Write an essay discussing only two points . You should explain which point is more important , giving reasons in support of your answer.
Your class has watched a television documentary on the impact of global tourism. You have made the notes below. Areas affected by global tourism Some opinions expressed in the documentary. |
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Home » C1 Advanced » CAE Writing Examples » CAE Essay Topics » CAE Essay Examples | 1 Great Way To Learn
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Before looking at some CAE essay examples, we should quickly answer this question: "What is a CAE essay?"
A CAE essay is an obligatory task in the C1 Advanced (CAE) Cambridge English exam. There are 4 CAE exam papers: Speaking, Listening, Reading & Use of English and Writing. The CAE essay forms part 1 of the 2 part writing paper. Students need to answer a question and write between 220-260 words.
On the rest of this page I have put some CAE essay examples which my students have sent to me. If you keep reading, you will find tasks to complete and either a video or written feedback which I provided to the student. The feedback is based on the Cambridge English Assessment Scale from the C1 Advanced handbook for teachers. It is very important to understand this marking criteria if you want to pass this part of the exam.
If you don't know how to write a good essay, or if you want to know how examiners mark your essay, check out my C1 Advanced Essay page.
Cae essay question.
WAYS OF LOOKING AFTER YOUNG CHILDREN:
At home with parents or other family members In nurseries or pre-school With a professional nanny
Write an essay for your tutor in 220-260 words. You should discuss two of the ways of looking after young children in your notes. You should explain which way is more beneficial and provide reasons to support your opinion.
Download this assessment template here or complete the online version here with your thoughts on the writing below.
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I have highlighted the mistakes and written comments showing you how to correct them in ( bold and italics).
HOW TO LOOK AFTER YOUNG CHILDREN
There is no doubt that one of the problems of (the word ‘problem’ collocates with ‘with’ before a person/people) modern families is how to take care of young children. Some years ago, the most common solution was to leave the new-borns with a family member. Usually, it was the mother, who had to leave her job and sacrifice her career for the new arrival. Today, the situation is slightly different, because, often, both parents have to work and no relatives are available to come into (‘into’ is not the right word to use here - you could say - ‘come and support’) support of (don’t write ‘of’ here. We say ‘support somebody’ in English, not ‘support of somebody’) the family. In this essay, I will discuss two possible solutions (‘solution’ is not the right word here. ‘Solution’ implies that leaving the children with a family member is not an option, and that you will therefore discuss two alternative methods. The problem is the next paragraph then talks about leaving the children with a family member) and their advantages and disadvantages.
One of the advantages of leaving your children with a family member is that you trust this person (I would say ‘this person will usually have your trust’ - because it is better to try and use the passive voice in an essay. We also tend to use more nouns and fewer verbs in formal writing) and you know (do you know that?) that they will certainly take care of them in the best way. Furthermore, when the children are sick, you can leave them in bed and check their temperature frequently, preventing complications. (I think you could develop this last sentence more and state that you cannot do this if the children go to nursery) . On the other hand, though, your children could (you should use ‘may’ or ‘might’ rather than ‘could’ here. ‘Could not’ in this sentence means they were not able to. It is a definitive statement and it does not imply possibility) not develop some important social skills such as team playing (‘teamwork’ might be a better word to use here) and sharing (‘connecting’ might be a better word to use. We tend to say ‘sharing’ + something) with peers, but they could be left (for) some time in front of a screen (you could explain why this wouldn’t be beneficial) .
Another solution could be to make them attend a nursery. There are numerous advantages in (‘advantages’ collocates with ‘to’) this approach as well, but, above all, I would enlighten (‘enlighten’ is usually followed by an object) that children are taught to stay together, to help each other and to have fun. Unfortunately, on the other hand, they run the risk of getting ill more frequently and this could be a problem for parents who have to take maternity leave to cure (‘look after’ or ‘take care of’ are better phrases to use here. ‘Cure’ is stronger and implies the parents will heal them from a serious illness or disease) them.
To sum up (this expression is a little too informal for an essay) , I think that I would choose a mixed solution for my children: a family member during the first years but then a nursery as soon as they start speaking and relating (‘building relationships’) with others, so that to (remove the word 'to' and replace it with 'they') improve their abilities (‘ability’ should be countable singular here) to be part of a group.
