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  • Guide to the Cambridge C2 Proficiency Writing Exam – Part 1: Essay

Guide to the Cambridge C2 Proficiency Writing Exam - Part 1 - Essay | Oxford House Barcelona

  • Posted on 19/04/2023
  • Categories: Blog

Are you preparing for the Cambridge C2 Proficiency (CPE) writing exam? If so, you may be feeling a little nervous and concerned about what lies ahead . Let us help put that fear and anxiety to bed and get started on how your academic writing can leave a positive impression on the examiner.

By the end of this blog post, you’ll know exactly what you need to do, how to prepare and how you can use your knowledge of other parts of the exam to help you.

Although you’ll find the advanced writing skills you’ve mastered at C1 will stand you in good stead for C2 writing, there are clear differences in the exam format in CPE. As in Cambridge C1, there are two parts in the writing exam, and understanding what you need to do before you’ve even put a pen to paper is incredibly important. So, let’s go!

What’s in Part 1?

First, let’s look at the format of Part 1:

  • Task: essay.
  • Word count: 240–280 words.
  • Register: formal.
  • Overview: a summary of two texts and an evaluation of the ideas.
  • Suggested structure: introduction, paragraph 1, paragraph 2, conclusion.
  • Time: 1 hour 30 minutes for Part 1 and 2.

Before we look at an example task, let’s look at how your paper will be assessed. The examiner will mark your paper using four separate assessment scales:

  • Content – this demonstrates your ability to complete the task, including only relevant information.
  • Communicative achievement – this shows how well you’ve completed the task, having followed the conventions of the task, used the correct register and maintained the reader’s attention throughout.
  • Organisation – the overall structure of your essay, the paragraphs and the sentences.
  • Language – your ability to use a wide range of C2 grammar and vocabulary in a fluent and accurate way.

How can I write a fantastic essay?

Let’s look at an example task:

Example Task_C2 Proficiency Writing Test - Part 1 Essay | Oxford House Barcelona

The key things you’re being asked to do here are summarise, evaluate and include your own ideas, using your own words as far as possible. So, in short, you have to paraphrase. As a Cambridge exams expert, you’ll know that this is a skill you already use throughout the exam.

In Reading and Use of English Part 4, the techniques you are using to make the keyword transformations (active to passive, comparative structures, negative inversions, common word patterns, etc) will show you that you already know how you can say the same thing in other words.

Your ability to do word formation in Reading and Use of English Part 3 is useful here, as you look for verbs that you can change into nouns, and vice versa. This enables you to say reword sentences without losing the original meaning.

You are already adept at identifying the correct options in Reading and Use of English Part 5 and Listening Parts 1 and 3, although the words given are different to the information in the text or audio.

So, be aware of the skills you have already practised, and use them to your advantage!

How should I plan and structure my essay?

Before you even consider writing, read both texts thoroughly . Highlight the key points in each text and make notes about how you can express this in your own words. Look for contrasting opinions and think about how you can connect the ideas together. These contrasting ideas will usually form the basis of paragraphs 2 and 3.

Although there are multiple ways you can organise your essay, here is a tried and tested structure:

Paragraph 1: Introduction

Paragraph 2: Idea 1 with support

Paragraph 3: Idea 2 with support

Paragraph 4: Conclusion

Introduction

Use your introduction as a way to present the general theme. Don’t give anything away in terms of your own opinion, but instead give an overview of what you will discuss. Imagine this as a global comment, talking about how society as a whole may feel about the topic.

Start with a strong sentence. Make your intentions clear, then back up your idea with a supporting sentence and elaborate on it. Use linkers to show how this idea has different stances, paraphrased from the key points you highlighted in the texts.

Follow the same structure as Idea 1, but focus on a different element from the two texts. Introduce it clearly, then provide more support to the idea. Keep emotional distance from the topic – save your opinion for the conclusion!

Here is the opportunity for you to introduce your personal opinion. There shouldn’t be anything new included here other than how you personally feel about the topics discussed. Use your conclusion to refer back to the main point and round up how your opinion differs or is similar.

This is just one example of how you can structure your essay. However, we recommend trying different formats. The more you practise, the more feedback you’ll get from your teacher. Once you’ve settled on the structure that suits you, your planning will be a lot quicker and easier.

What can I do to prepare?

According to the Cambridge English website, ‘A C2 Proficiency qualification shows the world that you have mastered English to an exceptional level. It proves you can communicate with the fluency and sophistication of a highly competent English speaker.’

This means that being a proficient writer in your own language is not enough. So, what can you do to really convince the examiner that you truly are smarter than the average Joe ?

