Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · 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 4.0)

In many countries student get a long holidays in primary and secondary schools into the summer wekeshion. This has a more then two months holidays. But some schools give a shortert holidays and student arguments with thi school teacher. I think that student get a long wekeshion becoase into the summer we fill wery hot and sume time people become a sick.

When the student get a long holidays at time student can not fill hot and they do not get a sick. In summer maney type of things hapen in humen body and they fill very weck. To exemplify, when student go to the school at time they are taveling in to the Bus and some go by walking at time they become a sick like a lusemoshion,fiver and ominet at time is very cretical sechuation this type of things do not hapen so that they get a long holidays. So, I think primary and secondary schools close for two months in summer holiudays.

On the auther hand, some student arguments for shorter school holidays becouse they do not get a long wekashion and they become a sick in to the summer holidays. When the student travel in this days they get a many type of problems like lusemoshion and fiver fore this reason student argument .

In conclusion, ALL THE SCHOOL GET A 2 MONTHS HOLIDAYS. Goverment all so

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response sits at this band because it only partially addresses the prompt and is heavily hindered by length limitations. First, 8 words copied directly from the task prompt were not counted, and the student's response contains only 223 words, falling significantly short of the 250-word minimum requirement. Regarding content, the ideas presented are extremely limited and under-developed. The writer attempts to discuss the value of long holidays and arguments for shorter ones, but the main points are restricted to simplistic and medically dubious assertions, such as claiming that long holidays prevent people from getting sick from the heat or traveling on buses. The position of the writer is unclear, and the final paragraph trails off incompletely without fulfilling a proper conclusion.

Coherence and Cohesion: Band 4.5

The text shows some basic attempts at organization, but there is no clear overall progression of ideas. Paragraphing is attempted, with an introduction, body paragraphs, and a conclusion, but these paragraphs are disjointed and the conclusion is abruptly cut off mid-sentence. Cohesive devices are basic, repetitive, and frequently inaccurate, such as repetitive use of 'when the student' and 'at time'. Referencing is often unclear, making it difficult for the reader to follow the logical development of arguments. To move to a higher band, the writer needs to ensure a logical flow of ideas, use a wider range of cohesive devices accurately, and structure paragraphs so that each develops a distinct point clearly from start to finish.

Lexical Resource: Band 4.0

Vocabulary usage is very basic, repetitive, and restricted to everyday words, many of which contain severe spelling errors that impede communication. Examples of severe spelling and word-choice errors throughout the text include 'wekeshion', 'shortert', 'becoase', 'wery', 'maney', 'hapen', 'humen', 'weck', 'taveling', 'lusemoshion', 'fiver', 'ominet', 'cretical', 'sechuation', 'auther', and 'Goverment all so'. Because these errors are frequent and strain the reader's ability to understand the text, the response sits firmly at this band. To improve, the writer must expand their vocabulary range, learn standard English spelling for common words, and focus on precise word choices suitable for academic writing.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is extremely limited, consisting mostly of simple and frequently faulty sentence structures. There are persistent errors in verb forms, tenses, subject-verb agreement, articles, and plurals. Examples include 'In many countries student get a long holidays', 'people become a sick', 'when student go to the school at time they are taveling', and 'some student arguments for shorter school holidays'. Punctuation is also poorly handled, contributing to run-on thoughts and fragmented sentence construction. Frequent errors cause substantial difficulty for the reader. To achieve a higher band, the writer needs to demonstrate a greater variety of complex sentence forms with improved control over basic grammar and punctuation rules.

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