Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-10-15

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)

In some countries, primary and secondary schools close for months or more in the summer holidays. I think Schools would be close than advantage by students and teachers becase students are going to vacation trips with this time, plus teachers are rest and feeling a good.

On the one hand, several schools close for summer holidays this time student are going hometoun and enjoy with families and students can go on travel with their families. Children can go on uncle home and enjoy with uncle and unties failies. Teachers are rest with this vacation time also they appreciate with relatives. Than teachers can go on many places and tamples with relatives and teachers are felling great.

On the other hand, a lot of schools close for long time in the summer holidays but this idea is not good because this time students do not focus studys and they are busy with relatives and can not try to study example: me uncle daughter can go on travel to pashupati nath tample she can come to home and she is can not for study with free time she is play game with freinds. Some time after start for exam as well as several subject fall her but summer holidays before she is so enteligent but holidays time she is descract with studies.

In conclusion, summer holidays are verry good time because this time students and teachers are verry enjoye with families but some time student do not focus with they studies.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You address both questions: the first body paragraph gives reasons for long holidays, such as family trips and teachers having time to rest, while the next argues that extended breaks can interrupt students’ study. The example about your uncle’s daughter and her exam difficulties helps make the second point more specific. However, the discussion is limited and some ideas are unclear or repetitive, and the opening does not establish a clear, consistent position on the value of long holidays versus shorter ones. The conclusion mainly repeats that holidays are enjoyable but can affect study, without explaining which arguments are more persuasive. The response is also one word below the required minimum. Develop each side with clearer explanations and examples, and state your overall view directly.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure: an introduction, two body paragraphs signposted by “On the one hand” and “On the other hand,” and a conclusion. This helps readers identify the two sides of the discussion. However, progression within paragraphs is often unclear: the first body paragraph moves from students’ travel to teachers’ relatives and temples without showing how each point develops the main argument. Linking expressions such as “also,” “Than,” and “Some time” are repetitive or do not clearly express the relationship between ideas. References such as “this time” and “this idea” can also be vague. Organise each paragraph around one main reason, then explain it and give a relevant example; use clearer links between sentences.

Lexical Resource: Band 4.5

You use some task-relevant vocabulary, including “summer holidays,” “relatives,” “focus,” “study,” and “exam,” so the reader can identify the main topic. However, the range is basic and several words or phrases are repeated, particularly “this time,” “enjoy,” and “families.” Frequent spelling and word-choice problems sometimes make meaning difficult to follow, as in “unties failies,” “enteligent,” and “descract with studies.” Some combinations are not natural in English, such as “teachers are rest” and “fall her” when describing exam results. Build a wider set of accurate phrases for discussing learning and breaks, and check spelling and collocations. For example, use “take a break” rather than “are rest,” and “fall behind in her studies” rather than “fall her.”

Grammatical Range and Accuracy: Band 4.5

You attempt both simple sentences and longer sentences with reasons, for example, “Children can go on uncle home and enjoy with uncle” and the sentence beginning “Some time after start for exam.” This shows an effort to connect ideas, but the range of structures remains limited and errors are frequent. Problems with verb forms and sentence construction appear in “Schools would be close,” “teachers are rest,” and “she is can not for study.” Articles, agreement, and prepositions are also often missing or inaccurate, making some sentences hard to interpret. Practise building accurate subject–verb–object sentences first, then join them with “because,” “although,” or “so.” Check each sentence for a clear subject and correctly formed verb before adding more detail.

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