Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-11-03

IELTS Writing Task 2 question

The working week should be shorter and workers should have a longer weekend.

Do you agree or disagree?

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

Student answer (Band 5.5)

I am not agreed with the phenomena of shorter working weeks and longer weekend for workers.

It is evident that the nature came into reality in six days and on seventh day heavenly voice commanded to take rest. Similarly, a the structure of a working man is like to serve six days and to take rest on seventh day.

Apparently it has more cons than pros such as getting long weekend can make the body and mind more lethargic and pron towards the rest. It is more like a student who use to attend the school or college whole week and gets off on Saturday and Sunday. Likewise a worker follows the same routine since its school time. Furthermore, it can easily harm not only the quality and productivity of work but also the discipline and management. The worker always try to do the task of work in rush. Due to this quality of work would decline and mind of worker would also be unpleasant. For example, a biology teacher has to complete the twelve units with multiple concepts in a year but shortage of time would not let him to do. In this case the teacher, student and system would get demolished gradually.

In my opinion, from stone age to modern age, everything work in a system and these systems run the multiple aspects of life included industry, farming, giving services and running businesses. The change in the timing of work or rest can destroy the whole system from head to toe.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

Your position is clear from the opening: you oppose shorter working weeks and longer weekends, and you give reasons related to productivity, discipline and established routines. The example of a biology teacher needing to cover twelve units is relevant and helps illustrate your concern about time. However, the response addresses the issue only partially because it does not explain in detail how a shorter week would create the time pressure described, or consider possible benefits and respond to them. Some claims, such as that changing work or rest schedules could “destroy the whole system,” are broad and not sufficiently supported. Develop fewer points more fully, with a clear explanation and a specific example for each.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an opening position, a paragraph of reasons and an ending that restates your concern. Linking expressions such as “Furthermore,” “Likewise” and “For example” help signal relationships between ideas. However, progression is not consistently clear: the discussion moves from a religious account of the week to school routines, work quality and a teacher’s curriculum without fully connecting these points. Some transitions are mechanical, and references such as “this case” and “these systems” do not make the intended links precise. Organise the body around one main reason per paragraph, then explain how each example supports it. A conclusion that directly summarises your argument would also make the overall progression clearer.

Lexical Resource: Band 5.0

You use some topic-related vocabulary, including “productivity,” “discipline,” “management” and “quality of work,” which helps communicate your concerns. There are also attempts at less common expressions, but several choices are inaccurate or unnatural and sometimes make the meaning difficult to follow. For example, “the nature came into reality” and “the worker would also be unpleasant” do not express your intended ideas clearly; “pron towards the rest” appears to mean becoming more inclined to rest. Phrases such as “the task of work” and “from head to toe” are also imprecise in this context. Build a more reliable range of collocations for discussing working hours, workload and performance, and check that each phrase conveys the intended meaning.

Grammatical Range and Accuracy: Band 5.0

You attempt a mixture of simple and longer sentences, including a sentence beginning “Furthermore, it can easily harm not only…” and a conditional example about a teacher’s workload. However, the range is limited, and errors occur frequently in basic sentence patterns as well as in more complex attempts. Examples include “I am not agreed,” “a the structure,” “a worker follows the same routine since its school time,” and “everything work in a system.” These involve verb forms, articles, agreement and sentence construction. Some errors make the intended meaning harder to understand. Practise accurate subject–verb agreement and article use, and build complex sentences from shorter, correct clauses before adding linking structures. Proofreading each sentence for a clear subject and verb would help.

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