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Writing an essay

Topic outline.

The purpose of an essay is to present an argument or point of view and give examples or reasons to support it.

The topic will be a question or an issue which people generally have different opinions about.

The essay could present both sides of the argument, or just one, depending on the instructions given in the task. 

An essay should be written in a formal or neutral register and should be well organised, with an introduction, main body and a conclusion. It should include language appropriate for expressing opinions, agreeing and disagreeing. The vocabulary required will depend upon the topic.

• think about the audience that the essay is for
• the tone of most essays should be neutral or formal
• your essay should clearly present opinions related to the topic
• include a range of grammatical structures and related vocabulary
• avoid writing very simple sentences with the same grammatical structures and simple repetitive vocabulary.

An essay should be well organised, with an introduction, main body and a conclusion. It should include well-developed ideas.

You should use linking words/phrases which suit a more formal type of writing (e.g. furthermore, however, in conclusion, etc.) to link ideas in sentences and paragraphs.

One way to structure your essay is to have a balanced argument focusing on one side of the argument, then on the other side of the argument:

• Introduction – briefly outline the argument that the essay will discuss. Engage the reader to make them interested in the topic, for example, ask a rhetorical question to make a point and create a stronger effect.
• Present one side of the argument. Support your ideas with examples and/or reasons.
• Present the other side of the argument. Support your ideas with examples and/or reasons.
• Conclusion – this should briefly summarise what you have said and what you think about the argument. You can link your conclusion back to the beginning and/or encourage the reader to decide what they think about the same viewpoint.

Alternatively, an essay can be one-sided. You present one side of the argument, supported with examples and/or reasons. In this case, the organisation of your essay would be the same as above, with either one extended paragraph for the main body, or two or more shorter paragraphs each presenting a different reason to support your point of view.

• Example of an essay

How to Write an Essay for B2 First (FCE) Writing

Luis @ kse academy.

• noviembre 24, 2019

As you probably know already, Cambridge English exams usually have some or all of the following parts: Reading, Writing, Use of English and Listening. In this post I am going to talk about the FCE Writing B2 part and, more specifically, about how to write an essay for FCE Writing . We will see a good example of an essay for FCE and you can check out a full FCE Writing Guide where you can find more examples of emails , letters and other types of writings.

Essay Sample Answer

Este artículo también está disponible en castellano.

What are the parts of the FCE Writing?

The First (FCE) Writing has only two parts. For each part, you must write a composition which will depend on the instructions you receive for each task. For the  first part , you will always be asked to  write an essay , as it is the only option provided. However, in the  second part , they allow you to choose one out of 3 options. These include  different types of writing , which are : letters/emails ,  articles ,  reviews and  reports . Each piece of writing must have between 140 and 190 words , approximately.

Since they are different types of writing , the language and structures to use will also differ. But that’s what I’m here for, to explain to you exactly how to write each part. And today, I’m starting with  how to write an essay .

How to Write an Essay for FCE Writing

An  essay is an opinion writing with which we analyse a topic , a situation or an issue from different points of view , providing different arguments and expressing our opinion about it. For this reason, an  essay must have the following features:

• Purpose: What we usually do with an essay is to analyse and assess a topic, situation or issue which, in some way, is interesting or controversial. It is normally set as a writing task after a class debate. In the exam, you have to imagine the debate, obviously.
• Tone and style: Given that you’re writing about a  serious or controversial issue , an essay is written in a formal style, so we must stick to an objective tone and style . Our language must be formal, thus avoiding words that are simply too common or generic (E.g.:  things, stuff, get,   etc.) and contractions (E.g.:  can’t, don’t, won’t,  etc.).
• Structure: Like every piece of writing,  an essay must present a defined structure . For starters, we can choose either to give it a title or not. Personally, I would say that it is more appropriate to have an essay with title . Then, the body must be divided into introduction, idea 1, idea 2, idea 3 and conclusion. This means that, in general,  essays must have 5 paragraphs ,   although it is not entirely necessary.
• Opinion:  There are countless ways of expressing your opinion in an essay, so you must choose the one that suits you best. However,  it is advisable to remain impartial throughout your writing and give your opinion only in the last paragraph , as a conclusion. But, as I say, it is optional. The most important thing is that you justify everything you say in your essay.
• Coherence: Coherence is essential in every type of writing, but especially in an essay. As it tends to be an argumentative text, you must avoid writing incoherent paragraphs that have nothing to do with one another. Your ideas must  follow a logical order and be well connected with appropriate linkers .

FCE Writing Essay Example

Now that we are familiar with the  characteristics of an essay for First (FCE) Writing , let’s take a look at an  example of an essay at B2 level , both at the task and at a sample answer.

Instructions of an Essay

In the following image you can see the instructions of an essay which involves a typical topic, that of the environment:

In these instructions, we must pay attention to the following:

• The  first paragraph introduces the topic: … different ways in which you can protect the environment.
• The  second sentence is usually the same in every task:  Write an essay using  all the notes…
• In the box , you are given the main topic as a question and they give you something to talk about:  recycle, using bicycles and walking, your own idea . As you can see, you have to come up with the third idea, something connected to the topic which is not provided in the exam task.

