Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-08

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 5.0)

Some people beleives that competition at work, at school and in daily life is a good thing. Others thinks that we should try to cooperate more, rather than competing against each other. We will dicuss the boyh aspects and at last i will give my prospective.

Overall, if we see that when a student is performing well his in class his fellows must try to motivate themselves and try to become like her/him. Same is the situation we can see in officies, companies managment and even in the government. So, its not worse thing that you are trying to adopt someone good qualities but the goal should not be to harm other dignities for your success. Taking competition can make you more hard worker, respected and much more. For instance, my friend me once we would not be a position holder exam if he did not considerd himself in a race of taking positions.

On the other hand, if we try to cooperate and provide friendly environment no one going to take the condtion seriously whatever the circumstances are, no one will cares. If a teacher does not create a sense of competition in class, each student will remain easy even they will not perform their basic roles. Same is the condition in the office, workers will take the boss as friend and will not perform their work. But everything should be kept in balance strict and competitive environment can also gives disadvantages.

In conclusion, both aspects have their own pros and cons but usually competition is need of the hour for survival because if you do not put yourself in race you will not be known as a whole.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You address both sides of the question and give a clear preference for competition in the conclusion, so the response is relevant to the task. However, the discussion is only partial: the benefits of competition are explained more fully than the benefits of cooperation, which are mainly presented as a risk that people may become complacent. The example about your friend and exam positions is difficult to follow and does not clearly show how competition helped. Your opinion also appears most clearly at the end rather than being established and supported throughout. Develop the cooperative view fairly, explain the conditions in which cooperation is valuable, and use a specific example to support your position. The 28 words copied from the prompt were not counted toward the response length; the length requirement is met.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure: an introduction, separate paragraphs for the two views, and a conclusion. Transitions such as “On the other hand” and “In conclusion” help signal the direction of the discussion. However, progression within paragraphs is often unclear, and some links between ideas are abrupt. For example, the first body paragraph moves from students to offices and government, then to personal qualities and an unclear exam example. The second paragraph similarly shifts from cooperation to teachers and then workplace performance without explaining the connections. Some linking phrases are repetitive or awkward, and references such as “both aspects” are broad. Organise each paragraph around one main claim, then explain and illustrate it in a clear sequence.

Lexical Resource: Band 4.5

You use some vocabulary relevant to the topic, including “competition,” “cooperate,” “friendly environment,” “perform,” and “balance.” This gives the reader a basic sense of the ideas, but the range is limited and several word choices or combinations are inaccurate, making parts difficult to interpret. Examples include “adopt someone good qualities,” “taking competition,” and “known as a whole”; these do not express the intended meaning naturally. There are also noticeable spelling errors, such as “beleives,” “dicuss,” “officies,” and “condtion.” Aim for more precise topic vocabulary and check spelling and word forms carefully. Replacing vague expressions with natural collocations will make your arguments clearer and more convincing.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentence forms, including conditional structures such as “if we try to cooperate” and “if you do not put yourself in race.” However, the range is limited, and attempts at complex sentences are often faulty. Agreement and verb-form errors occur in “Some people beleives,” “Others thinks,” “no one going to take,” and “no one will cares.” Sentence construction is also unclear in “when a student is performing well his in class his fellows,” while missing or misplaced punctuation makes several sentences hard to follow. Capitalisation is inconsistent, including “i” in the introduction. Practise accurate subject–verb agreement, complete clause structures, and punctuation, then proofread each sentence for a clear subject and verb.

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