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| 3 | Most of the content is relevant and the target reader is informed. There should be more of a balance of the arguments with a bit more focus on the nursery. You are also over the word limit so I would suggest writing fewer points with more backing up. Perhaps you could shorten the introduction. The target reader would be able to reach a decision following as a result of your arguments. |
| 3 | The conventions of essay writing have been used. Some of your points could be strengthened with further examples and evidence. Fewer points with more justification would be good. The tone of the essay is generally appropriate and the use of a title is also appropriate. Although the essay is quite easy to follow, some of the language could be tailored more precisely towards the wording of the question. This would help to communicate your ideas more clearly. |
| 4 | The essay is well organised and quite coherent. Each paragraph focusses on a separate argument. Within the paragraphs there are good organisational patterns used to emphasise certain points 'but, above all...' or to show contrast 'Unfortunately, on the other hand...' |
| 2 | There is a good range of vocabulary and grammatical structures used appropriately, 'Usually, it was the mother, who had to leave her job...' However there are also quite a few errors where a more appropriate word could have been used. The choice of words at times detracts from how closely your answer ties to the question. There are a range of linking devices used appropriately, 'furthermore', 'another solution could be', 'on the other hand'. There are also some errors 'advantages in this approach' but these do not impede communication. |
Adding the marks together, the student has scored:
Content: 3/5
Communicative Achievement: 3/5
Organisation: 4/5
Language: 2/5
Total: 12/20.
If you can't remember what these scores mean, watch my CAE writing marking criteria video .
If this student got 12/20 for their part 2 writing in the exam, they would have 24/40 for the C1 Advanced writing paper.
The student would therefore pass this exam paper.
To understand how these marks are calculated, check out this page . I suggest using a table like this to mark your scores when you are practising for all the different exam papers.
This question has come from ' Cambridge English Advanced Practice Tests - Plus 2 ' by Nick Kenny and Jacky Newbrook.
While you read this example answer, you should write down any mistakes you find on this document , then complete the examiner assessment template below:
Online template
Hard copy Assessment Scale Template
Example Answer Download
If you haven't done it yet, download this assessment template here , or complete it online here with your thoughts on the writing above.
Here is the student's answer with my corrections and comments written in ( bold and italics).
Nowadays , many young people tend to ask themselves how valuable is the benefit of taking part in sport competitions in which they participate ( I don’t think these words add any extra to the sentence) . It is said that ‘ it’ ( after using the phrase ‘it is said/thought that’ you should repeat the subject) is worth y (you should use ‘worth’ here) for healthy people to hav ing a positive attitude and th is (the attitude) are also usually able to contribute s more to a the healthy mind.
But which point s can be highlighted as valuable from ‘ having’ healthy lifestyles? (Personally, I wouldn’t ask questions in an essay). Not only ‘ does’ physical condition ha ve a very important role to play, but also mental condition might be affected ‘ as a result’ . This (what starts at the beginning?) starts at the beginning (the beginning of what?) when the young child can learn about the value of exercise. Despite having a fit ness body, this (what is ‘this’?) should not only be aimed at sport s competition s . They need to have continuous ‘win nings and los ses ings ’ in order to understand the importance of being trained mentally ( I think the argument of the essay disappears a bit here). For instance, Usain Bolt is an excellent athlete thanks to ‘ his’ capability to accept to los s e s and train hard for the next sport competition.
Attitude alone, however, is not enough. Young athletes need to have easy access to resources which will enable them to learn in a better way. There is no point in having a great attitude to learn if they cannot find materials that other athletes can share as tips in order to make the difference. In this case, these materials refer s to personal experiences and train ing methods ed abilities which youngsters need to pay more attention ‘to’ . If cooperation is not performed (we don’t normally ‘perform cooperation’, it would be more common to say ‘if cooperation does not exist’ , young people are all too likely to slip into bad habits (this paragraph is well written) .
To sum up, of the two values outlined above, healthy lifestyles is the more effective one. lt is more far reaching in that it relates to all aspects of living healthily. In addition to this, after all, through (‘developing the right’) attitude , that a person will learn why it is better to go to a sport competition than to lie on a couch in front of the television. (I don’t think I understand this final sentence. Do you mean attitude will teach a person? I probably wouldn’t introduce a new idea into the final sentence of an essay).
Below, you can read my critique on the examiner assessment scale...
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This student has scored:
Communicative Achievement: 2/5
Organisation: 3/5
Language: 3/5
Total: 11/20.
If this student got 11/20 for their part 2 writing in the exam, they would score 22 out of 40 and they would not pass the CAE writing exam at a C1 level.