Prepare! Prepare! Prepare!

✔ Read academic texts regularly.

✔ Pay attention to model essay answers and highlight things that stand out.

✔ Always try to upgrade your vocabulary. Challenge yourself to think of synonyms.

✔ Write frequently and study the feedback your teacher gives you.

✔ Study C2 grammar and include it in your writing.

What do I need to avoid?

Don’t overuse the same linkers. Practise using different ones and not only in essays. You can write something much shorter and ask your teacher to check for correct usage.

  • Don’t constantly repeat the same sentence length and punctuation. Long sentences may seem the most sophisticated, but you should consider adding shorter ones from time to time. This adds variety and a dramatic effect. Try it!
  • Don’t be discouraged by your mistakes – learn from them! If you struggle with a grammar point, master it. If you spell something incorrectly, write it again and again.
  • Don’t limit your English studying time. Do as much as possible in English – watch TV, read, listen to podcasts, or meet with English speaking friends. English time should not only be reserved for the classroom.

What websites can help me?

The Official Cambridge English page, where you can find a link to sample papers.

BBC Learning English has a range of activities geared towards advanced level learners.

Flo-joe has very useful writing practice exercises that allow you to see other students’ writing.

Writing apps and tools like Grammarly can improve your writing style with their feedback and suggestions.

Don’t forget about our fantastic C2 blogs too!

Passing Cambridge C2 Proficiency: Part 3 Reading and Use of English

Passing C2 Proficiency: A Guide to Reading Part 5

Passing C2 Proficiency: A Guide to Reading Part 6

Guide to the Cambridge C2 Proficiency Listening Test

Guide to the Cambridge C2 Proficiency Speaking Test

Looking for further support?

If you’re interested in preparing for the C2 Proficiency exam but don’t know where to start, get in touch with us here at Oxford House today! We offer specific courses that are designed especially to help you get ready for the exam. Let our fully qualified teachers use their exam experience to guide you through your learning journey. Sign up now and receive your free mock test!

Glossary for Language Learners

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

lie ahead (pv): be in the future.

stand you in good stead (id): be of great use to you.

adept at (adj): have a good ability to do something.

thoroughly (adv): completely.

tried and tested (adj): used many times before and proved to be successful.

back up (pv): give support to.

round up (pv): summarise.

settle on (pv): choose after careful consideration

average Joe (n): normal person.

discouraged (adj): having lost your enthusiasm or confidence.

pv = phrasal verb

adj = adjective

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cambridge proficiency writing essay

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15 Example Essay Topics (PDF) | C2 Proficient (CPE)

cambridge proficiency writing essay

How much do I have to write? 240–280 words

How to write an essay C2 Proficient (CPE)?

C2 Proficient (CPE) Essay: Topics

C2 proficient (cpe) essay topic 1.

Shifting sands: behavioural change.

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 do 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.

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C2 Proficient (CPE) Essay Topic 2

The Downside of Tourism Despite the importance of the tourism industry to local economies there are significant costs to being a popular holiday destination. Local cultures can suffer as the needs of the tourist are given priority. For example, local shops can be demolished to make way for larger retail developments. In addition, the negative effects on the environment are well documented. Areas suffering from scarce water, food and energy resources can see the situation deteriorate with the extra demand caused by an influx of tourists. There will often be a physical impact as well, with increases in local pollution or the effect on the eco-system of large-scale construction. More significantly, the generation of income for the local economy is often lower than envisaged. The majority of income can often go to multi-nationals such as airline companies and hotel chains.

Eco-Tourism Recent years have seen a growth in what is termed ‘eco-tourism’. The aim of eco-tourism is to unite conservation and communities through sustainable travel. So what are the key elements of eco-tourism? In addition to minimizing the impact of tourism on the environment, successful eco-tourism should also raise the awareness of cultural and environmental issues amongst the local host destination and the visiting tourist. Eco-tourism should be a positive experience for the local community as well as the tourist. Finally, eco-tourism should offer clear financial benefits to local people and to local conservation issues.

C2 Proficient (CPE) Essay Topic 3

Raising the Bar or School Sports The National Sports Academy is running a series of workshops aimed at encouraging more teenagers to get involved in sport. The workshops are for teachers and will look at how to promote the numerous benefits of physical exercise and team sports to school pupils. ‘Exercise helps to maintain a stable weight, strengthen bones and reduces the risk of stress-related illnesses.’ explained Tim Collins, the Academy Director. ‘Aside from health benefits taking part in competitive sports gives teenagers a chance to experience the highs and lows of a competition, as well as instilling discipline, responsibility and commitment – all valuable life skills.’