Given the model task above, each paragraph will correspond to a different idea, apart from the introduction and conclusion. Again, it is only natural to have 5 paragraphs. So, the best way to know how to write an essay for FCE Writing is to take a look at an  example of an actual essay for FCE Writing :

At first sight, the essay has  a title and 5 paragraphs (introduction + idea 1 + idea 2 + idea 3 + conclusion). And if we stop to read the essay more carefully, we’ll notice the following things:

• The paragraphs are visual and well defined , which is very important.
• The title summarises the topic  of the essay. Another option is to use the question ( What can people do to help protect the environment? ) as title. However, it usually tends to be too long, so I prefer to summarise it into a shorter heading.
• Introduction: it introduces the topic in a general way and it leads to the second paragraph (first idea).
• Paragraph 2: it deals with idea 1.
• Paragraph 3: it deals with idea 2.
• Paragraph 4: it deals with idea 3.
• Conclusion: we express our opinion to conclude and summarise the essay.
• It uses connectors to define the development of the essay:  firstly, second, finally, etc.
• It doesn’t use many contractions or pet words.
• One of the things that
• In the last few decades,
• For this reason,
• First, / Second, / Third,
• By doing so,
• For example,
• In conclusion,

This is a good example of an essay for FCE Writing . By the way, you must bear in mind that it has been written to simulate a strong B2 level, without reaching C1.

FAQ: Do I get penalised for writing over 190 words?

This is the most typical question in this part of the exam and the answer is « yes and no «. Let me explain myself. Cambridge English examiners don’t count the number of words and penalise you based upon that fact alone. There’s a rumour going around among teachers and pupils that says that for every 10 words over 190, they take «this many» points off, but it is not true. However, think about this: if you’ve written 50 or 100 words more than asked, you are probably including irrelevant information to the task , right? Now that’s a reason for losing points. In the same way that if you  write under 140 words you are probably missing essential information , don’t you think?

For this reason, I always recommend writing up to 10 or 20 words over the limit. In this way, you won’t lose any points for including irrelevant information.

FCE Writing Guide with examples (pdf)

Although I intend to write more posts on how to do each piece of writing for FCE, if you don’t want to wait any more, simply download the official KSE Academy FCE Writing Guide . In this guide you will learn:

• How to write an essay  and 3 examples.
• How to write an article  and 3 examples.
• How to write a review  and 3 examples.
• How to write a report  and 3 examples.
• How to write an email or letter  and 3 examples.
• Over 300 useful expressions for every FCE Writing .

Would you like to see a sample of this guide? Here it is!

Did you find this useful?  Why not share it with other teachers and students of English? Don’t forget to subscribe to our newsletter and to follow us on Facebook, Twitter, Pinterest, Instagram, y YouTube. 🙂

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Cambridge C2 Proficiency (CPE): How to Write an Essay

• Mandatory task : yes
• Word count : 240-280
• Main characteristics : summarising and evaluating main ideas
• Register : formal
• Structure : introduction, two topic paragraphs, conclusion

Introduction

An essay is usually written for a teacher. It should be well organised, with an introduction, clear development and an appropriate conclusion. The compulsory Part 1 essay question will involve reading two short input texts on a particular topic and summarising and evaluating the key points from these texts in the context of a coherent essay on the topic, including the candidate’s own views. The set text essay questions specify what particular aspect of the set text (development of character or significance of events) should form the content of the essay. Source: Cambridge English Assessment: C2 Proficiency Handbook for teachers

Essays are the first part of the writing test in Cambridge B2 Proficiency. The task is mandatory unlike the other possible types of text in Part 2 ( articles , letters , reports , reviews ) where you can decide which text type you would like to tackle.

Essays are easier than they might seem

When people hear the word essay, they typically think of this monstrosity of a text with hundreds of pages and lots and lots of academic language.

While this is true to some extend, essays in C2 Proficiency are actually not that bad. The good thing is that there is always a specific structure that you can apply no matter what the topic of a particular task might be and with a little bit of practice, you can become very good very quickly.

So, in this article, we are going on a journey together where I am you guide and I will show you everything you need in order to become more confident and well-equipped to write great essays.

What a typical essay task looks like

First of all, let’s check out at a typical task and you will see very quickly what you need to look out for when analysing it.

In every essay task, you have to read two short texts (about 100 words each) just like the ones above. Your challenge is to summarise and evaluate the key points of those texts and compare and contrast them . You also need to expand on these two texts and include some of your own ideas as well as give your opinion on the topic at the end of the essay.

The register should be formal as essays are usually part of academic writing. Formal English means that you shouldn’t use contractions (I’m, don’t, etc.), informal phrasal verbs, or colloquial expressions we would normally place in the realm of spoken English.

