Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-21

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)

When we are first introduced with dicipline, collaboration, and learning in our early age, from home and school. we all experienced and learn some particular behaviors and builds our perspective around it and supports it. there is why many people think that in different sectors of life like work, school and daily life, we should put ourselves in a position where we compare ourselves with others and many believes on the other side that cooporation is better and competing.

Competition at work can be benificial at many ends, like when a employee sees other getting appraisal and bounces for how they perform at work, improving the work ethics, improving your skills for this kind of certain achievement can result boost their confidence as well as the opportunity for them to grow both financialy and professionally. same goes for school but in daily life this can bring many negative effects on one's life. consisted comperision with other in daily life can effect mental health, like they tend to see not much happier or shows acceptance to how life differ for all and not everyone has the same life style. for example, A teen girl in a lower income family, compares herself with friends from higher class family can cause lower self-esteem and birng many hurdles for her parents too when they are not able fullfil what she ask for.

Where is cooporation I believe has way more positive impact be at work, school or daily life. taking an example of servicing industry, In advertising agencies departments like creative, design and client servicing work simutanously for brands. and its a global practice. as these departments souly rely on how they cooperate and cordinate with each other. as the briefs arrive at client services department desk from the client its forwarded to creative deparment to work on ideas and content and then send over to design team where it takes the final shape, on last its again takes the same route by passing to creative team from profreading and quality check to the clients servicing desk to send it over the client. this as whole makes the adverting agency grow and flourish,

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You discuss both perspectives and state a clear preference for cooperation: “I believe [cooperation] has way more positive impact.” The examples about workplace appraisal, a teenager comparing lifestyles, and departments in an advertising agency are relevant and show an effort to support your views. However, the discussion is uneven. The case for competition is developed mainly through workplace benefits and a brief reference to school, while the cooperation example receives much more detail. The opening also does not clearly frame the two views, and the final paragraph ends without a concluding statement that draws your argument together. Develop the school example and explain more explicitly why cooperation should generally be preferred, then finish with a concise summary of your position.

Coherence and Cohesion: Band 5.0

There is some useful paragraphing: the response moves from an introduction to competition and then to cooperation, so readers can identify the main sections. Examples also help illustrate the central points. However, progression within sentences and between ideas is often difficult to follow. The opening shifts from childhood learning to the essay question without a clear link, and the long description of the agency workflow contains several stages in one sentence. Connectors such as “same goes for school” and “Where is cooperation” are either vague or do not clearly signal the relationship intended. Use shorter, more focused sentences, make each paragraph’s main point explicit, and use clear transitions to compare the two views and lead into the conclusion.

Lexical Resource: Band 5.0

You attempt vocabulary relevant to the topic, including “appraisal,” “self-esteem,” “client servicing,” and “quality check,” and the examples show some range beyond basic everyday language. However, spelling and word-choice errors are frequent and sometimes make the intended meaning harder to understand, as in “dicipline,” “cooporation,” “comperision,” and “simutanously.” Some expressions are also imprecise or unnatural, such as “beneficial at many ends,” “bounces for how they perform,” and “the same route.” Aim for accurate, natural collocations rather than adding complex-sounding phrases. Proofread spelling carefully and choose straightforward wording where you are unsure; for example, describe employees receiving a promotion or bonus and teams coordinating their work.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and extended sentence forms, including explanations with “when” and “as,” but complex sentences are often faulty and errors occur frequently enough to interrupt reading. The opening begins with a fragment (“When we are first introduced…”) and then shifts into an unclear sentence with “we all experienced and learn.” There are also problems with articles and agreement, as in “a employee sees other,” and with sentence boundaries: the agency example runs on through several clauses, while the final paragraph ends with a comma. These issues make relationships between ideas difficult to track. Practise building complete sentences with one main clause, check subject–verb agreement and verb forms, and use full stops to separate the stages of longer explanations.

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