Band 4.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 20 · 2026-11-01

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)

The primary and the secondary schools will be reopened on the first pr second week of june. The Annual exams will be complete at the month of april. So, students have one to one and a half of summer holidays.

The value of long school holiday:

1. Students get exhausted of going to school every day. Everything needs a break. And the parents also will get tired. To enjoy their life, the students are getting long school holiday.

2. They get to spent time with their parents and grandparents.

3. During summer, it will be so hot to go outside. It is not possible for a primary school kids to force them to come to school on those days.

4. They can find new hobbies instead of always studying at school.

The arguments in favour of short school holidays:

1. Student will get hatred against the school. They hate studying.

Students should enjoy studying and also other extra curricular activities. Most of the school makes the students hate the subjects. It is not good for the students. After the long hours of class, students come to home to relax but their parents won't allow. All they wanted their children to get high score. The only way to give a break to the students is to give them a long school hoidays. It's for their own mental and physical health. These days we can't tolerate the heat during summer. And, how can we think that our children can go to school during summer. The summer holiday is a must needed break for the primary and secomdary school students.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response recognises both questions and gives relevant reasons for long holidays, including rest, family time, hot weather and opportunities to develop hobbies. However, the second part is not adequately answered: the heading promises arguments for shorter holidays, but the only point is that students may develop hatred towards school, which actually supports longer breaks. The later discussion repeats the case for long holidays rather than explaining benefits of shorter ones, such as maintaining learning routines or reducing the need to review material after a long break. Ideas are mostly listed rather than explained with examples, and the opening information about the school calendar does not establish a clear position on the two sides. Develop both sides and directly compare their value.

Coherence and Cohesion: Band 4.0

The numbered lists and headings make the two intended sections visible, and the response moves from an introduction to reasons and then a concluding paragraph. However, the organisation does not create a clear progression: the section on shorter holidays contains a point against school, while the final paragraph returns to the benefits of long holidays. The numbered format also leaves ideas as separate statements rather than building connected paragraphs. Linking phrases such as “And” and “So” are used mechanically, and references such as “those days” are not fully anchored to a specific period. Group related reasons into paragraphs, use transitions to show contrast, and ensure each section develops the argument named in its heading.

Lexical Resource: Band 5.0

The vocabulary is sufficient to communicate the main topic, with relevant terms such as “exhausted,” “hobbies,” “extra curricular activities,” and “mental and physical health.” However, the range is limited and several word choices or collocations are noticeably inaccurate, sometimes making the meaning less natural. For example, “get hatred against the school” does not express the intended idea idiomatically, and “one to one and a half of summer holidays” is unclear. Spelling errors such as “hoidays” and “secomdary” also reduce accuracy. Aim for more precise phrases for educational effects and holiday duration, and check spelling and word forms carefully.

Grammatical Range and Accuracy: Band 5.0

The response uses mostly short, simple sentences, with a few attempts to combine ideas using clauses, as in “After the long hours of class, students come to home to relax but their parents won't allow.” This communicates the general meaning, but the range of sentence structures is limited and errors occur frequently. Examples include “The primary and the secondary schools will be reopened,” “students have one to one and a half of summer holidays,” and “Most of the school makes,” which show problems with articles, tense, number agreement and sentence construction. “They get to spent time” also has an incorrect verb form. Practise accurate simple sentences first, then add controlled complex structures using because, although and while.

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