How to organise your essay

Considering the fact that there are two texts we need to work with, the limit of 240-280 words and the other conventions of essay writing, meaning that we need to include an introduction at the beginning and a conclusion at the end, I have found the following paragraph structure to be very useful for my own students:

• Topic paragraph 1
• Topic paragraph 2

This structure is not the only one you can apply to an essay task and I have seen many other ways of doing so throughout my career as a teacher, but this one just seems simple and easy to apply. There is no need to overthink. Just use the organisational pattern that gets you to a good essay the fastest.

Make a plan before you start writing

I’m a big fan of making plans and I hope you will become one as well. Underappreciated by many, a plan takes only a couple of minutes to put together and it can save you much more time and headaches once you write your essay .

Instead of having to worry about what you want to say next you can focus on how you want to say it and lean into using the right vocabulary and grammar because your plan already gives you the outline and main ideas for what you are going to say.

To devise a plan simply use the paragraph structure from earlier and fill it with life , meaning with some notes that help you remember the details you would like to talk about in each section. For our example task from before, a plan could look something like this:

• Introduction : social norms; collective vs individual; generation gap
• Topic paragraph 1 : intergenerational differences; What is acceptable?; dialogue is needed; OLDER GENERATIONS HAVE ALWAYS COMPLAINED; DIFFERENCES ARE NORMAL
• Topic paragraph 2 : individualism more important than the collective; innovation; well-being; INDIVIDUALS ONLY THRIVE IN A COMMUNITY
• Conclusion : social norms are important but ever-changing for the individual and society as a whole; need for dialogue

It took me about three minutes to come up with this plan. The capitalised parts in the topic paragraphs are my own thoughts which I’m planning to add to or weave into the ideas expressed in the two short texts. It is important to do this because the task asks you to include your own ideas and views.

Now that we have a structure, ideas for the content and the knowledge that an essay needs to be formal we can get into the nitty-gritty and go to work.

The different parts of an essay

As we said in the previous section, a good essay in Cambridge C2 Proficiency can be broken up into an introduction, a couple of topic paragraphs, each of which talks about one of the input texts, and a conclusion to round everything off. Now, let me go through each part so you can see how you can use these building blocks to create a nice little essay.

The intro in an essay for C2 Proficiency works slightly differently from, for example, the ones in a B2 or C1 essay. Here, you have a lot more freedom and many candidates keep it on the shorter side.

Whichever way you prefer doing it, you have to make sure that it becomes clear what the overarching theme is that you want to talk about in the text. Unlike in B2 First or C1 Advanced the tasks in C2 Proficiency give you very little context and not even a question that you could answer. You have to decide what you want to focus on and the best way of doing this is to find out what the topic is that the input texts talk about. Simply state that in your intro and you are ready to go.

An introduction for our example task could look something like the one below:

In our society, we live together based on certain norms that we all agree upon even though there is a lot of room for interpretation. For instance, what one person sees as perfectly acceptable might offend their parents or while western culture embraces personal freedom the question is where one’s own liberty collides with the interests of the collective.

I paraphrase the essence of the two texts , which sets the stage for my topic paragraphs. Make sure you use your own words instead of parroting what the task says. Also note, that from the beginning, I try to connect my ideas well by using a wide variety of cohesive devices (even though, for instance, while).

Topic paragraphs

The topic paragraphs convey the main ideas of your essay so they should be treated as the most important part. They should be the longest paragraphs and include all the ideas you want to talk about. Don’t add anything new in the intro or conclusion that you don’t discuss in the topic paragraphs.

The first step to a successful topic paragraph is a topic sentence . A good topic sentence makes it very clear for the reader what this specific section of the text talks about. From there, you elaborate on the topic and that’s it. Again, there is no dark magic involved, just a repeatable step-by-step process.

Going back to our example, here are two topic paragraphs I wrote:

Not only do we see these trends in the context described in the first text, but older generations also struggle with the ever-evolving use of language or specific behaviour such as seemingly disrespecting others by not offering their seat on public transport or using their gadgets even when spending time with family or friends. While it is easy to agree with the writer’s observations that only good communication leads to a better understanding, we need to keep in mind that societal changes are often more difficult for the parent generation and it has been that way since the dawn of civilisation. Another important aspect is the rise of individualism. The second text strongly argues that society as a whole greatly benefits from the vision and ambition of specific people and that societal rules only hinder progress. However, this line of thought neglects the fact that these individuals thrive within a collective framework that enables them to pursue their ideas and make them become a reality so we might argue that one can’t exist without the other.

I immediately connect the first topic paragraph to the introduction (these trends) and show that I’m going to talk about the first text (the context described in the first text). It is very clear for the reader what to expect here: my views on this first text. Mission “topic sentence” accomplished.

In these main paragraphs, it is important to include some further ideas instead of just talking about the examples from the texts. in the first topic paragraph, I only acknowledge the text in the topic sentence and then expand on the topic. All of this is in my plan so I knew that I was going to do it before I started writing.

