Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-13

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)

In recent years, some people think that competition at school is a good thing.While other belive that we should try to cooperate with each other instead of competition with each other.however i agree to a great extent that competition is necessary in education purpose .

in the first place it would be quite true to say that competition in getting high marks in school exam is a best way for a children to get a high position in class .

for example; if a student cannot compete with other student in achieving a high score in exam so it will difficul for him to be successful in life .

secondly, Taking part in a competition make a student confident ,lets suppose if a sudent cannot compete with their classmates so how thay can face the dificulties of life ,but if he taking part in all competition so , competion will make him a confident and increased his courage to face any situation in his life .

on the other hand, cooperation also have a lot of advantages ,firstly lets take a example of my younger brother who appeared in bord exam last mont he was very stressed and in tension about his results and unluckly he didnot get a good marks so my parents cooperate with him and dinot punosh him and told him that try next time.

cooperation make a student feel relax, the student is attached to school tjey donot want to take a leave fom school .

in conclusion it is easy to say that taking part in a competition have a greater advantages

than cooperation.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You give a clear overall preference for competition, especially in education, and you include relevant points about confidence and the support a student may receive from family. The example of your younger brother helps illustrate cooperation. However, the task asks you to discuss competition at work, school and in daily life, as well as cooperation; your response focuses almost entirely on school and does not explain the other settings. The cooperation view is also less developed: the example shows parents comforting a child, but not how cooperation benefits people more broadly or compares with competition. To strengthen the response, address both views more evenly and explain how each example supports your position.

Coherence and Cohesion: Band 5.5

The response has an introduction, separate paragraphs for competition and cooperation, and a conclusion, so the reader can identify the main sections. You also use signposts such as “in the first place,” “secondly” and “on the other hand.” However, progression within paragraphs is often difficult to follow because ideas are joined into long, loosely connected sentences, and some links are unclear—for example, the claim that a student who does not compete will find it difficult to succeed is not fully explained. The conclusion repeats the preference for competition without drawing together the discussion. Use clearer topic sentences, develop one point at a time, and make links between examples and claims explicit.

Lexical Resource: Band 5.0

You use a basic range of topic-related vocabulary, including “competition,” “cooperate,” “high marks,” “confident” and “difficulties,” which makes the general subject understandable. However, the vocabulary is limited and repetitive, and several word choices or collocations are inaccurate, such as “competition in getting high marks,” “a high position in class” and “cooperation make a student feel relax.” Spelling errors, including “belive,” “dificulties” and “unluckly,” also distract the reader. Build a wider set of accurate expressions for discussing achievement and teamwork, and check spelling and word forms carefully. More precise vocabulary would help you explain the benefits and drawbacks of each approach.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and more extended sentence forms, including conditional ideas such as “if a student cannot compete … so it will difficul for him to be successful.” However, complex sentences are often faulty, and frequent errors in agreement, verb forms, articles and sentence boundaries make parts of the response difficult to read. For example, “cooperation also have” needs subject–verb agreement, while “Taking part in a competition make a student confident” has an incorrect verb form. Capitalisation and punctuation are also inconsistent, particularly where sentences run together after full stops. Practise building accurate sentences with one main idea, then add subordinate clauses only when you can control their structure.

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