Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-11-08

IELTS Writing Task 2 question

Some people think that competition at work, at school and in daily life is a good thing. Others believe that we should try to cooperate more, rather than competing against each other.

Discuss both these views and give your own opinion.

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Student answer (Band 4.0)

working at a origanzation , A LAW firm , bank , retail shop or school these situtation are very different from each other bacause its has differnt age groups and prirorities in school we are teenagers or minor we have different mind set and thought process some students dont have perfect family life so they choose there class fellow to became there family so they don't feel competition in there school. if we talk about a boy who wants to win the running compettion of the annual year because he wants to get the scholarship of his next year because hed can't efford the school so things wii be changed for him . it is better to have competition in life like in siblings its good to have healthy comep

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You make a relevant attempt to discuss competition, especially through the example of a student who wants to win a running competition to earn a scholarship. This gives a reason why competition may matter in some circumstances. However, the response does not adequately discuss both views: cooperation is mentioned only briefly in the idea that classmates can become like family, and your own opinion is not clearly stated or explained. The examples and ideas remain incomplete, so the reader cannot see a developed answer to the question. The response is also 120 words below the required minimum, which leaves too little space to address the task fully. Develop a separate point for cooperation, explain your position, and support each view with a clear example.

Coherence and Cohesion: Band 3.0

There is a basic attempt to move from differences between workplaces and schools to a school example and then to competition among siblings. The scholarship example is relevant, but the ideas are crowded into one continuous passage, with no paragraph breaks to show their relationships. Connections between points are also unclear: for instance, the shift from students seeking support from classmates to the boy seeking a scholarship is not explained. The unfinished ending, “healthy comep,” further interrupts the progression. Organise the response into an introduction, separate paragraphs for the two views, and a conclusion. Use clear linking phrases and complete each point before moving to the next.

Lexical Resource: Band 5.0

You use some topic-related vocabulary, including “competition,” “priorities,” “scholarship,” and “family life,” which helps communicate the general subject. There is also an attempt to distinguish “healthy” competition from other forms. However, the range is limited, and several spelling errors or imprecise expressions make parts difficult to understand, such as “origanzation,” “situtation,” “efford,” and the incomplete “comep.” Some phrases are awkward or unclear, including “win the running competition of the annual year.” Build a more accurate set of words for discussing cooperation and workplace or school competition, and check spelling and collocations carefully. For example, “annual school sports day” is clearer than “competition of the annual year.”

Grammatical Range and Accuracy: Band 4.5

The response attempts to combine ideas in longer sentences, including the explanation that a student may choose classmates as family because of difficulties at home. However, these sentences are often difficult to follow because clauses are joined without clear punctuation or grammatical control. There are problems with articles, agreement, and sentence structure in phrases such as “a origanzation,” “these situtation are,” and “because its has differnt age groups.” The final sentence is incomplete, so its meaning and grammatical structure cannot be fully understood. Use shorter, complete sentences first, then add subordinate clauses with clear punctuation. Check subject–verb agreement and article use, and make sure every sentence has a complete main clause.

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