The same process is repeated in the second paragraph. I clearly state the topic (the rise of individualism) and briefly paraphrase the writer’s opinion before contrasting it with my own ideas.

Note that I avoided using personal pronouns like I or we. Essays are formal and rather impersonal pieces of writing so I tried to keep the text as impersonal as possible. That doesn’t mean that you are prohibited from using this kind of language, but in my example, I managed without it.

It should go without saying that, at this level, you want to include a variety of vocabulary and grammatical structures appropriate for the topic given.

The conclusion brings everything together like a beautiful dessert after an already great meal. It summarises your arguments and reflects your opinion to finish the essay. Of course, it should all be based on what you’ve already discussed and, as I said earlier, you don’t want to introduce new ideas here.

All in all, humanity as a collective always changes due to the fresh ideas of younger generations. This is a constant of life and the essence of who we are as a species. Only with dialogue and the willingness to understand each other can we continue to prosper and use individual freedom to benefit all of society.

Nice and short, this conclusion rounds off my essay by restating the key ideas (change is constant, need for dialogue, individualism within a collective) and giving my final thoughts . That’s all you have to do and you’re done. Congratulations!

Now it’s time for some practice

And there you have it. Essays in Cambridge C2 Proficiency are really not that difficult if you know what you are doing. With the right structure, a good plan and appropriate language you basically can’t go wrong.

Now you can start practising. I offer writing feedback and classes here on my website if you are interested in working directly with me. Until then, all the best.

Lots of all,

Teacher Phill 🙂

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One Comment

Hi I am taking the proficiency exam on Novemeber 24th this year. ( I hope I got the date correct, it is in November anyway ) I would love to take online lessons with you. I leave my email below; and look forward to hearing from you shortly Regards Pamela

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• How to write a C1 Advanced Essay

• Posted on 26/02/2020
• Categories: Blog
• Tags: C1 Advanced , Cambridge Exams , Writing

The Cambridge C1 Advanced is an excellent qualification to aim for if you’re thinking of studying or working abroad. It’s recognised by universities and governments all over the world and also helps you prove your language skills to future employers.

One of the most demanding parts of the exam is Part 1 of the Writing paper, which includes writing an essay. For many of you, this won’t come naturally… especially in another language.

So, to give you the best chance at success, we’ve created this in-depth guide full of Cambridge C1 Advanced Writing tips and useful language to get you producing excellent essays in no time.

So, pick up your pen, and let’s get started!

If you’d like to get more help with the C1 Advanced, consider our exam preparation class!

C1 Advanced Writing Requirements

The C1 Advanced Writing exam has two writing parts, which you must complete in 90 minutes. Both parts have a word limit of between 220-260 words. We recommend getting lots of writing practice under these conditions!

Part 1 is always a discursive essay . It requires you to think about arguments for and against a topic.

Part 2 is a situationally based writing task. This could be a letter , an email , a report , a proposal or a review and you have three options to choose from.

Today, we’ll be looking at how to do your best in part 1.

Before you begin

When you turn over the paper and begin Writing Part 1, take some time to read the task instructions. Identify all parts of the question, underlining which parts are obligatory and noting which parts are optional.

Let’s take a look at an example question!

Remember, you don’t have to use the opinions expressed in the box, but they may help you to get the ball rolling . Also, you only have to talk about two of the options given, not all three.

Make a plan

Take ten minutes to lay out your ideas. Make a pros and cons list for each of the three options and then decide which two you feel most confident with. Here’s some things you might come up with, can you think of any more?

Structure your essay

The essence of a good essay is a clear structure.

Introduction

Here you want to introduce the topic in your own words. Your first line should also grab the reader’s attention, then you should paraphrase the question. Finally, try using a statistic or a rhetorical question. This will make them want to read on, right?

Paragraph 1

Discuss the first option you’ve chosen. Include a good topic sentence and remember to give reasons for your answer. Describe some of the advantages, and even some of the disadvantages too. This will give a well-balanced argument.

Paragraph 2

Here’s where you introduce the second option. Again, try to present both sides of the argument and give reasons for your ideas. Gradually work towards the conclusion.

State your final opinion. This should be a summary of the rest of the essay and point clearly to which option you think is the most important. Do not introduce any new arguments at this stage. The conclusion is where you tie-up any loose ends .

This is an advanced piece of writing, so make sure your choice of language reflects it. You will get marked for accuracy, however, occasional errors can still be present as long as they do not impede understanding. So don’t play it too safe . This is your opportunity to show what you can do, so take some risks and have fun with it!

In the writing paper you should use a range of vocabulary, including less common lexis. Brainstorm some vocabulary related to the topic. Take your time to think of nouns and compound nouns that you know at C1 level. Really let your vocabulary sparkle .

No one likes a broken record . Find synonyms for simple words. You want to use a variety of language, and try not to repeat yourself too much. Check out these different ways of saying the same thing:

advantage = benefit, positive, upside

disadvantage = downside, drawback

effect = influence, impact, result, outcome

problem = issue, challenge, difficulty, obstacle, setback, complication

important = valuable, essential, beneficial

expensive = costly, dear, high-priced, extortionate

cheap = inexpensive, affordable, economical

big = great, large, sizeable, considerable, wide, vast

small = slight, tiny, little

Quick tip: Visit Thesaurus.com to study more synonyms!

