Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-10-29

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)

Useually its an human nature when we comapre our self with other we willl try to do best. Because we want to be do more things to make supirior so the they start working hard and start delivering in good result. so thats why few people thing that, if that compition will happen in the scholl student will work hard to well prepare for the final result and this impact on their performances. but on the other hand fe people thing by doing these their child is a become working machine without feeling. They always trying to compete ech other and forget the basi ethic. so instead of comition the schools need to train the studen how to coopertae with each. this thing will change the mind of the student and they will start cooperating with each other respecting each other. these are the opinion from different sector of persons . but acccording to me copetition is very important for the result because when we know we are competing with some one even that person is our friend but we will try to do best for our self , for our parents and for the socicty. becasue the socity from which we are belong is the competative socicity when we don't have any compitation for the soecific thing we will start putting that thing in que and start doing the other things. Also with out cometition we are not able to do anything because when we compet the story changes from that pointing , now its in our nature for good ressult we must need to compet

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You discuss both perspectives: competition may encourage students to work hard and improve performance, while excessive rivalry may make them feel like “working machine[s]” and weaken cooperation. Your own view is also clear: you consider competition important for achieving good results. These points are relevant, but the discussion is only partly developed. The argument focuses almost entirely on school, although the prompt also mentions work and daily life, and claims such as “without competition we are not able to do anything” are asserted rather than supported with a specific example or explanation. To strengthen the response, develop each side with a concrete example and explain how cooperation can benefit people beyond the classroom.

Coherence and Cohesion: Band 4.5

There is a recognisable overall sequence: you introduce competition, present a concern about its effects, and then state your own opinion. Connectors such as “but on the other hand” and “according to me” help signal these shifts. However, the response is presented as one long paragraph, so the main stages of the discussion are difficult to distinguish. Several ideas are joined by repeated “so,” “because,” and “and,” creating a run-on effect rather than clear progression. References such as “this thing” and “that pointing” are also unclear. Use separate paragraphs for the two views and your opinion, and make each sentence express one main point with precise links between ideas.

Lexical Resource: Band 4.5

You use some vocabulary relevant to the topic, including “compete,” “cooperating,” “performances,” and “respecting each other,” so the reader can identify the central subject. However, the range is limited and several words or phrases are repeated, particularly “competition” and “compete.” Frequent spelling errors—such as “comapre,” “scholl,” and “socicty”—and inaccurate word choices sometimes make the message difficult to follow. Some expressions are also unnatural, for example “putting that thing in que” and “the story changes from that pointing.” Build a more accurate set of topic vocabulary and check spelling and collocations; this will make your ideas clearer and more precise.

Grammatical Range and Accuracy: Band 5.0

You attempt to connect ideas in longer sentences using words such as “because,” “when,” and “but,” and you also use some simple statements to express your position. However, the range of sentence structures is limited, and many longer sentences are faulty or run together. For example, “when we comapre our self with other we willl try to do best” has problems with agreement, number, and article use; “they will start cooperating with each other respecting each other” also needs clearer sentence structure and punctuation. Verb forms and subject–verb agreement are inconsistent, as in “few people thing” and “we are not able.” Practise accurate simple sentences first, then combine them with controlled subordinate clauses.

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