Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-09-22

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)

yes it is right that in many countries primary and secondary schools close for two months or more than two months in the summer and winter holidays because it has many reasons like if schools are open in the peak time of summer so most of the students take leave for a long time because students students are ill at that time but if school doont get their students summer holidays homework so students routines are disturb and after these long holidays when students came to school they are out of track and forget all the syllabus of their term and parents are also tired because if students are not going to school they made a lazy person and do not do their work in time and every time made their parents a new tension and depression they forget their studies all the the time they only play or in fight thats the reason manmy parents argue theri schools to give students a samll holidays but it is not possible because students are weak and every time they are ill and have a suffucation problems in their life.

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response attempts to address both parts of the task by discussing the value of long holidays and the arguments for shorter ones, mentioning health issues, routines, and parental stress. However, the ideas are presented in a very generalised and underdeveloped manner. Furthermore, the length requirement has not been met, as the response contains only 188 words against the minimum of 250 words. This severe under-length directly limits the extent to which the topic can be fully addressed, resulting in a score of 4.5.

Coherence and Cohesion — Band 4.0

The text suffers from a major structural flaw: it consists of one single, extremely long, run-on sentence without any paragraph breaks. Cohesive devices are weak and repetitive, relying excessively on conjunctions like 'and' and 'if' to string clauses together (e.g., 'if schools are open... so most... but if school... and after these... and parents are also... and every time...'). There is no logical progression or paragraphing, making the overall arrangement very difficult to follow. This aligns closely with the Band 4 descriptors.

Lexical Resource — Band 4.5

The vocabulary used is basic, repetitive, and heavily restricted to everyday words (e.g., 'good', 'bad', 'make', 'fight'). There are frequent spelling and word-choice errors, such as 'doont' for 'don't', 'suffucation' for 'suffocation', and 'manmy' for 'many'. The student also uses awkward phrasing like 'argue theri schools' instead of 'ask their schools' or 'urge their schools'. While basic meaning is communicated in places, the vocabulary limitations and errors place this response firmly at Band 4.5.

Grammatical Range and Accuracy — Band 4.0

The grammatical range is extremely limited due to the reliance on a single, convoluted sentence structure joined by coordinating conjunctions. There is a complete lack of punctuation, including periods, commas, and capitalisation, which creates severe readability issues. Grammatical errors are frequent, including subject-verb agreement issues ('students students are ill', 'school doont get') and incorrect tense consistency. These persistent errors and lack of sentence boundaries heavily impede comprehension, warranting a Band 4.0.

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