Experiment with different grammatical forms. At this level you’re expected to have a good grasp on the grammar. You should use a range of simple and complex grammatical forms with control and flexibility. So challenge yourself with some of these…

• Participle clauses
• Conditionals
• Modal verbs
• Passive with reporting verbs
• Cleft sentences
• Comparatives
• Relative clauses

Useful expressions

To make your essay flow it’s best to use some key phrases. These will link all your ideas together, and help it sound semi-formal. Take a look at the expressions below. Why not use some in your next essay?

Introduction:

It is often said that…

Many people feel that…

We live in an age when..

More and more…

Introducing & Addition:

Firstly, secondly, thirdly…

On the one hand…

In addition…

What is more…

For example…

For instance…

As a case in point…

Contrasting:

In contrast…

On the other hand…

Alternatively…

However…

Conclusion:

All things considered…

As far as I’m concerned…

In light of the above…

What the examiners are looking for

When writing your essay, bear in mind what you’ll be marked on:

Have you answered all parts of the question? Is everything relevant to the question?

Communicative Achievement

Is the style and tone appropriate? Remember it should be semi-formal and neutral.

Organisation

Does it follow a logical order? Have you used paragraphs and linking devices?

Are you using a variety of grammar and vocabulary? Is it accurate?

Now your masterpiece has come together. Remember to take time to check your work. Here’s the official Writing Checklist from Cambridge Assessment English . And our list of the most common mistakes:

• subject + verb agreement
• singulars / plurals
• question formation
• variety of tenses
• dependent prepositions

Some final tips

Avoid contractions (I’m, they’re, we’re) as this is a formal writing.

Don’t use first person pronouns (I, my, our, us).

Practise under timed conditions.

Use model answers to practise fixed expressions.

——

Looking for more help with your Cambridge C1 Advanced exam? Here are our other guides from our blog:

C1 Advanced Reading and Use of English – Part 1 , Part 2 , Part 3

And if you are not sure if you’re ready for the C1 Advanced, check out our article Am I ready for the C1 Advanced exam? to find out!

Glossary for Language Learners

Find the following words in the article and then write down any new ones you didn’t know.

Get the ball rolling (exp) : to start something.

Lay out (v): to explain something in detail.

Paraphrase (v): to say the same thing in a different way.

Tie-up any loose ends (exp): to resolve issues.

Play it safe (exp): to act cautiously.

A broken record (exp): when someone repeats themself.

Sparkle (v) : to shine.

Good grasp (exp): a good knowledge.

Bear in mind (exp) : to consider.

Masterpiece (n): an incredible work of art.

exp = expression

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Small Talk For Business English

• By: oxfordadmin
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Cambridge C1 Essay - How to Write an Introduction

Are you struggling with the Cambridge C1 Essay??? Learn how to write the perfect advanced introduction for your cae exam

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How to write an essay? | C2 Proficient (CPE)

FCE, CAE, CPE

Practice tests online.

An essay is the first part of the writing and it is obligatory. The question always has a discursive focus. Discursive writing is a style used in academic writing and it requires the high level of language competence.

You are required to base your essay on input material which will take the form of two texts, each approximately 100 words long . The texts will be based on a variety of authentic, contemporary sources

How many words?

You need to answer the question with between 240-280 words.

C2 Proficient (CPE) Essay: Structure

Practice, write & improve, c2 proficient (cpe) essay: writing guide.

Here is a straightforward way to write a perfect essay .

We will use the example extracts below in our writing guide advice. The texts are either contradictory or complementary.

Step 1: Read the topic and find two key points of each extract.

Examinations are not fair. Making judgments about the ability of students based on examinations that take place just once or perhaps twice a year is simply not fair. So many students fail to show their true ability due to anxiety, stress and a number of other factors. Many students who do well in exams do so simply by cramming facts into their heads the week before the exam, to be forgotten by the following weekend. Surely assessment of the work done in class and at home throughout the school year would be a fairer system?

Classroom assessment is idealistic. It’s all very well to talk about teachers judging their students work in the classroom, and students working alone at home on their projects, but everyone knows that continuous assessment doesn’t work like that. Teachers are only human, and tend to be softer on their students than an examiner would be (or, in a worse scenario, harder on a student they don’t like). Parents or older siblings help students with the projects they have to do at home, even if it’s just coming up with ideas for them . Exams may not be fun, but at least we get to see what each individual student is capable of.

Extract 1. Key points: 1) Unfair to judge a year’s performance just once or twice a year. 2) This unfair system forces students to temporary parrot-fashion learning

Extract 2. Key points: 3) Continuous assessment depends too much on the teacher who may be too lenient or too strict. 4) Parents and siblings may give an unfair advantage to students over others who don’t have help at home.