Sport Seen as Uncool teenagers are spending less time on physical exercise because they find it deeply ‘uncool’, according to a survey of teachers and pupils. The problem is most prevalent amongst older teenagers. Girls are uncomfortable about sharing sports classes with boys and avoid swimming lessons because of a fear that it will spoil their hairstyles. And both sexes were scathing in the survey about the unfashionable PE uniform that had to be worn. The choice of sports available was also too limited. Teachers said they would like to see codes for sports kits relaxed, single sex physical education classes and a wider range of activities to combat the decline in activity.

C2 Proficient (CPE) Essay Topic 4

Our Relationship with Food The British relationship with food has undergone a fundamental change over the past 50 years, and in quite a contradictory fashion. Meals were once made up of simple, local ingredients using recipes that had been followed by previous generations. Now food has become a sensory and cultural phenomenon. Food production and catering is a multi-million pound industry. Top chefs show us how to cook the most delicious 3-course meals and supermarkets provide all the ingredients we need. Yet at the same time, we are less willing to spend time cooking than was once the case and instead spend huge amounts on take-aways and ready-meals.

The Ready-Meal Industry Latest figures show that the UK ready-meal industry is experiencing continued growth despite the recent economic downturn. And the reason for this success? Time-poor consumers continue to want exotic, convenient, mealtime solutions whilst at the same time being cautious about over-spending on take-aways and trips to the restaurant. And the future looks even brighter for this industry with innovative and niche sectors opening up to cater for as wide a range of tastes as possible. And which meals are we eating? Italian remains the favourite cuisine closely followed by Indian and Chinese

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C2 proficient (cpe) essay topic 5.

Tackling Traffic Congestion Policy-makers employ a wide range of measures to tackle the problem of traffic congestion. Enforcement schemes such as setting strict speed limits on major roads and the use of congestion charges in city centres are two such examples 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. And the increasing number of cycle lanes on many roads is further evidence of how to win the hearts and minds of motorists in the fight against congestion.

The Joy of Motoring Recent research into the attitudes of motorists shows we are still more than happy to get behind the wheel. Despite rising fuel costs, insurance premiums and frequent traffic jams, 9 out of 10 of us still enjoy driving. Whether it’s visiting friends and relations, taking the family for a day out or even commuting to work, the car remains first choice for many people. Experts argue that unlike public transport, the car leaves us in charge of our own destiny, giving us the freedom to travel when and where we want. The car also gives us the opportunity to express ourselves. The kind of vehicle we drive tells the world something about who we are or what we aspire to be. Cars are not simply a means of transport but also something we wear.

C2 Proficient (CPE) Essay Topic 6

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 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 Topic 7

THE EXCITEMENT OF ADVERTISING

Outdoor advertising, which is undergoing a transformation, has to attract, engage and persuade potential customers because it is the most important way of grabbing their attention. At the core of this transformation is digital screen media, which encompasses everything from giant screens to digital billboards. The technology is cheap and advertising agencies rave about the creative possibilities for advertisements that entertain, amuse, inform, make the environment brighter and enrich our world.

AN UNDESIRABLE BUSINESS

Advertising used to be straightforward. Posters were stuck up on anything from a bus shelter to a motorway hoarding, and many people considered this kind of advertising to be fairly dull, a harmless blot on the landscape and chose to ignore it. These people now regard digital advertising as a form of unwanted, creeping commercialisation which is attracting a buzz simply because it is new, and moreover, damages the environment and is completely unnecessary.

C2 Proficient (CPE) Essay Topic 8

Does memory have a future? A good memory is invaluable. The inability to make use of memory and past experience can be a severe limitation on how well we perform both mentally and physically. Nowadays, we rely on computers, mobiles and other electronic devices to store our most important information, which can be recalled at the touch of a button. However, some people are concerned that this reliance on electronic equipment may affect the development of our internal memory system in the future. It remains to be seen whether these concerns turn out to be true.

The role of memory We like to think of our memory as our record of the past, but all too often memories are influenced by imagination. It is risky, therefore, to regard memory as a source of knowledge, because we will never be able to verify the accuracy of a memory fully. Although memory is an unreliable source of knowledge about the past, its importance in self-identity is unquestionable. When a person suffers memory loss as a result of accident or illness, one of the most distressing consequences is likely to be a loss of self. Indeed, it can be argued that a person’s true identity resides in his or her collection of memories.

