Band 4.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 19 · 2026-11-01

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 4.0)

Many argued regarding whether competition at work, at school and in daily life is good thing between cooperation and being supportive to each other. I completely in side of harmoniuos working with my co-workers being a supportive with cooperation is the success for all.

The primary reason to oppose this exception is that competing in every activities and other people is negative impact in one society. For instances in company you are working as one for improvement of that company. I know that are also competing for status or rank at work but we need to consider also if it is beneficial for all or the

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

You state a clear preference for cooperation, saying that working harmoniously and supporting co-workers leads to success, and you begin to explain why competition may be harmful. However, the response does not adequately discuss both views: the possible benefits of competition are only briefly acknowledged through “status or rank,” without explanation or an example, and your own position is not developed with supporting reasons. The response also ends mid-sentence (“if it is beneficial for all or the”), leaving the argument incomplete. It contains 96 words, which is 154 words below the required minimum; this severely limits your opportunity to address the task and develop relevant ideas. Add a balanced discussion and specific examples before concluding.

Coherence and Cohesion: Band 3.5

There is a basic attempt to organise the response: the opening gives your position, and “The primary reason” signals the start of a supporting point. This provides a small amount of progression, but the response is too brief to establish a clear overall structure or develop connected paragraphs. The link between the opening claim about cooperation and the later discussion of competition is not fully explained, and “For instances” does not clearly introduce a complete example. The final sentence stops abruptly, so the reader cannot follow the argument to a conclusion. To improve, use separate paragraphs for the two views and your opinion, connect each claim to its explanation, and finish with a concise conclusion.

Lexical Resource: Band 4.5

You use some relevant vocabulary for the topic, including “competition,” “cooperation,” “supportive,” “status,” and “rank,” so the main subject is generally recognisable. There are also attempts at more specific phrasing, such as “improvement of that company.” However, several word choices and forms are inaccurate or unnatural, including “in side of,” “harmoniuos,” “exception” where the context appears to mean competition, and “competing in every activities.” These errors make parts of the message difficult to interpret, while the short response offers little evidence of a broader or more flexible range. Check spelling and collocations, and choose precise terms—for example, “in favour of cooperation” and “competing in every activity.”

Grammatical Range and Accuracy: Band 4.5

The response includes some simple sentence patterns and an attempt at a longer structure, such as “I know that are also competing for status or rank at work but we need to consider also if it is beneficial…”. However, grammatical control is uneven: “is good thing” is missing an article, “I completely in side” lacks a correctly formed verb phrase, and “you are working as one” shifts into direct address without a clear reason. The final clause is incomplete, and sentence boundaries and punctuation do not consistently make the relationships between ideas clear. These issues restrict the range and reliability of the writing. Practise complete subject–verb structures, articles, and sentence completion; then proofread each sentence to ensure it expresses a finished idea.

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