Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-11-05

IELTS Writing Task 2 question

In many countries, primary and secondary schools close for two months or more in the summer holidays.

What is the value of long school holidays?

What are the arguments in favour of shorter school holidays?

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

Student answer (Band 4.5)

Now days, many primary and secondary schools are closed in the hot weater around two moths.there are several benefits of children taking the holidays to solve the homework at home.however some people argue that children must be going to school in the holidays becuse they were making a lot problems at home.

In the long school holidays some students are solve some crictical homewoek at home very easily and already they have a lot time to spent with their friends and their family.And some time they are having a plan to go for a shot trip with our friends .however they feel relex and comportible to enjoy their trip.and also they have a lot of time to play prictical games to still stay healthy.

In the shorter holidays they have no time to spent with our families beacuse they are went to school everyday they cannot feel very compotibale beacuse they have a lot of pressure with their had how to manage every day life.They have no time to communicate with other to feel relaxed.they cannot improved the communivation skills .however they have no time to take this.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You address both questions in a basic way: the second paragraph gives benefits of longer holidays, such as time with family, friends, trips and physical activity, while the third attempts to explain disadvantages of shorter breaks. However, the response only minimally fulfils the task. The case for shorter holidays is not clearly presented: the paragraph mainly describes problems caused by having less time off, rather than explaining why shorter holidays may be beneficial. Ideas such as rest and family time are mentioned but not explained with specific reasons or examples. The response also falls short of the required 250 words, which limits the opportunity to develop both sides. Make your position clear and support each argument with a relevant explanation or example.

Coherence and Cohesion: Band 5.0

There is some organisation: an opening paragraph is followed by one paragraph on long holidays and one on shorter holidays, so readers can identify the intended sections. Basic linking words such as “however” and “and also” help connect points. However, progression within paragraphs is weak, and several ideas are joined together without clear relationships, as in the long-holiday paragraph’s shift from homework to trips and games. “However” is also used where the contrast is unclear. The final paragraph repeats the idea of having no time to relax or communicate, rather than developing a distinct argument. Use a clear topic sentence for each side, then explain and illustrate each point in a logical order; use linking expressions only when their relationship is accurate.

Lexical Resource: Band 4.5

You use a small set of relevant words and phrases, including “long school holidays,” “pressure,” “relaxed,” and “communication skills,” which makes the general topic recognisable. However, vocabulary is basic and repetitive, and frequent spelling and word-choice errors sometimes make the reader work to understand your meaning. Examples include “hot weater,” “crictical homewoek,” “comportible,” and “communivation.” Some combinations are also unnatural, such as “solve the homework” and “play practical games.” Build a more accurate range for discussing education and holidays, and check spelling and collocations carefully. For example, say “complete homework,” “feel comfortable,” and “take part in physical activities.”

Grammatical Range and Accuracy: Band 4.5

You attempt to communicate several connected ideas and use some longer sentences, including sentences linked with “because” and “however.” Nevertheless, the range of structures is very limited, and frequent errors in verb forms, agreement, articles, and sentence boundaries can distort meaning. For example, “some students are solve” should use a consistent verb form, while “they were making a lot problems” has an unclear tense and missing grammatical elements. “They cannot improved” also uses the wrong verb form after “cannot.” Capitalisation and punctuation are inconsistent, including the run-on opening. Practise accurate simple sentences first, then combine them with controlled clauses using “because,” “although,” and “while.”

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