C2 Proficient (CPE) Essay Topic 9

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 siblingshelp 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

C2 Proficient (CPE) Essay Topic 10

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  isproportionately large numbers of these people are executed every year in the States.

C2 Proficient (CPE) Essay Topic 11

Censorship – a necessary evil We are constantly being exposed to dangerous opinions and need to be protected from these, just as we need to protect our children from bad influences on television. This is even  more important in the age of the internet, when anyone can write whatever they want and upload it on a webpage. The voices of those who speak out against the establishment should also be silenced as they aim to undermine the stability of the state. Free speech should only be granted to those prepared to use it responsibly.

Freedom of speech is a human right Free speech uses the word ‘free’ for a reason, and any limitation on it means censorship. Censorship infringes on our civil and human rights and cannot be allowed in any form in a democratic country. Many governments use censorship as a way of silencing their detractors, thus robbing the ordinary citizen of the right to be informed. Censorship begins with a few words here and there, and ends in newspapers being closed down and voices of protest imprisoned. Under no circumstances, therefore, can censorship be condoned.

C2 Proficient (CPE) Essay Topic 12

Buy, buy, buy! The simple tragedy of waste is this: we are using up the earth’s irreplaceable natural resources, creating unnecessary products and packaging, in a mad rush for instantly gratifying consumption. Out-of-date mobile phones, sound systems, even cars are piling up in landfills all around the world. There was nothing wrong with the old model, except for its lack of flash,.Why can’t we choose a product that meets our needs and use it until it wears out? We have been conditioned to have needs that change as frequently as the seasons and satisfying these needs comes at a very high price, and not just the one on the price tag!

You can do something There are several simple ways in which you can act to halt the madness of needless consumption. As an individual, change our consumption habits to minimize your non-biodegradable waste and optimise your use of reusable packaging. This will require some sacrifices. As a member of a group, be active in drawing up a waste charter for your place of work or school. Educate others. As a consumer, punish companies that are wasteful and pollute by boycotting their products. This, above all, requires awareness, and the dedication to do your research.

C2 Proficient (CPE) Essay Topic 13

Taking advantage of freedom

The freedom of the press is one of our most precious social principles, but this freedom is given to reporters and editors to allow them to report on matters of general public interest and concern and not as a means of generating newsprint by harassing ordinary citizens and celebrities. The intrusion of the press into people’s private lives in not legitimised by the fact that there are readers who want a certain kind of tabloid story, nor can it be justified by the simple argument that “the public has the right to know”. The modern press should not be allowed to generate stories by taking outrageous photographs and certainly cannot be trusted to write its own rule of conduct.

How free is free?

A great deal is said about free press and the freedom of speech. They are both cherished in our western value system. Yet just how free is the press? We may find out a lot of scandals about public figures, real and imaginary, but do we hear about what is really going on in the world? Do the people with the money, the really big fish, shake in their boots at the thought of their illicit business dealings being revealed? Not usually; after all, they own the press. It’s an important question to ask – who owns the press- because he is one who wields a great deal of power. We pity the citizens of backward countries that allow their rulers to own the press, but are we any better off really? Do we even know who is in control?

C2 Proficient (CPE) Essay Topic 14

Paying for a Privilege Why couldn’t those who benefit from the better job prospects that studying at university gives them not be asked to pay for the service? People who get a higher education invariably get better paid jobs, so I don’t see why those who cannot or choose not to go to university should indirectly support those who do. A loan system whereby student loans would be gradually repaid after graduation not only seems a fairer system but might also encourage those that currently get to university not to take the opportunity for granted and make a bit more of their time there.

Who Should Pay for Valuable Skills

There are compelling reasons for offering free post-secondary education. Some of these reasons are ideological and spring from the concept that money should never be the deciding factor in a talented student’s decision to pursue a further education. It is to the advantage of the society as a whole if the brightest and best become highly educated specialists with valuable skills. Everyone benefits from a scientific advancement, an artistic masterpiece, or the steady hand of a surgeon. A side effect could be more selectivity in admissions to institutions of higher education, and a closer link between supply and demand for various skill in te society. But provided there is a fair evaluation system for the association of places, is this necessarily a bad thing?

C2 Proficient (CPE) Essay Topic 15

Throwing things away

Every week many of us throw away a huge amount of stuff, ranging from packaging for food and plastic bottles to old newspapers and junk mail. Fortunately some, though not all, of this can be recycled successfully and both governments and private citizens seem to be doing their best to ensure that this happens nowadays. We should be careful not to congratulate ourselves too soon, however, because whether enough is being done is highly debatable. For example, the vast numbers of plastic bags used, many of which are not biodegradable, damage the environment, most notably the oceans, where they endanger marine life.

