Band 6.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 20 · 2026-10-19

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 6.0)

in serval countries Elementary and high schools close for like two months or more that that in summer holidays. it is very beneficial and had a lot of advantages to close schools for longer time. and shorter school holidays are also beneficial it can improve student educational progress. but i contemplate that primary learners should have longer holidays than secondary learners due to they fact that secondary learners can engage with unproductive activities as school provide them safe and healthy environment.

From my perspective elementary school learner need longer holidays, due to the fact that children are pure hearted and innocent they want more care and love from their parents, considerably ideal length of holidays allow students to spend more time with their parents, visit their grandparents, explore new experience and learn new thing which can improve their mental health. additionally if parents take their child to exciting trips they can learn new skills which is very beneficial for their growth.

On the other hand high schools learners shorter holidays are more beneficial, at this time students are grown up and had broader academic pressure and examinations they need to pass to improve their career. Extended holidays can disrupt their study routine and make difficult to maintain their academic progress. Moreover longer holidays can also involve students in unproductive and unusual activities as school environment is more structured and supportive in which students can developed their social skill and knowledge.

Therefore it is concluded that, elementary learners need ideal holidays where they can learn, explore, and developed new skills whereas, high school learns has shorter holidays so they can focus on their education.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You address both questions and give a clear overall view: longer breaks suit primary pupils, while shorter breaks may benefit secondary students. The reasons for longer holidays—family time, visits and new experiences—are relevant, and you explain that extended breaks can interrupt older students’ study routines. However, the discussion is uneven: the benefits of shorter holidays are developed more fully than the general value of long holidays, and claims such as children being “pure hearted and innocent” or schools preventing “unproductive” activities need clearer explanation or support. To strengthen the response, compare the educational and personal benefits of each holiday length more directly and develop each reason with a specific example.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction, separate paragraphs for primary and secondary learners, and a concluding summary. The contrast signalled by “On the other hand” helps readers follow the shift in viewpoint, and the ideas generally progress from a claim to supporting reasons. This meets the lower-band expectations securely and shows some features of stronger organisation. However, connections within sentences are sometimes awkward, and the conclusion repeats the main points rather than drawing them together. Some references, such as “at this time,” are not fully precise. Use clearer links between each claim and its explanation, and make the final paragraph synthesise why different age groups may need different holiday lengths.

Lexical Resource: Band 5.5

You use a relevant range of topic vocabulary, including “academic pressure,” “study routine,” “supportive,” and “social skill,” and these choices make your main ideas understandable. There are also attempts at less common expressions, such as “broader academic pressure” and “structured and supportive,” though some combinations are not natural or precise. Noticeable spelling and word-choice problems include “serval,” “learn new thing,” and “unusual activities”; these sometimes make the reader pause. Build accuracy by checking spelling and choosing common collocations before reaching for more elaborate wording. For example, “academic demands” is more natural than “broader academic pressure,” and “unproductive activities” is clearer than “unusual activities” in this context.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentence forms, including clauses with “due to the fact that,” “which,” and “whereas,” so there is some structural variety. The main ideas can usually be followed, but errors in sentence boundaries, agreement, articles and verb forms are frequent enough to affect ease of reading. For instance, the opening runs several sentences together, while “students are grown up and had broader academic pressure” shifts tense and has an unclear structure. Other examples include “parents take their child” and “students can developed.” Practise separating complete sentences, maintaining consistent verb forms, and checking singular/plural agreement. More accurate control of these patterns would make your complex ideas clearer.

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