
- Environment (noun): the natural world, as a whole or in a particular geographical area, especially as affected by human activity.
- Example: Protecting the environment is essential for sustainable cities.
- Healthy (adjective): in good health.
- Example: Sustainable cities can be cleaner and healthier for everyone.
- Cleaner (adjective): free from dirt, marks, or stains.
- Example: Governments can make cities cleaner through recycling programs.
- Healthier (adjective): conducive to good health.
- Example: Green spaces can make cities healthier.
- Future (noun): the time that comes after the present.
- Example: Sustainable cities are important for our future.
- Responsibility (noun): the state or fact of having a duty to deal with something or of having control over someone.
- Example: Individuals have a responsibility to make sustainable choices.
- Effective (adjective): successful in producing a desired or intended result.
- Example: Governments should act effectively to create sustainable cities.
Common Mistakes
- Overusing basic vocabulary: Many students rely on simple words like "good," "bad," and "important" instead of using more sophisticated vocabulary.
- Lack of depth in arguments: Students often present ideas without fully developing them or providing examples.
- Poor organization: Some responses lack clear structure, making it difficult for the examiner to follow the argument.
- Grammatical errors: Common mistakes include subject-verb agreement, article usage, and punctuation errors.
- Limited range of vocabulary: Students often use a narrow range of vocabulary related to the topic, which can limit their score in the Lexical Resource band.
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