Communications technology

It seems that nowadays we keep electronic products such as mobile phones for only a short time, because we are bombarded with highly effective advertising that persuades us that we need to discard our present model in favour of the latest, improved device. Our willingness to discard such products may also be a consequence of the dizzying pace of technological change. We can hardly be expected to be content to remain behind the times, and we naturally wish to keep up with the latest exciting features and developments in communications technologies.

C2 Proficient (CPE) Essay: Topics (PDF)

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How good are you at the Writing paper? Do you have difficulty thinking of what to say? Do you pay enough attention to organisation? Do you often make silly grammar or spelling mistakes? Or do you think your writing is of a pretty high standard? Below you'll find authentic answers to some of the tasks that have appeared in Flo-Joe's Writing Class. Have a look and see how they compare to your own work.

  • Archive 1: Essay (New!)
  • Archive 2: Letter on a Set Text (New!)
  • Archive 3: Letter of Complaint
  • Archive 4: Review
  • Archive 5: Letter to a magazine
  • Archive 6: Letter about the Set Text
  • Archive 7: Article
  • Archive 8: Review of a restaurant
  • Archive 9: Article
  • Archive 10: Essay
  • Archive 11: Article
  • Archive 12: Essay
  • Archive 13: Essay
  • Archive 14: Formal letter
  • Archive 15: Article
  • Archive 16: Report
  • Archive 17: Review
  • Archive 18: Essay
  • Archive 19: Review
  • Archive 20: Article
  • Archive 21: Article
  • Archive 22: Letter of complaint
  • Archive 23: Letter to an editor
  • Archive 24: Proposal
  • Archive 25: Article
  • Archive 26: Essay

CPE Info and Practice

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CPE Writing Critique and Correction

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Tim's Free English Lesson Plans

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CPE Writing Part 1: Formal Essay

Just a quick note…

Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉

https://soundcloud.com/2tspod

https://www.facebook.com/2tspodcast/

CPE Writing Part 1: Essay

This is a lesson plan to help prepare students for part 1 of the CPE writing exam, in which students are required to write a formal essay which summarises and evaluates two other texts.

Here is my step-by-step guide to approaching the task:

Download the class handout here:

CPE writing essay 2nd plan

Step 1 – Text analysis

  • Read both texts and decide if they are complementary or contrasting.
  • Underline the two key content points in each text.

Step 2 – Paraphrasing and summarising

  • Brainstorm different ways to paraphrase and summarise the key points.
  • What impressive structures can you use? Inversions, passives, collocations, expressions.

Step 3 – Evaluate and react

  • Decide which points you agree and disagree with.
  • Brainstorm your own thoughts and experiences on the subject.

Summarise, evaluate, react.

Introduction

Present the topic of discussion and ask questions the essay will answer.

Hardly a week goes by without another report of …………….. appearing in the media.

Over the past ten years or so the media have frequently carried reports of ……………

The trend nowadays is towards (gerund)

How has the public’s opinion on this issue shifted over the last few years?

Although most people would generally agree that …………… few would deny that …………….

This raises the issue of whether or not……………..

This issue strikes a chord with the vast majority of the general public.

What impact, if any, have these shifts/changes/developments had on the general public’s psyche?

How are we to gauge the effect of such shifts/changes/developments?

Finish your introduction with the following sentence:

Both (1) extracts (2) discuss the nature of these (3) notions , but from different (4) viewpoints .

synonyms for text – extract passage

discuss/evaluate/explore

notions/concepts/ideas

viewpoints/perspectives/points of view

Paragraph 1 – Text 1

The first (1) text (2) argues that………

(1)extract/passage

(2)suggests/puts forward the idea that/asserts

Try and sum up the first point neatly with an inversion:

Seldom does the airplane make the top 5, let alone the top spot when the lists of the so-called most influential inventions are drawn up.

Paragraph structure:

Stating opinion.

Stating your opinion

As I see it,

It seems to me that ………… I would also say that ….

I am convinced that ……………

I am inclined to believe that ………………

There is no doubt in my mind that ………………

One of the drawbacks of ……. is ……….

However, one of the benefits is that …………

EMPHASIZING

– I would like to stress that the research is still at an early stage.

– It should be noted that there are a number of alternative methods available.

– It is worth bearing in mind that 90% of the scientists researching herbicides in the US are employed by chemical companies.

-lead to: The research could lead to a cure for many serious illnesses.

-result in: The fire resulted in damage to their property.

