Band 5.0 IELTS Writing Task 2 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 19 · 2026-11-04

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 the recent years, the competiton is really tough at work or school etc. Everyone is trying their best whether its the workers or the students. They have a tough competition in daily life.

In my opinion, competition is a good thing because nowadays everyone is performing their best whether its in the work sector or the study sector. Workers are performing really good so they can earn more money as compared to their competitor. Working hard can lead to a good impression in the society. Same is the case with the students atr school. every students works hard so they can score good and better than their class mates and get good grades. Getting good grades mean you are the topper of the class and hence all the other students has set an example for themselves so they can score good too.

Meanwhile some people believe that everyone should coorperate with each other rather than competition. Because competition can lead to flights between the workers or the students. so its better to cooperate with each other rather than competing against each other.

In conclusion, i agree with the fact that workers and students should compet rather than cooperating so everyone should be rewarded for their hardwork which makes the competitor work more hard and get the reward in return.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You give a clear opinion in favour of competition, and you mention both sides: workers and students may benefit from striving to do better, while cooperation may prevent conflict. However, the discussion is only partial and the supporting ideas remain general. For example, the claim that competition creates a “good impression in the society” is not explained, and the opposing view is reduced to the possibility of “flights” without considering how cooperation helps people achieve shared goals. The conclusion repeats your preference rather than drawing together the discussion. The response is also 30 words below the required minimum, leaving limited space to develop examples and reasons. Explain each view more fully and support it with a specific example.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure: an introduction, a paragraph supporting competition, a paragraph presenting cooperation, and a conclusion. This makes the main direction understandable. However, progression within paragraphs is sometimes repetitive: the competition paragraph repeats that workers and students work hard to earn more or get better grades, without clearly developing the consequences. Linking is also limited and occasionally mechanical, as in “Meanwhile” and “In conclusion,” while the sentence beginning “Because competition…” is left as a fragment. Some references, such as “all the other students,” are unclear in context. To improve, organise each body paragraph around one main claim, explain it, and then give a relevant example; use linking expressions to show relationships rather than simply mark paragraph stages.

Lexical Resource: Band 5.0

You use enough basic vocabulary to communicate the topic, including “competition,” “cooperate,” “workers,” “students,” and “rewarded.” However, the range is limited and several words or phrases are repeated, particularly “good,” “hard,” and “competition.” Some choices are inaccurate or unnatural, such as “tough competition” in this context, “good impression in the society,” and “work sector or the study sector.” Spelling errors such as “competiton,” “coorperate,” and “compet” also reduce accuracy. These issues do not prevent the reader from understanding your main point, but they make the response less precise. Build a wider set of topic-specific expressions and check spelling and collocations when editing.

Grammatical Range and Accuracy: Band 5.0

You communicate your main ideas using mostly simple sentence patterns, and you attempt some longer structures with “whether,” “so,” and “because.” However, the range is limited, and errors occur frequently enough to make parts of the response awkward. For example, “every students works” has a subject–verb agreement error, while “all the other students has set an example” also mismatches the subject and verb. The sentence “Because competition can lead to flights…” is a dependent clause presented as a complete sentence, and “Getting good grades mean…” has an agreement problem. Capitalisation and punctuation are inconsistent, including lowercase “every” and “i.” Practise accurate sentence boundaries and agreement, then combine ideas using a wider range of controlled sentence structures.

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