The student might still pass the exam if he/she gets higher marks in the other exam papers, Reading , Use of English , Speaking and Listening .
Let's have a look at another example essay that a student sent to me. Similar to the first two, we'll have a look at the question, answer and my feedback.
Fantastic work if you've made it this far...you're really going to be helping yourself prepare for this tricky part of the exam. High five!
The following question can be found on this website .
While reading the next answer, you should complete the assessment scale. You can download the assessment template here or complete this online version .
CAE Essay Examples - Answer 3 pdf
Okay, so hopefully you've completed the hard copy or the online examiner assessment template with your marks and comments. Before reading my corrections below, you should now write down any mistakes you find on this document.
We live in a wor ’l’ d where there are so many options for travelling (Spelling mistakes are not a huge issue, but they are important if they disrupt the flow/meaning of your writing. This spelling mistake is in the first sentence and therefore might put negative thinking in the examiner’s mind) . According to a recent article, there has been an increase in international travelling. Since the article did not find the major causes of what is causing this new trend (can you think of a way to avoid saying ‘causes’ and ‘causing’ in the same sentence?) , I decided to raise two crucially important factors which could presumably contribute to this.
It cannot be denied that we take most means of transport for granted and flying on a plane is becoming more prevalent (Good sentence) . In comparison to the previous century, the cost of airline tickets has noticeably decreased. In other words, most airlines are now aiming at a wide ’r’ range of ‘people’ public . (We don’t often say ‘a range of public.’) Not only do they want to attract the affluent, but they also want to ensure that even the poorest citizens can afford to buy a ticket. Moreover, the convenience of aircraft also plays a vital role as flying is not so time-consuming. (Good paragraph).
Another potential factor is global business and trade. The majority of successful companies, such as Foxconn and Apple, are spread out into ‘across’ the whole world. If they did not do this, they would not be able to satisfy their customers. Therefore, they often have no other option, but to dispatch (‘dispatch’ is not often a word used for people but more for inanimate objects) their representatives , (remember the comma as this is a non-definite relative clause because the next part of the sentence is extra information) who always travel by plane. Secondly, the world economy has reached its peak, that is to say, our population is buying more cars. (I think this point would be made stronger by adding another sentence.)
To sum up, as far as I am concerned, global business plays a bigger role when it comes to the increase in travelling. Despite the fact that means of transport have changed, companies have a major impact. To make it clear, companies have the power to shape our society. We are under the influence of them. They set down the rules in terms of new trends in our society (I think you could combine the final two sentences and avoid repeating the words ‘our society’) .
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I have awarded the essay the following marks:
Content - 3 Communicative Achievement - 4 Organisation - 4 Language - 4
Total: 15/20
In my opinion, this is a good essay. Remember you only have 90 minutes to complete 2 writing tasks in the exam, but if you could write this and a similar part 2 answer in 35 minutes each, leaving time for planning and checking, I think you will stand a good chance of passing at a C1 level. The examiners tend to mark the writing paper quite strictly in my experience and so it’s possible that some of the marking criteria could be awarded a 3, but it’s also possible some could be awarded a 5. It depends a little bit on the individual examiner. Well done!
This came from the book ' Cambridge English Advanced 2 ' which you can buy here >>
You should print off a copy of the answer below here and write down any mistakes you find.
Alternatively, you can write the mistakes on a separate sheet of paper or on this online template .
You should also complete the examiner assessment scale template in hardcopy or online .
Here is a video of me critiquing this answer:
If you would like to receive a similar video critiquing one of your answers, check out my CAE writing assessment service >>
Below, you can read the answer with my corrections and what I wrote on the examiner assessment scale...
Social trends are part of today’s society and they could be described as peculiar behaviours that become ‘a’ fundamental characteristic of a society. In the last few years there have been many changes such as the development of ‘the’ internet, mobile phones and cheaper flights that have had an important influence in ‘on’ social trends.
As far as I’m concerned, the factor which influence ‘s’ the most social trends ‘the most’ is the communication and especially the new communication via social network ‘s’ . As a matter of fact s , the way we communicate has been influenced a lot by the development of ‘the’ internet and technology. Therefore, internationally widespread social networks such as Twitter, Instagram and TikTok have created ways of communicating that make it very easy to spread a peculiar ‘specific’ social trend by imitat ‘ing’ e the trends of other countries.
Other people may say that advertising is shaping social trends because of its u ‘i’ nescapable influence on consumers. Although it surely plays an important role and everywhere we go we are surrounded by advertising, in my humble opinion , we are totally used to them and we know how to ignore them, so they don’t ‘ do not’ have such a big influence on social trends.
