Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-11-12

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 6.0)

In many places around the world, schools declare summer holidays for two or more months. This essay will cover some significant values of this approach and also the negative outcomes.

Firstly, students spend most of their time in schools for almost the entire year. Though schools does encourage their candidates to participate in extracuricullum , it sometimes is just not enough for a student to work towars their passion, something they love to do which is not always academics. I believe summer breaks helps a child to work on themselves and expand their creativity that is not just limited by instructions or homeworks. For example, a person whose half a day is consumed by school and then the rest by homework and assignments, followed by the stress to do better the next day in school. How can an individual possibly try and do something that makes them feel alive and creative ? and hence i believe long summer holidays adds up value to a student's passion with no harm to their academics as well.

Secondly, arguments that are in favour of shorter school holidays would be situations where a person has less exposure and oppurtunities at home, people who are not able to expose their child to summer camps or any such activity that will help their holidays to be effective and useful. In such circumstances a student would rather prefer to attain knowledge and head back to school rather than waste their precious time and rot at home. For example, an individual with access to internet and has the oppurtunity to participate in activities that makes him alive would really enjoy their summer holidays, whereas one with no such privilege would hate the time they spend at home for so long with nothing but just unwanted stress and sadness.

To conclude with, I believe the values and aruguements for long summer holidays completely depends and varies from student to student, as one with the privilege to use his time to learn something new and built their passion would certainly love long school holidays but the one with less privilege would not enjoy the holidays the same way.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses both questions and maintains a clear view that the value of long holidays depends on students’ circumstances. The first main point—that a break gives students time to pursue interests and creativity beyond schoolwork—is relevant and supported with an example. You also explain why shorter holidays may benefit students who lack activities or support at home. However, this second argument is less fully developed: the discussion focuses mainly on disadvantage and boredom, rather than explaining directly how shorter breaks or continued schooling would help. The conclusion restates your position, but the essay would be stronger if it compared the benefits more explicitly and developed the educational or family-related value of long holidays as well.

Coherence and Cohesion: Band 6.0

The essay has a coherent overall structure: an introduction, two body paragraphs signposted with “Firstly” and “Secondly,” and a conclusion. The reader can follow the contrast between students who can use a long break productively and those who have fewer opportunities. Some linking is mechanical, however, and the first body paragraph’s long example becomes difficult to follow, particularly the sequence beginning “For example, a person whose half a day…” The second paragraph also shifts between shorter holidays and students’ access to activities without making the relationship fully explicit. Use clearer topic sentences and divide long sentences so that each paragraph develops one central argument with a direct explanation and example.

Lexical Resource: Band 5.5

You use a relevant range of vocabulary, including “expand their creativity,” “exposure,” “opportunities,” and “privilege,” to discuss students’ differing circumstances. Some attempts at more expressive language are less natural or precise, such as “work on themselves,” “adds up value,” and “makes them feel alive.” There are also spelling errors, including “extracuricullum,” “oppurtunities,” and “aruguements,” which reduce accuracy. A few choices, such as “rot at home,” sound overly informal for an academic essay. Aim for precise, natural collocations and a consistently formal register; proofreading spelling and choosing neutral alternatives will make your ideas clearer without requiring more complicated vocabulary.

Grammatical Range and Accuracy: Band 5.5

The response attempts both simple and complex structures, including concessive clauses (“Though schools…”) and conditional contrasts (“whereas one with no such privilege…”). Meaning is generally understandable, but some errors in agreement, verb forms, sentence boundaries, and punctuation remain. For example, “schools does encourage” should use a plural verb, while “summer breaks helps” also has a subject–verb agreement problem. The sentence beginning “For example, a person whose half a day…” is a fragment, and the question mark followed by “and hence” creates an awkward sentence boundary. There are also inconsistent capitalisation choices, such as “i.” Review agreement and sentence completeness, and use shorter, controlled sentences when an example becomes complex.

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