Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-10-30

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 many countries close there primary or secondary schools for summer hoildays. It is long term of rest for student to spend long time with their family. In this holydays, students should spend time to play some games. As result , they waste long time.

The main reason are this holydays students reads their lesson at home. Some student should join the acadmay but some students should not join academy . They waste their long time in free.After the summer hoilday some schools get a tests or paper . As the result, they are fail. Therefore , some people think that student should not give a long hoildays. They give a shorts hoildays.After short hoildays, they join regular class.

In my daily own knowledge or experience think student give a long summer hoildays because in this months weather is so hot. Therefore , student should staye at home. when they staye at home parants should pressure on it that you read your school lessons, if they did not read school lesson parants should admite on some academay . As the result the student should read our lesson. After the summer hoildays the students get amazing marks in papers or tests. For example, some my class mates did not read in regular days, but after hoildays many improve see in him. Therefor , i think students should give a long summer holydays. As the result very big change see after the holydays. In holydays student feel very bore at home.Therefore they think they read our school lesson to spend a time .

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You give a clear preference for long summer holidays, especially in the final paragraph, and you mention possible benefits such as rest, time with family, and relief from hot weather. You also refer to the case for shorter holidays: students may waste time, miss lessons, and struggle with tests. However, the two parts of the question are only partially addressed. The value of a long break is not consistently explained, and the argument for shorter breaks is introduced but not developed with a clear reason or example. Some points are difficult to interpret, such as students improving after holidays despite not studying regularly. Develop each side with a specific explanation and a relevant example, then make your position clear throughout.

Coherence and Cohesion: Band 4.5

There is some organisation: the response moves from an introduction to concerns about long breaks and then to your own preference. You also use linking expressions such as “Therefore,” “For example,” and “As the result.” However, progression is not consistently clear, and several links are repetitive or do not show the relationship between ideas accurately. For instance, the claim that students fail after holidays is followed by a preference for shorter breaks, but the reasoning is not fully connected. The final paragraph shifts between hot weather, parental pressure, test results, boredom, and studying, making the main line hard to follow. Use one paragraph for each side of the question and connect each reason directly to its consequence.

Lexical Resource: Band 4.5

Your vocabulary is sufficient to communicate the general topic, with relevant terms such as “summer holidays,” “regular class,” “tests,” and “marks.” You also attempt phrases such as “long term of rest” and “amazing marks,” showing an effort to express more specific ideas. However, the range is limited and several word choices, collocations, and spellings make meaning less clear, including “waste long time,” “join the acadmay,” and “feel very bore.” Repeated use of “holidays,” “students,” and “read” also limits precision. Build a small set of accurate topic phrases—for example, “take a break from schoolwork,” “revise lessons,” and “fall behind”—and check spelling and natural word combinations.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple sentences and longer sentences with reasons, using forms such as “because” and “if.” This shows some effort to connect ideas rather than relying entirely on isolated statements. However, the range remains limited, and errors in sentence structure, verb forms, agreement, articles, and punctuation occur frequently enough to make parts difficult to understand. For example, “In many countries close there primary or secondary schools” has an unclear word order, while “some schools get a tests” and “they are fail” show problems with articles and verb forms. Practise building accurate subject–verb–object sentences first, then add one subordinate clause at a time. Check sentence boundaries and capitalisation when editing.

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