Step 2: Introduction : Make a plain reference to the topic of the two texts.

The introduction should inform the reader about the subject of the essay .

Introduction: The methodology for assessing students’ knowledge is crucial and is reflected in their performance and future in education. Such an issue is analyzed in the two contrasting passages that this essay touches upon.

Remember that this is not the best time to express your opinion , it should be at the very end in the conclusion.

Step 3: Body paragraphs (1 & 2) = Main Body

Here we have to prove to the examiners that we have fully understood the text.  In the second and third paragraphs, we paraphrase 4 key points and comment briefly on them.

Body paragraph (1) = Topic sentence + Point 1 + Point 2

Paragraph 1: [Topic sentence] The first author considers the annual assessment of students’ performance as inadequate .  [Paraphrase the first (1) point] Knowing that your only chance to prove your competence relies on a couple of questions that need to be answered within a suffocating time limit cannot but fill you with anxiety. [Paraphrase the second (2) point] To make matters worse, even when the students manage to cope with the stress it is doubtful whether they gain any academic benefit. All they do is switch off their critical thinking and employ their parrot fashion learning. When the exams are over they ‘delete’ all this array of incongruent information. 

Body paragraph (2) = Topic sentence + Point 3 + Point4

Paragraph 2:   [Topic sentence] Conversely, the second text sees the exams as the only reliable means of school assessment. [Paraphrase the third (3) point:] If the students were continually evaluated throughout the year they would be at the mercy of the bias of their teachers. If the professors are positively predisposed they will inflate the marks and if they have any sort of conflict with their pupils they could use the marks as a form of punishment. [Paraphrase the fourth (4) point] Moreover, the project work that has often been hailed as the creative alternative of barren exams may prove to be a hoax. More often than not it is other family members that do the work and the students undeservingly reap the rewards.

Step 4: Body paragraph (3) = Your opinion

Opinion: [Topic sentence] While I agree that the exams entail counterproductive stress that may spoil the true meaning of education, I cannot overlook the fact that they are an objective and trustworthy method of evaluation. If the written tests accounted for a proportion of the pupils’ overall mark and the rest was completed with projects and class participation we could successfully combine the profits of these too seemingly contrasting methods.

Step 5: Conclusion : Closing remark – No new ideas.

In summary, what you really want is to show the examiners that you understand the text and the key points, so it should be a balanced analysis of the text you have just read.  Do not give any new information , tell them what you have already told.

Conclusion: All things considered, the examinations can contribute to an objective assessment of school performance as long as they are combined with elements of continuous assessment.

See full essay…

The methodology for assessing students’ knowledge is crucial and is reflected in their performance and future in education. Such an issue is analyzed in the two contrasting passages that this essay touches upon.

The first author considers the annual assessment of students’ performance as inadequate.  Knowing that your only chance to prove your competence relies on a couple of questions that need to be answered within a suffocating time limit cannot but fill you with anxiety. To make matters worse, even when the students manage to cope with the stress it is doubtful whether they gain any academic benefit. All they do is switch off their critical thinking and employ their parrot fashion learning. When the exams are over they ‘delete’ all this array of incongruent information.

Conversely, the second text sees the exams as the only reliable means of school assessment. If the students were continually evaluated throughout the year they would be at the mercy of the bias of their teachers. If the professors are positively predisposed they will inflate the marks and if they have any sort of conflict with their pupils they could use the marks as a form of punishment.  Moreover, the project work that has often been hailed as the creative alternative of barren exams may prove to be a hoax. More often than not it is other family members that do the work and the students undeservingly reap the rewards.

While I agree that the exams entail counterproductive stress that may spoil the true meaning of education, I cannot overlook the fact that they are an objective and trustworthy method of evaluation. If the written tests accounted for a proportion of the pupils’ overall mark and the rest was completed with projects and class participation we could successfully combine the profits of these too seemingly contrasting methods.

All things considered, the examinations can contribute to an objective assessment of school performance as long as they are combined with elements of continuous assessment.

A final checklist…

Get Your (CPE) Essay Checked!

C2 proficient (cpe) essay: paraphrasing key words.

As you already know, your task is to find four keywords that you have to analyze and comment on. A common problem is that students often are literally copying the text . As you can imagine, you won’t get a good grade for making shortcuts and examiners expect you to paraphrase these points.

Let see a few examples of real-life paraphrasing so that you know what it is supposed to look like and what to avoid:

Original text:

..as are vehicle exclusion zones or parking restrictions in busy pedestrian areas. However, it – also makes sense to encourage motorists to become less reliant on their car. This can | be achieved by making public transport more efficient and promoting the benefits of car- sharing with work colleagues, thus reducing weekly fuel bills.

Example (incorrect):

The first argument makes particular mention of creating vehicle exclusion zones…

The second argument points out that travelling by car can be reduced if the government makes public transport more efficient…

as you can see the students repeated the words vehicle exclusion zones and then later makes public transport more efficient – this is clearly not a terrible mistake but it could be done better.

