Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 20 · 2026-10-12

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)

A lot of schools were close for two moths or more in summer hoildays in must of the country's. There are may advantages of long hoildays such as take rest and healthy.

To begin with, there are serveal postive side of long hoildays rather then short one. To explain it, in school period of time students have to study a lot sue to that they what to take a long vacation for refershment and boost their mid capacity. As the result, when they came to the school for study they were more attractive and more crative due to that they can score better result then before. Similarly, in summer days there is a high chances of been sick , if schools give them a long holiday's then they can rest and take less sterss about there study's as the output they can get sick.

On the other hand some people take a side of the shorter hoildays for students. To elaborate it, if schools deside to give shoter hoildays in summers then they can fouse on there study because if they give along holidays then they cannot remain the chapters but id they cannot get freedom to enjoy there long summer then they can suffer with many disease.

To sum up, there are more benifical side of longe summer hoidays rather then shorter one. In summer days there is high chance of sickness because of the temperture of the earth and goble warmming due to that schools have to give longer hoildays.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You address both questions: the first body paragraph gives reasons for long holidays, including rest and recovery, while the next introduces the case for shorter breaks by saying students can focus on their studies. Your final position—that longer holidays are more beneficial—is also identifiable. However, the shorter-holiday argument is only briefly stated and is not clearly explained; the point about students forgetting chapters needs development, and the sentence about illness seems to contradict the case for shorter holidays. Several claims, such as summer temperatures causing sickness, are asserted without a relevant example or clear explanation. Develop each side with a specific, logically connected reason and support, so the response addresses the task more fully.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, separate paragraphs for the two positions, and a conclusion. Signposts such as “To begin with,” “On the other hand,” and “To sum up” help readers follow the broad direction. However, progression within paragraphs is uneven, and some links are mechanical or unclear. For example, “As the result” introduces a claim about better results, but the connection between rest and improved performance needs clearer explanation. The shorter-holiday paragraph shifts from study focus to illness without showing how the ideas relate. Use fewer formulaic transitions and make each sentence build on the previous one, with clear references to the argument being discussed.

Lexical Resource: Band 4.5

You attempt vocabulary relevant to the topic, including “refreshment,” “capacity,” “creative,” and “temperature,” and the reader can generally identify your intended meaning. However, the range is limited and several spelling errors or inaccurate word choices make the writing difficult to read in places: “hoildays,” “benifical,” and “goble warmming” are examples. Some combinations are also unnatural, such as “boost their mid capacity” and “take a side of the shorter holidays.” Aim for accurate, natural phrases rather than using words whose meaning or form is uncertain. Learning topic-specific expressions such as “academic performance,” “retain information,” and “reduce stress,” and checking spelling carefully, would make your ideas clearer and more precise.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, including clauses with “because” and “if,” but control is inconsistent. Errors in verb forms and agreement occur in examples such as “schools were close” and “they came to the school … they were more attractive,” where the tense and intended meaning are unclear. Sentence construction also breaks down in “if they give along holidays then they cannot remain the chapters,” making the relationship between the ideas difficult to understand. Articles, plurals, and punctuation are not consistently controlled, and several sentences run together. Practise building accurate sentences with one main idea and a clearly formed supporting clause; then check subject–verb agreement and tense consistency.

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