In conclusion , it ’s ‘i s evident that what influence ‘s’ ‘social trends’ the most social trends are the ways of communicating used by the people of today. They have the ‘ability’ peculiarity to make the world smaller and spread a new trend amazingly rapidly with the feature that it will affect a big amount ‘number’ of people in a small amount of time.
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| 3 | All parts of the question have been adequately addressed. The target reader can see which of the two points the writer is discussing in the essay. It is also clear which point the writer thinks has the biggest influence on social trends. The first main point about communication could be made slightly stronger. |
| 3 | The writing could be slightly easier to follow at times, for example in the conclusion. This would also help keep the target reader engaged. There are one or two places in the essay where the arguments could be expanded and strengthened to help the target reader follow and understand the main points. |
| 4 | Some words and phrases have been used to start new paragraphs but also to connect ideas within a paragraph, helping maintain a good structure and also to express your ideas and opinions, for example: ‘Therefore’ The whole essay has a good structure. |
| 2 | There is evidence of different and a variety of grammatical structures, for example, the present perfect. It would be good to see you attempting some more complex grammatical structures. There are some less common words and phrases used, for example: ‘Peculiar’ ‘Fundamental characteristic’ However, there is some repetition of certain words where there is opportunity to show more variety and a wider knowledge of the English language. There are a few small errors, for example, using an incorrect preposition or missing articles. Some of the language is slightly too informal for an essay. |
Content - 3
Communicative Achievement - 3
Organisation - 4
Language - 2
Total: 12/20
You need a minimum of 24 out of 40 possible marks to pass the CAE writing paper. Remember, there are 2 different writings to complete, so you need to average 12 out of 20 for each writing task.
Remember, you do not need to pass every exam paper in order to pass the C1 Advanced (CAE) exam and get a certificate.
If you want to find out more about what marks you need in order to pass the exam, have a look at this page >>
I recently published a book with 6 CAE essay examples and 15 other CAE sample writings. They all have my mistakes and suggestions highlighted, as well as critique based on official writing marking criteria.
Some of you can read it for free with Kindle Unlimited:
Take a look inside >>
Register to start the course below >>
I learnt a lot from your essays samples and corrections. Please send more of your lesson I need it for studies. Thanks
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CAE Cambridge Advanced , CAE writing , Linking Words
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In this blog post, we’re looking at linking words/phrases and how they matter for your exams. Understanding them is really important, as is being able to use them effectively, especially from B2 exam level and up. If you’re already thinking ‘what are they talking about’ then you should definitely read on. And if you think you’re already a master with linking words, check out our activities and comment to show us that you’ve nailed it!
Linking words are basically words or phrases that are used to connect other words and phrases together. It’s really a means of creating cohesion in your writing or speech.
Without linking words you’d just have a bunch of random sentences without a clear connection to each other, and really, do you know ANYONE who communicates without connecting their ideas together? If you do actually know someone like that, send them a link to this so you can have better chats with them!
Yesterday evening I decided to watch a bit of a true crime documentary. It turned out to be such an intriguing case that I watched the whole thing. Normally, I don’t pay much attention to the show. However , on this occasion I was on the edge of my seat. The show was really well made and what’s more, it was nearly impossible to guess whodunnit.
As you can probably work out, the underlined items are all linking words. There’s a whole range of reasons that you’d want to connect ideas together like that. Let’s list a few with examples:
This is to say how things are the same or different to each other, e.g.
1. Trisha murdered her husband with a hammer. Similarly , Janice used a blunt object to murder her spouse.
Also, as with Trisha, Janice didn’t contact emergency services to get help for her dying spouse.
This is to comment on the obvious difference between two people or things, e.g.
However , Janice hit her husband just once, to get him away from her.
In contrast Trisha struck hers 73 times, showing much more aggression and intent to harm.
This is to say a situation depends on another situation, e.g.
Trisha is likely to go to prison for the murder, unless she is able to cover it up.
Provided that Janice can prove her husband was attacking her, she’ll probably avoid punishment.
That is to use examples or evidence to explain yourself, e.g.
In the case of Trisha; she could, for example , hide the body somewhere secret. There are a few options such as hiding him in the nearby woodland.
Those are all, of course, things that you should be doing in your essays, for example. After all, essays should be all about comparing and contrasting different ideas in order to make a final assessment in your conclusion based on that. You can’t have a cohesive essay that reaches a logical conclusion without using suitable cohesive devices (like linking words). You should really make sure to keep that in mind when you write!
