Band 5.0 IELTS Writing Task 2 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-04
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 5.0)
The most of people think that competition at work, at school and daily life is good thing where as others believe that we should try to cooperate more, rather then competing against each other. In my view, to cooperate more rather than competing agaist each other.
On the one hand, those who favour competition at work, school and in daily life is not the helping to each other and everyone in the same phase and trying to competition to each other if I talk about in school children totally focus on marks and they think that I have to score more than other person in that case the ideas not share to each other so most of the students are not well explored in skills and in daily life everyone is doing competition by taking money, cars, clothes so these are the examples in daily life of the competition pupils are doing.
On the other hand, pupils think that try to cooperate more rather than competing agaist each other through this if you try to help others you will get more ideas and blessing from the other and also learn about the social peoplehow that kind of person later then you also expect help from other person as this is the human kind nature.
In my opinion, the sequencing or cooperate matters more than competition as if you do only competition it considered as a jealous from other person.
In conclusion, while both measures have own merit, I believe we should help to cooperate a person as person will get help thorugh your cooperate and do competition at school and daily life will get lose of ideas and hapiness.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The response addresses the task only partially. While it attempts to discuss both views regarding competition and cooperation and gives an opinion, the ideas are limited and under-developed. For example, the student mentions that competition at school means children focus solely on marks and do not share ideas, but this point lacks sufficient extension or a well-supported argument. Similarly, the position in the introduction is somewhat unclear and awkwardly phrased ('In my view, to cooperate more rather than competing agaist each other'). To move to a higher band, the writer needs to present a fully clear position throughout, ensure all parts of the prompt are explored with well-developed ideas, and provide more detailed explanations rather than listing brief, disconnected points about cars, clothes, and marks.
Coherence and Cohesion: Band 5.0
The essay displays some organisation with basic paragraphing, but there is no clear overall progression. Sentences within paragraphs often lack logical sequencing and flow. For instance, the second paragraph is a single, extremely long, and run-on sentence ('On the one hand, those who favour competition at work, school and in daily life is not the helping to each other...'). Cohesive devices are frequently inadequate, inaccurate, or overused, such as the repetitive use of 'and also', 'so', and 'in daily life'. Referencing is also unclear at times, making it difficult for the reader to follow the train of thought. To achieve a higher band, the student must use a wider range of cohesive devices accurately, break down complex thoughts into manageable, logically connected sentences, and ensure each paragraph has a clear central topic.
Lexical Resource: Band 4.5
The lexical resource is limited but minimally adequate, demonstrating basic vocabulary associated with the topic, such as 'competition', 'cooperate', 'school', and 'money'. However, there are noticeable errors in word choice, word form, and spelling that cause difficulty for the reader and impede communication. Examples include 'agaist' instead of 'against', 'thorugh' instead of 'through', 'hapiness' instead of 'happiness', and awkward phrasing like 'doing competition' or 'human kind nature'. The student attempts less common items like 'sequencing', but uses them inappropriately. To improve, the writer needs to expand their vocabulary range, learn correct collocations (e.g., 'compete against' rather than 'doing competition'), and pay closer attention to basic spelling and word formation.
Grammatical Range and Accuracy: Band 4.5
The writing exhibits a very limited range of structures, relying mostly on repetitive, faulty attempts at complex sentences. There are frequent grammatical errors that cause difficulty for the reader, such as subject-verb agreement issues ('the most of people think', 'competition... is not the helping'), missing articles, and incorrect prepositions inside grammatical patterns. For instance, the sentence 'while both measures have own merit, I believe we should help to cooperate a person' contains multiple errors in a single clause. Punctuation is also poorly managed, resulting in long, run-on sentences with minimal control. To move up a band, the student must demonstrate better control over basic sentence construction, reduce the frequency of grammatical errors, and use accurate verb forms and tense agreements consistently.
See this exact question answered at other band scores. The same prompt compared across bands.
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