Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-03

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 5.0)

It is widely accepted that numerous countries, primary and secondary school close for two months because they thought in this time students may be rest or visit historical places. On the other hand, many people assume that have too much time their study not complete many other months. Both the questions are explained in the forthcoming paragraphs.

Dicussing the first question, the most common is that the long school holidays in summer due to fact that school know well students are coming whole year so may be less focus on study and also lazziness. For example Ali is going school whole years and they not holiday in this yeaar so they bored and always tired. Moreover, the reason of long school holidays because students go historical places with their families and also feel fresh.

For example school close for one month so Sami is going for village to spend time with family.

On the contrary, considering the second questions is many people suppose that the shorter school holidays is enough because they go to school and also learn new things and not time waste to holidays. A prime example of that last 20 days Asad not going to school and not learn new things. In addition many people thought holidays just waste of time beacuse this is just face boring routine daily. For instances Hashim last 10 days do same things so he bored them

To conclude, it can be finally commented that long holifdays for students they enjoy time with family and also visit some places. Futhermore, many people consider shorter holidays that are enough for students and he go school as well as learn new things.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the main parts of the task by discussing both the value of long school holidays and arguments in favour of shorter ones, but the ideas remain limited and under-developed. For instance, the points about rest and visiting historical places are stated simply without adequate elaboration or convincing supporting details. The writer's position is somewhat discernible in the introduction and conclusion, but the overall development lacks depth and clarity. Examples provided, such as mentioning specific individuals like 'Ali' or 'Sami' in a generalized context, do not effectively support the arguments. To reach a higher level, the writer needs to expand on each point with well-reasoned explanations and fully developed examples that directly answer all parts of the prompt in a more thorough manner.

Coherence and Cohesion: Band 5.0

There is some basic organization evident through the division into paragraphs and the use of transitional markers such as 'On the other hand,' 'Dicussing the first question,' and 'To conclude.' However, the text lacks a clear overall progression, and the logical flow between sentences is frequently disrupted. Cohesive devices are sometimes inaccurate or awkwardly applied, and referencing is occasionally unclear, such as pronoun use in 'because they thought' and 'they not holiday.' Paragraphing is attempted, but internal cohesion within paragraphs feels repetitive and mechanical rather than naturally connected. To improve Coherence and Cohesion, the writer should ensure that ideas follow a logical sequence, use a wider and more accurate variety of cohesive ties, and maintain clear relationships between sentences and paragraphs throughout the essay.

Lexical Resource: Band 4.5

The vocabulary used is limited and barely adequate for the task. The writer attempts some less common words and phrases, such as 'forthcoming paragraphs' and 'historical places,' but these are often accompanied by noticeable errors in word choice, collocation, and word form. For example, terms like 'lazziness,' 'face boring routine,' and 'holifdays' demonstrate issues with spelling and precision that cause some difficulty for the reader. Additionally, repetitive phrasing throughout the response restricts the lexical range. To achieve a higher band, the writer must expand their vocabulary base, focus on accurate word formation and spelling, and employ more natural collocations relevant to the topic of education and holidays.

Grammatical Range and Accuracy: Band 4.5

The response exhibits a very limited range of grammatical structures, relying heavily on basic sentence forms. When the writer attempts complex sentences, they are frequently faulty, leading to frequent errors in grammar and punctuation that can cause difficulty for the reader. Issues include frequent tense and verb form errors, such as 'primary and secondary school close,' 'they thought in this time students may be rest,' and 'Asad not going to school.' There are also persistent problems with subject-verb agreement, missing articles, and awkward prepositional phrases. To progress, the student needs to practice constructing a wider variety of complex sentences with greater grammatical accuracy, paying close attention to verb tenses, auxiliaries, and basic sentence construction.

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