-be responsible for: He was responsible for the accident.

-bring about: The war brought about enormous social change.

-give rise to: Poor performance in exams can give rise to depression and even thoughts of suicide.

-trigger: to make something suddenly start to happen, especially a bad situation such as a crisis or a war, or a medical condition: Certain foods can trigger allergies.

-contribute to: Passive smoking could contribute to the development of respiratory diseases among nonsmokers.

-factor: Cost is often the deciding factor when choosing any product.

Describing causes

One factor which has led to ………… is …………..

One of the factors which has brought this about is ………

The problem often stems from ………………..

The situation has been exacerbated by …………….

………….. has only made the situation worse.

One consequence of ……………. is …………….

All in all it seems to me that ………..

The obvious conclusion to be drawn is that …………………..

All things considered, ………….

On balance, I tend to believe that …………

The world would surely be a better place to live in if …………..

If people stopped ….ing, we would have/ we could look forward to a ……………

The prospects for the future will be bleak/grim unless ……………….

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Author: Tim Warre

Barcelona based English Teacher, blogger and sometime actor and director. View All Posts

23 thoughts on “ CPE Writing Part 1: Formal Essay ”

  • Pingback: CPE Writing Part 1: Formal Essay | Me: a teacher and more
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I like this blog very much. Could you give me the result of the gapped text “A pastime to bring peace of mind”, please. I would like to check this up. Thank you in advance.

ooops,I forgot to put the key on the reading lesson plan. I’ve added it now, or alternatively, here it is: 7-g 8-f 9-b 10-e 11-c 12-a

Thank you Robbio! It is very hard to do this exercise. Is there any book that explains it, please? Thank you. Sandra

Congrats on the blog! It’s fantastic. I have a doubt, though: our personal opinion should be stated in the last paragraph only or after the explanation of each text, at the end paragraphs 1 and 2?

There are several different ways to approach this task, different textbooks suggest different methods but the framework I generally teach is:

1. Introduction 2. Summarize text 1 in first half of 2nd paragraph then evaluate and react (giving personal opinion on the views expressed) 3. Repeat for text 2. 4. Conclusion.

Another option is to summarize each text in separate paragraphs and then save your personal reaction for the conclusion.

Some useful discourse management language for the essay, thanks, Robbio.

In step 1 ‘complimentary’ should be ‘complementary’.

So it should, thanks for that, spelling is not my strongest suite*.

Where are these two texts? I don’t see them – and I think there’s a handout download missing

Hi, Firstly, congratulations on your blog!

I’d like to know if it would be suitable to add at teh end of the introduction the phrase: “This essay aims to summarise and evaluate …..”

Thanks beforehand, John

I think that would be fine.

Should I give a Title to the CPE Writing part one? I see some examples with it and some without it. Thank you!

I don’t think it’s essential but it is another opportunity to show what you know maybe through your ability to introduce the topic using different language to what appears in the texts.

Tim.. I just wanted to say cheers for the CPE stuff. It’s come in handy so many times for us at our academy http://www.4realenglish.com/ in Pamplona, Spain. Students love it, so thanks.

LOveeeee it!! Regards from Peru!!

  • Pingback: CPE | Pearltrees

Thank you so much for sharing these exceptional resources with other fellow teachers. I’ll share your website with my CPE students.

Thank you! And thanks for the share!

  • Pingback: Full writing revision and online practice test – C2 Proficiency at SFP

Thank you! Useful tips!!

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Teacher Phill

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

cambridge proficiency writing essay

  • Mandatory task : no
  • Word count : 280-320
  • Main characteristics : descriptive, narrating, engaging, interesting
  • Register : depends on the task
  • Structure : Title, introduction, main paragraphs, final paragraph

Introduction

An article is written on a particular theme in a style which makes it suitable for publication in an English-language newspaper, magazine or newsletter. The question identifies the topic for the article, and the type of publication mentioned gives the candidate guidance as to the appropriate register to be used – for example, how academic or lively the article should be. The purpose of an article is to convey information; it may contain some description and/or narrative, and candidates should bear in mind the need to engage the interest of their readers. Source: Cambridge English Assessment: C2 Proficiency Handbook for teachers

Articles are a possible type of text in Part 2 of the writing paper in Cambridge C2 Proficiency. Unlike essays , articles are not mandatory and can be chosen from a selection of tasks, such as reports , formal/informal letters or reviews .

