Band 4.5 IELTS Writing Task 2 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-10-05
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)
It is often beleived that primary and secondary schools closed for two months or higher in the summer times in many coutries. Schools are closed in summer because of high temperature and also another reason is that, at that time exams are ended futhurmore, they have to start new semester after exam.
The main value of summer holidays is being high temperature in summer which is called hot. It becomes very dangerous for childrens and teachers both. In that days all individuals and students are very sensible to many health problems. Such as fever, headache, diarroea, dysentry and many other health problems are seen in summer times. Consequently, individuals are not able to walk around their daily works like office and schools for childrens in summer.
The another main reason of long summer holidays is end of exam or semester and thenafter they have start new semester in last of summer. In the start of summer all the class or semester has been end. Particularly, they have to went in new class or new semester. So that, they have take time for result and wanted some rest after exam . All teacher want some time to enjoy with their family in holidays and students also need some time to unwind their mind. Childrens feel bored reading same books daily so they wanted to enjoy some time and play with their friends in holidays.
In conclude, there are lots of arguments in favour of shorter school holidays. It can help the students to wind their mind after the boring class for a year and also they get some time to enjoy very beautiful moments with their family and friends.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 4.5
The response addresses the prompt by attempting to discuss the value of long school holidays and arguments in favour of shorter ones, but the treatment remains limited and under-developed. For instance, the discussion around high temperatures and health issues like 'fever, headache, diarroea' is somewhat superficial and lacks extension with specific examples. Similarly, the points regarding the end of exams and spending time with family are repetitive and lack full elaboration. The writer attempts a position regarding why holidays occur, but the ideas are frequently constrained by confusion between the two distinct prompt questions, leading to a partial and repetitive addressing of the task overall.
Coherence and Cohesion: Band 4.5
There is some basic organisation with an introduction, body paragraphs, and a brief conclusion, but the text lacks a clear overall progression. Paragraphing is attempted, yet the internal flow of ideas within paragraphs is disjointed. Cohesive devices are used in a very basic and repetitive manner, such as 'In that days', 'Consequently', and 'The another main reason', which often appear inaccurate or unnatural. Furthermore, referencing is frequently unclear, meaning that pronouns and transitional phrases do not smoothly connect thoughts, making it occasionally difficult to follow the progression of the writer's argument from sentence to sentence.
Lexical Resource: Band 5.0
The vocabulary used is limited and minimally adequate for the task. The student relies on basic, repetitive terms and attempts some less common vocabulary, which results in noticeable errors and awkward word choices, such as 'high temperature or higher', 'sensible to many health problems', and 'walk around their daily works'. There are also frequent spelling and word form errors throughout the text, including 'beleived', 'coutries', 'futhurmore', 'diarroea', 'dysentry', 'thenafter', and 'went' instead of 'go'. While these errors do not completely impede communication, they cause noticeable difficulty and detract from the overall quality of the writing.
Grammatical Range and Accuracy: Band 4.5
The response displays a very limited range of structures, consisting mostly of simple and attempted complex sentences that are frequently faulty. There are pervasive errors in grammar and punctuation, particularly involving subject-verb agreement, verb forms, and prepositions within grammatical patterns. Examples include 'primary and secondary schools closed' instead of 'close', 'childrens and teachers both', 'In that days', 'they have start new semester', 'they have to went', and 'they have take time'. Frequent errors in articles and plurals also persist throughout the text, meaning that error-free sentences are rare and grammatical inaccuracies frequently cause strain and difficulty for the reader.
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