Band 7.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 7.0 · Cambridge IELTS 20 · 2026-10-06

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 7.0)

In a lot of countries, primary and secondary schools close during the summer holidays for two months or more. While there is value for long school holidays, there are also arguments in favour of making them shorter, as explored in this essay.

Long school holidays have the value of being a relaxing period for students to unwind from the monotone and tiring schedule that they must follow most of the year. It is loved by all students as more often than not, it is right after the stressful and exhausting period of final exams. Unlike shorter holidays which can cause students to dread the amount of days left, long holidays provide the comfort of not worrying. As the temperatures and weather change, it is the prime time for students to spend a considerably long time outside the confines of a classroom that they are accustomed to. They have now the freedom of having a different sleep schedule and additional time for socialisation and their hobbies. Holidays are ingrained in our culture, as it is a valuable time for making memories and spending more time with peers or family.

The length of the school holidays also has arguments in favor of shortening them. Long school holidays mean that there are less available potential holidays throughout the entire year. This means that students have to endure their school environment for a long time before the holidays arrive. If the typical long holidays are shortened, this is an opportunity to have more shorter holidays spaced throughout the year, so that the students can decompress and relax. Additionally there is also an argument to be made for the issue that long holidays can cause lapses in the gained knowledge. Students drop everything education related and only focus in having as much fun as possible. This not only can cause students to forget what they have learned, as they do not practise anymore but it can also condition students to have less focus and patience when they return back to their classrooms when the holidays eventually end. These arguments provide an explanation in favour of shorter school holidays.

Long school holidays are valuable as they provide a long period for students to enjoy the freedom outside the static environment that they spend most of the year. However, shorter school holidays can benefit students by providing further holiday opportunities and an easier time to return to their classrooms without significantly affecting their learning progress.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response addresses both questions and maintains a clear overall position: long holidays offer rest and time for social and family activities, while shorter breaks may provide more frequent opportunities to recover and reduce learning loss. These points are relevant and supported with explanation, particularly the link between extended breaks and forgetting material. This fits the band because the task is covered, but some ideas are more fully developed than others. For example, the value of long holidays is explained through several related benefits, whereas the case for shorter holidays relies mainly on break frequency and retention; the latter could be strengthened with a concrete example or further explanation of how a different calendar would help students. Develop both sides with more balanced, specific support.

Coherence and Cohesion: Band 7.0

The essay is clearly organised into an introduction, separate paragraphs for the two sides, and a conclusion that restates the central contrast. Progression within the paragraphs is generally logical, and signposting such as “Additionally” and “However” helps readers follow the argument. The response also uses linking and reference flexibly enough to connect related points. At times, however, transitions feel formulaic, as in “These arguments provide an explanation in favour of shorter school holidays,” which repeats the paragraph’s purpose rather than advancing the discussion. Some sentences also carry several connected ideas, making the progression less crisp. To strengthen the organisation further, use transitions that show the precise relationship between claims and examples, and keep each sentence focused on one main step in the argument.

Lexical Resource: Band 6.5

The vocabulary is adequate for discussing the topic and includes some effective choices, such as “decompress,” “socialisation,” “lapses in the gained knowledge,” and “static environment.” The writer can express distinctions between relaxation, learning, and the school routine, and any imprecise wording does not prevent understanding. However, some collocations and expressions are awkward or repetitive: “monotone and tiring schedule,” “less available potential holidays,” and “focus in having as much fun as possible” do not sound fully natural. “Long school holidays” and “students” are also repeated frequently. This places the response at this level: there is some range and ambition, but control of natural phrasing is not consistent. Aim for precise collocations and vary repeated terms without sacrificing clarity.

Grammatical Range and Accuracy: Band 7.0

There is a useful range of sentence forms, including complex clauses with “while,” “as,” and “which,” and many sentences are controlled and easy to follow. For instance, the opening contrast and the explanation beginning “This not only can cause students to forget…” show attempts to connect ideas in more complex structures. Some grammatical and punctuation errors remain, but they rarely obstruct meaning. Examples include “there are less available potential holidays,” where the plural count noun calls for “fewer,” and “focus in having,” where the preposition pattern is incorrect. In “This not only can cause… but it can also…,” the placement of “not only” is awkward, and there is an unnecessary space before “but.” Review countable comparisons, verb–preposition patterns, and parallel constructions to make complex sentences more consistently accurate.

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