Articles are for the creative among you

Writing an article is a great opportunity to be creative and show off your language skills because there are many great structures that you can include. Compared to an essay or report, articles are not as strict in terms of their structure and you can mold the text as you see fit. Obviously, there are certain things that you shouldn’t do, but in general, you can have some fun with your article.

Here, I’m going to show you what I think always works so you don’t have to worry about every single detail. If that sounds good to you, let’s get started.

What a typical article task looks like

In Cambridge C2 Proficiency, article tasks are typically very specific regarding the topic and the more detailed information you need to give in your text.

cambridge proficiency writing essay

When you look at a task like this you should always ask yourself what the topic of your article is, what specific information you have to include and who is going to read the text so you know the appropriate style of language to use.

In this case, the topic is about alternatives to taking a plane or, to be more precise, a long-distance train or bus journey you have made. You have to talk about the advantages of such a journey and if the slower pace could be more satisfying.

Last but not least, we are writing for an international travel magazine so the register can be neutral to informal, which means that contractions like don’t or can’t are perfectly acceptable as well as some phrasal verbs here and there. However, I would try not to include any colloquial expressions because, after all, the readers are not familiar to us.

How to organise your article

This is where opinions might differ and I don’t want you to think that there is only one possible paragraph structure. At this level, you should be able to decide for yourself what works best for each individual task, but I have found over the years that the following option works most of the time:

Title & introduction

  • Main paragraph 1
  • Main paragraph 2

Final paragraph

This works for most tasks as there are usually two or three topic points you need to talk about in detail so two or three main paragraphs are a pretty safe bet.

Always plan your article

I always annoy my students with this, but making a plan before you start writing your article is an invaluable tool that saves you time and nerves once you get to the last ten or fifteen minutes of the exam. While the candidates without a plan panic and struggle to put together a coherent and cohesive piece of writing, the ones who did prepare a plan just go on writing without hesitation because they know what they want to do next.

You can simply use the paragraph structure you decided on and jot down some notes about the things you want to include in the article. Looking at our example task again, I’ve come up with the following:

  • Title & introduction : The most pleasant way of long-haul travel; air travel now unpleasant (security, waiting, service); alternatives like train and bus faster, less waiting
  • Main paragraph 1 : describe the journey (train from Cologne to Ulm): different waypoints, rivers, scenic route
  • Main paragraph 2 : Why did I enjoy it? calm, quiet, landscape, in the end not much slower than going to the airport, no waiting or security, etc.
  • Final paragraph : train can be very satisfying; reminder to slow down

A mere four minutes later I am ready to write an amazing article and the best thing is that I will always know what to write at any point of the process.

We have a good structure and a bunch of ideas so now we are finally ready to put pen to paper (or in this case, fingers to keyboard) and get started.

cambridge proficiency writing essay

The different parts of an article

In the previous section, I showed you a good structure and created a plan that’s easy to follow so we can now create the actual article step by step.

An article needs to be interesting from the beginning . Imagine reading an article in a magazine or on a website and it doesn’t engage you right from the start. What do you do? Exactly, you skip it and start looking for something more interesting.

The question is, of course, how to make it more appealing for the reader? Luckily, there are several language tools at your disposal which can make the reader want to keep going until the very last word of your article.

For example, asking the reader a question can pique their interest, especially in your introduction. It gives them a reason to continue reading because they want to find out what the answer to the question is or if the writer feels the same way.

Another great idea is to hint at something that you are going to talk about in the article without giving away all the information. Again, the reader will want to find out more and stays engaged.

Last but not least, we can always use good language, such as engaging adjectives and adverbs or punctuation like exclamation marks , in order to make the article more lively and interesting.

Let’s have a look at an example introduction for the task from earlier about a long-distance journey by bus or train:

The best journey of my life Back in the 20th century, flying was a luxury mostly out of reach for the average Joe while nowadays it is quite possibly the cheapest and most common form of long-haul travel. However, with all the security measures and long waiting times at the airport it begs the question if buses or trains aren’t as convenient if not even more pleasant an option as planes. My journey along the river Rhine would definitely suggest that the answer is yes.

As you can see, the article has a title to begin with just as every article should. I then decided to start by establishing some kind of context . Here, I compare what air travel was like 25 or 30 years ago (“Back in the 20th century, …”) to today to then contrast it with buses and trains (“However, …”). I ask a question (“… it begs the question …”) and hint at my own experience (“My journey …”). The reader now wants to find out why it was so enjoyable for me and with that I’ve accomplished the first part of my mission – engaging the reader from the beginning.

Main paragraphs

Once the reader has been caught in the spiderweb of our intriguing introduction, we move on to the main part of the article. This is where we want to focus on the different topic points in the task – in our example the advantages of taking a bus or train as well as answering the question if travelling more slowly is more satisfying.