Example (correct):

The first argument makes particular mention of creating vehicle exclusion zones…  areas where motorists are prohibited from driving

The second argument  points out that travelling by car can be reduced if the government makes public transport more efficient… improves the efficiency of public transport

hopefully, you can see how these changes have made the sentence the students own and how this would definitely impress the examiner.

C2 Proficient (CPE) Essay: Sample Answers

Cpe essay sample 1.

Read the two texts below. Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Teenagers as consumers It is virtually impossible to escape the influence of the media these days, and particularly if you are a teenager with access not just to television and radio, but also the internet at all times of the day and night. Advertisers look upon teenagers as a blank canvas whose tastes and needs are there to be moulded by them through their advertisements. Advertisers and marketing people have become adept at reading the teenage mind, making young people believe that they need to own certain items in order to be accepted by their peer group, or simply to look cool.

Teenagers: a driving force Advertising responds to young people’s delight in what is new by developing sophisticated and innovative, often humorous advertisements which can be seen on television and cinema screens and on billboards around our towns and cities. The tastes of this generation of young people have had an impact on advertisers worldwide. However, it is the energy of the young, above all, that has influenced the world of marketing and has kept it on its toes, pushing the creative boundaries to become almost an art form. That is the power of young people.

Model answer

These texts both deal with the relationship between teenagers and advertising.

The first one focuses on how advertisers exploit young people, taking advantage both of teenage preoccupation with the media and of their susceptibility to peer pressure combined with a wish to appear ‘cool’. The second text is less critical of the relationship between marketing and young people. It presents the young as having a very positive influence on the quality of modern adverts, helping to make them much wittier and more original than ever before. This text maintains that teenagers’ impact on advertising derives partly from their predilection for what is intriguingly new but also, more particularly, from their own creative energy. This energy has been channelled into advertising, raising it arguably to the level of an art form.

While I appreciate the arguments put forward in both texts, I tend to feel more in sympathy with the approach of the first one. I suspect that advertisers are quite cold-heartedly prepared to exploit the youth market, keen to capture the attention – and the cash – of the new generation and well aware of how young people are perhaps more easily influenced than their more cynical elders.

I would accept that advertising can be very creative and I personally often find an advert in a magazine or a TV commercial attractive to look at or enjoyably humorous. It does not seem unreasonable to suggest that many people with artistic talents are attracted to the advertising profession. However, I do not see that as having any direct connection with teenagers. Those who create the most original adverts are certainly likely to be young but in their twenties or early thirties rather than their teens. Moreover, the appeal of the more sophisticated advert is surely just as powerful for the older generation as for teenagers.

CPE Essay Sample 2

Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Killing for nothing Under no circumstances should capital punishment be condoned. It is a barbaric form of punishment, which serves no useful purpose as it obviously does not act as a deterrent. In the USA, for example, the use of capital punishment increased greatly during the eighties and the nineties but with no corresponding effect on the crime rate. Another argument says that it effectively deals with people who are a danger to society. But in any case, they spend years, even decades, on death row while their appeals are used up, and might as well just be sentenced to life imprisonment with no possibility of parole.

Innocents die The system by which people are convicted is simply not as foolproof as some people would have us believe, and the odds against an innocent person being killled are just too high. While the risk of this happening remains a very real possibility, the death sentence is unacceptable. In this age of DNA evidence, many people in American prisons awaiting execution have been found to be innocent. The other problem is prejudice. Even if a person is found guilty and convicted of a crime, they are likely to get a worse sentence if they are from an ethnic minority, and disproportionately large numbers of these people are executed every year in the States.

Both extracts above take a negative stance on the hotly debated issue of death penalty.

The first author tries to dispel the myth of the death sentence “acting as a deterrent”. He claims that the long standing use of this harsh punishment in the USA has not proven its effectiveness in curbing crime rates. However, his argument is unconvincing because criminality could have been worse if death penalty was not in effect. Nevertheless, the writer correctly remarks that there is no need to take someone’s life in order to protect society since we can achieve the same result by simply giving them a life sentence.

The second extract persuasively strengthens the argument against this irreversible penalty by citing the numerous incidents of innocent people who have been wrongly convicted and sometimes even executed, only to find out that more recent genetic material proves that they were innocent. The author also claims that the well-documented “prejudice against ethnic minorities” is a reason to abolish the death sentence. Even if we accept the latter argument as a fact, we can not so easily jump to the conclusion that the suspicion of some judges having preconceived ideas should strip our legal system of one of its most powerful weapons.

Personally, I feel that the death penalty should remain in effect for extreme cases of serial killers or insane criminals who show no remorse for their actions. Since, nowadays, we have at our disposal the invaluable assistance of genetic evidence we can reach verdicts that are beyond any shadow of a doubt while at the same time, we retain a strong disincentive in the ammunition of our legal system.

C2 Proficient (CPE) Essay: Writing Topics

Cpe example topic 1.

Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Shifting sands

Nowadays, in some cultures, there may often be confusion between generations about what is acceptable behaviour in certain situations. Older people sometimes complain, for example, about the real or imagined rudeness of others, such as in the use of electronic devices in public places. However, the younger generation does not regard electronic communication as intrusive, but rather as fundamental to their way of life. Only increased mutual understanding is likely to resolve potential conflict or confusion in any society. In this case, as in all others, it pays to be aware of other people’s points of view.

Follow my leader?

Should we always aim to do what society expects of us? No, what society needs is individuality. Worrying about what other people think inhibits enthusiasm and creativity. Nothing new is ever achieved by conforming to expected social norms. This is not only true for society’s innovators: everybody needs a strong sense of their own worth as an individual. This is essential for psychological well-being and the ability to function effectively in one’s personal and professional life. Paying too much attention to society’s conventions can be counter-productive in these and other ways.

CPE Example topic 2

Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible and include your own ideas in your answers.

The Financial Costs of Stress

Research carried out by the Health and Safety Council estimates that stress and mental illness continues to be neglected by many businesses, both small and large. And the economic impact of this is huge, costing employers around £26bn a year. Stress at work can lead to a lack of concentration, fatigue and low motivation, all of which will cost the company in terms of low productivity, customer satisfaction and the very reputation of the company itself. Employers are being urged to become more “emotionally intelligent” and to improve the way they deal with stress and mental illness.

Speak up about Stress

Many people find it difficult to talk about their feelings, particularly if we’re feeling weak or vulnerable. However, when suffering from stress it’s vital you seek help. It’s important to feel you can talk honestly with a close friend, a loved one, a work colleague or a doctor about what’s going on. Stress is easily diagnosed and there is plenty you can do to successfully treat and manage stress. One of the most effective of these is to share your feelings with those you trust. Remember that accepting help and support is not a sign of weakness. Close relationships are vital to helping you get through this tough time.

C2 Proficient (CPE) Essay: Writing Checklist

After writing your text, you can check it yourself using the writing checklist below.

How to do that? Simply check your text/email by answering the questions one by one:

• Have I covered all the key information required by the task?
• Have I written only information which is relevant to the task?
• Have I developed the basic points in the task with my own ideas?
• Have I included references or examples where necessary to support any ideas or information?

Communicative Achievement

• Have I achieved the main purpose(s) of the text (for example, explaining, persuading, suggesting, apologising, comparing, etc.)?
• Have I used a suitable mix of fact and opinion according to the requirements of the task and my communicative purpose(s)?
• Have I used a suitable style and register for the task and genre?
• Have I followed writing conventions which are particularly relevant to the task and genre?

Organisation

• Have I organised my ideas clearly and coherently, using the most appropriate and effective structure for the task?
• Have I used other organisational features appropriately for the genre (for example, titles, headings, openings, closings, etc.)?
• Is the connection between my ideas clear and easy for the reader to follow? (For example, have I used appropriate linking words and other cohesive devices?)
• Are the ideas balanced appropriately, with suitable attention and space given to each one?
• Have I used a wide range of vocabulary, appropriate to the topic and genre?
• Have I avoided repeating the same words and phrases?
• Have I used a range of simple and more complex grammatical structures appropriately?
• Have I correctly used any common phrases which are relevant to the specific task or topic?
• Is my use of grammar accurate?
• Is my spelling accurate?

More than Practice Tests

C2 proficient (cpe) essay: tips.

• Summarise the key points in your own words
• Use an academic writing style (formal or neutral register).
• You must organise your ideas well, using an introduction, paragraphing and appropriate linking devices.
• You need to draw conclusions based on the information given throughout the whole of your answer

C2 Proficient (CPE) Essay: Marking Criteria

C2 proficient (cpe) essay: useful phrases & expressions.

We will finish it with some useful vocabulary mostly used to organize information. Although it is taking a shortcut, if you learn several expressions for each paragraph in each type of text that could be on your exam, you will certainly be able to create a very consistent and well-organized text.

Sentence openers

The first text suggests that….. The second text raises the issue of …..  The writer is of the opinion that….  Additionally, it is argued that….. The two texts contrast differing views of….. According to the first passage……. Personally, i ……………. The second text put forward…… I believe that……… In conclusion, it is my opinion that……

Linking points and arguments

As opposed to In the sense that….. For this reason……..

Making generalisations

On the whole…. In general….. For the most part…. As a rule…… It is often that…. It is usually the case that….. People to regard….. The reality is that…..

Being specific

With respect to… In the case of… As regards… In terms of…. With the exception of….. From the ….. point of view…. They are seen as….. As far as ……are / is concerned……

Raising an argument

Considering….. On the question of…. No one would dispute…….

Giving one side

One argument in favour of this is …. In support of….. It is true that……

Giving the other side

At the same time…. In actual fact….. On the other hand…. In contrast to…. Set/ weighed against this is…. .

Personally… Unfortunately… Obviously… Evidently… Presumably… Naturally… fortunately..

Would you pass C2 Proficient (CPE)?