Band 5.5 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-30

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 5.5)

we see and meet different types of individuals in this world some may be competitive by nature while some may be helpfull wether its in work sector or in school or even in our daily lives but i personally think that we should need to cooperate with each others.

In schools cooperation is very necessery it would help us to overcome difficulties collectively in studies. For instance if you find a subject hard you learn it from your friends also doing group studies for examinations helps us to cover subjects more efficiently along with that even if we miss a class or take leave from school we can learn that topics from our friends later.

In offices contributing support to our colleauges or juniors may help them to understand the task in better way. If we share our experiece and skills with them they may learn things quickly which may lead to the good productivity of the company also if we help them to reduce their burden they will manage some time to spend with their families and rest properly.

However, sometimes competion in also mandatory wether its anywehere in schools people need to focus more on their studies to achieve their desire grades while in work sectors the should need to do their work properly and do overtime for theirselves to get better bonuses promotions to achieve their goals without wasting their time with other.

To sum up, i strongly support the idea of cooperation it may help us to create better bons with everyone and leave postive impact on our lives in fut

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You give a clear personal preference for cooperation, especially in the opening and conclusion, and your school and workplace examples are relevant. The discussion of cooperation is more developed than the opposing view: you explain how group study helps students and how sharing skills can improve workplace productivity. By contrast, competition is covered briefly through grades, bonuses and promotions, without explaining its wider benefits or drawbacks. The position is also not fully consistent: the opening says people “should need to cooperate,” while the competition paragraph says it is “mandatory” to compete. To strengthen the response, explain both views more evenly and clarify how competition can be useful while cooperation remains your preferred approach. The final sentence is cut off, leaving the conclusion incomplete.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, separate paragraphs about cooperation in school and work, a paragraph on competition, and a concluding attempt. This gives the reader a basic route through your ideas. However, progression within paragraphs is sometimes difficult to follow because several points are joined into long sentences with little punctuation. For example, the school paragraph moves from learning a difficult subject to group revision and then missed classes without clear sentence boundaries. Linking phrases such as “For instance,” “along with that,” and “However” help, but some connections feel mechanical or unclear. Use shorter, complete sentences, and make each paragraph develop one main point in a deliberate order. Complete the final sentence so the ending clearly summarises your argument.

Lexical Resource: Band 5.0

You use enough topic-related vocabulary to communicate the main ideas, including “cooperate,” “competitive,” “productivity,” “bonuses,” and “promotions.” There are also attempts to express specific benefits, such as helping colleagues understand tasks and allowing them to rest. However, the range is limited and several word choices or spellings make the message less clear or natural. Examples include “helpfull,” “necessery,” “experiece,” “bons,” and “postive”; phrases such as “do overtime for theirselves” and “achieve their desire grades” are also awkward. Build a bank of accurate collocations for education and work, and check spelling and word forms carefully. More precise phrasing would make your ideas easier to understand and sound more appropriate for an academic essay.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentence forms, including conditional phrasing such as “if you find a subject hard” and a reason-result structure about sharing skills and company productivity. However, complex sentences are often not controlled, and frequent errors in sentence boundaries, agreement, articles and verb patterns can make the reader work to understand the meaning. The opening is a run-on sentence, while “the should need to do their work” and “we should need to cooperate” show problems with subject and modal construction. Punctuation is also inconsistent, particularly where several ideas are joined without full stops. Practise writing one complete idea per sentence, then check subject–verb agreement and modal patterns before adding more complex clauses.

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