One stylistic feature that works very well in articles is telling a personal anecdote , which can be true or invented. The more important aspect is that, once again, it maintains a high level of attention and engagement and gives us the opportunity to include great language as well.

When I was at university I used to take the train for the 5-hour ride to visit my parents in the south of Germany. Once I was forced to take the slightly longer route along the river Rhine and I can’t even tell you how happy I am that I did it! Not only did the journey itself go really smoothly, but I also got to fully take in the stunningly beautiful scenery along the way with the river meandering past all these small towns famous for their wine and their architecture. It was a truly scenic route that kept my eyes glued to the window, something rather unusual when flying. Apart from the breathtaking views, I have to say that I’d never arrived at a destination more relaxed than when I’d set off. Without the typical airport security checks and periods of simply sitting around and waiting I found myself actually enjoying the experience and in the end, I think I wouldn’t even have been able to reach my destination faster by plane either.

In my example paragraphs, I start by telling the story of a journey I experienced during my time at university. I use this anecdote to answer all the questions of the task and I’m able to include a lot of good language like interesting adjectives and adverbs as well as some good grammatical structures.

I also make sure that all my ideas are connected well using different cohesive devices (once; not only, but also; apart from; in the end; either).

The last part of your article should bring everything together and serve as a send-off for the reader . Use it to summarise what you say and take the opportunity to address the reader directly one last time.

For me, going on this journey was a truly gratifying experience and I hope this anecdote will serve as a reminder for you to slow things down from time to time and to enjoy the process of travelling instead of being too focussed on just reaching your destination. I promise life isn’t too short.

Here, I try to use the story I tell as a lesson for myself and the reader. I summarise the journey (“a truly gratifying experience”) and say that it is sometimes better to enjoy travelling itself more than only arriving at your destination. The reader can walk away from the article with something to think about and perhaps they will book a train or bus instead of a flight the next time they want to go on holiday.

Final thoughts

Articles in Cambridge C2 Proficiency are an opportunity for you to show how well you can logically structure a piece of writing while engaging the reader consistently. I think it is a great way to balance out an essay in the exam so you have one formal and one more informal text in your portfolio.

Now, of course, it is time to put in the work and get better at it. I can help you with my writing feedback or private preparation classes that put you on the right track to success in the exam if you are interested in working with me. Until then, all the best.

Lots of love,

Teacher Phill 🙂

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IMAGES

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  1. PDF Proficiency Writing Part 1

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  2. Guide to the Cambridge C2 Proficiency Writing Exam

    First, let's look at the format of Part 1: Task: essay. Word count: 240-280 words. Register: formal. Overview: a summary of two texts and an evaluation of the ideas. Suggested structure: introduction, paragraph 1, paragraph 2, conclusion. Time: 1 hour 30 minutes for Part 1 and 2. Before we look at an example task, let's look at how your ...

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  4. How to write an essay?

    Identify and underline the key points in both input texts. Make sure to include that when you write your essay. 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.

  5. 15 Example Essay Topics (PDF)

    C2 Proficient (CPE) Essay: Assessement Criteria. Your essay will be assessed according to these four criteria: Content focuses on how well the candidate has fulfilled the task, in other words if they have done what they were asked. to do. Communicative Achievement focuses on how appropriate the writing is for the task and whether the candidate ...

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

    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.

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  12. PDF Teaching the compulsory essay in the revised Cambridge English

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    Cambridge English: Proficiency. Check out students' answers to Flo-Joe's CPE Writing tasks with a teacher's feedback. Home; CPE; Writing Class; Makeovers; Writing Class: Makeovers. ... Archive 1: Essay (New!) Archive 2: Letter on a Set Text (New!) Archive 3: Letter of Complaint; Archive 4: Review;

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    Listening components. For the Writing and Speaking papers there is information about the assessment criteria, and for Writing there are example answers for you to refer to or use with your learners. 02 About Cambridge 03 C2 Proficiency - an overview 04 Exam support 05 About the exam Paper 1: Reading and Use of English 07 Tasks 08 Preparing ...

  17. Cambridge C2 Proficiency (CPE): How to Write an Article

    Source: Cambridge English Assessment: C2 Proficiency Handbook for teachers. Articles are a possible type of text in Part 2 of the writing paper in Cambridge C2 Proficiency. Unlike essays, articles are not mandatory and can be chosen from a selection of tasks, such as reports, formal/informal letters or reviews. Articles are for the creative ...