Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-05

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)

Nowadays, many people think that competition at work, at school, and in daily life is a good things . Others belive that that we should try to cooperate more, rather than competing against each other . However, i agree with this veiws because cooperation makes work easier and try to understand each other , and we enjoy doing work together.

On the one one hand, the main think is that people belive in self improvement . Some people think that competion makes people sucess faster. For example, in a class of 8 standard, if a one student get 1 postion then teacher give them prizes and make leader of a class . Causes of this many student start competition.

On other hand, i believe the benefits are far more significant. Firstly, Cooperation at work makes work easier . Which can lead company sucess faster. Instance, in a bike showroom , people will work together then the work will be done faster , rather then working alone . Secondly , coperation in a class room makes student grown fast . Like , if a student in a class don't understand anything then she or he will be able to ask with their friends in class, this makes student understand better.

In conclusion, although there are strong arguments on both sides , i am of the opinion that we should cooperate more, rather than competing against each other because it will make people works more conveient , and easy to understand the topics of a class .

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially. First, it is important to note that the length requirement is not met, as the response contains 219 words, falling short of the 250-word minimum (with 36 words copied directly from the prompt excluded). While the writer attempts to discuss both views regarding competition and cooperation and states an opinion, the position is not always clear and contains contradictory phrasing, such as 'However, i agree with this veiws because cooperation...'. Ideas are limited and under-developed. For instance, the paragraph on competition mentions students getting prizes and becoming leaders, but the explanation remains brief and disjointed. Similarly, the points on cooperation in the workplace and classroom are basic and lack sufficient extension and support to fully meet higher criteria levels.

Coherence and Cohesion: Band 5.0

The response displays some organization, but there is no clear overall progression throughout the text. Paragraphing is attempted, with distinct sections for the introduction, body paragraphs, and conclusion, but the logical flow between sentences is frequently disrupted. Cohesive devices are used, but they are often inadequate, inaccurate, or repetitive, such as the mechanical transitions 'On the one one hand' and 'On other hand'. Additionally, referencing is not always clear, making it difficult to follow the relationships between ideas, particularly when shifting from the discussion of competition to cooperation.

Lexical Resource: Band 4.5

The vocabulary used is limited and minimally adequate for the task. There is a frequent reliance on basic and repetitive terms such as 'work', 'make', and 'good things'. Noticeable word choice and spelling errors occur throughout the text, including 'belive', 'sucess', 'competion', 'coperation', and 'conveient'. These errors, alongside awkward word formations and collocations like 'class of 8 standard' and 'grown fast', cause some difficulty for the reader and prevent the response from achieving a higher level of lexical control.

Grammatical Range and Accuracy: Band 4.5

The writer uses a very limited range of structures, relying mostly on simple sentences with occasional attempts at complex forms that are often faulty. There are frequent grammatical errors in verb forms, tenses, subject-verb agreement, articles, and punctuation. Examples of errors include 'is a good things', 'a one student get 1 postion then teacher give them', and unnecessary capitalization and spacing issues around punctuation marks. These frequent errors persist throughout the text and can cause strain and difficulty for the reader trying to interpret the intended meaning.

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