When it comes to the Cambridge Exams specifically, linking words and phrases are an important part of the ‘organisation’ element of your writing. Remember, there are four areas on which you are graded:
Each of those four elements is worth up to 5 marks out of the 20 total for each writing piece, with 3/5 the lowest passing mark in each category.
Organisation can be the easiest to score well in if you know what’s required of you. It’s not only linking words of course. There are a few simple aspects, such as having a clear Introduction, main body and conclusion (basically, a beginning, middle and end), and using clear spacing to separate your paragraphs. Though (especially at advanced level) the main thing they’re looking for is that cohesion. That the whole text has a natural flow, nothing seems out of place or disjointed. Linking words/phrases are a part of helping you to achieve that.
It’s not only the writing part where linking words matter though. They should be a natural part of your speech for the speaking element (for many of the same reasons as your writing, especially in the collaborative parts (3 & 4) of the test. Not to mention the likelihood that they’ll come up Use of English. That’s still not all though, because not only do you need to be able to use them yourself, you need to recognise them when they are used and the reason for which they’re being used.
That brings us onto the listening part of the exam. Essentially, linking words/phrases are used in the listening exam as a sort of ‘misdirect’. Especially the contrasting type. The speaker will lead you down a path of thinking that one of your options must be the write answer, then they’ll use a contrasting linker to completely change the meaning of what they’re saying. You’ll have to recognise when they do this and quickly realise what the actual correct answer is. (Pro tip: In the parts of the test with multiple short pieces to listen to, wait until the speaker finishes what they’ve said before you choose your answer. That way you won’t prematurely choose the wrong answer and get caught out).
So, we’ve established that these linking words/phrases are essential for your exams. So, what will happen if you absolutely nail them in the exams? Well, anything could happen. You should at least get some good grades in the relevant sections! The examiners are always looking out for them, so you can dazzle them with your flawless use and really make them love you and reward it!
Let’s have a go at a practice exercise. Below, you can see an example essay that uses a number of linking words/phrases. Try to identify the different linking words used and see if you can figure out exactly what they’re being used for to! Comment with your answers and we’ll let you know if you got it right!
Question: Is it better to take holidays abroad or in your own country?
As increasing numbers of people choose so-called ‘staycations’ over holidays abroad, this essay will consider environmental, economical and educational factors to assess which holiday type is best.
Firstly, as a recent UN report says we have only 12 years to save ourselves from global warming, environmental factors are hugely important. Travel abroad often means using highly polluting forms of transports such as planes, whereas staying in your country makes less harmful modes of transport a realistic option. This suggests that more people should choose to stay in their own country when holidaying.
A common argument for holidaying abroad is that it opens us to new cultures and experiences. Most holiday-goers focus on ‘tourist’ locations (e.g. Benidorm) and experiences though, rarely experiencing the true culture of a country.
Another argument for holidaying abroad is that it helps economies that are dependent on tourism for their income, however with debts increasing in many places the expression ‘charity begins at home’ applies. We must prioritise helping ourselves first in order to help others effectively.
In conclusion due to the environmental damage and limited benefits, holidays abroad are unsustainable so we should choose staycations.
Remember to comment so we can have a look at your answers and let you know how you did. And don’t forget to keep an eye out for other videos in the series. Thanks for reading, let us know if you have any questions 🙂
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I stumbled across this amazing and exhaustive list of phrases for advanced writing. I don’t know who made it but a big thank you to whoever it was! It’s gold dust!
You can download it here:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!439&authkey=!AHr7Ja0Lshhl2Y0
CAE – WRITING AND VOCABULARY
1) FORMAL WRITING (Reports and proposals)
-The main purpose/aim of (this report) is to outline/ present / discuss / examine / evaluate… -This report (outlines/looks at)… -This report is based on…
| -On the whole,… -In general,…
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Making recommendations and concluding
-It is clear from customer feedback that…-With regard to…, the general view seems to be… -In the light of (this year’s experience),… -Perhaps the most effective way of… -If the (centre) is to attract more customers, it is vital that… -It would be a good idea to… -It is (therefore) believed / obvious that…would be ideal for… -It would (not) be advisable / practical to… -We suggest/propose that… -We suggest/propose + -A (more spacious area) would be the solution…/ an effective way of…
| -In light of the above, we believe the followingmeasures should be adopted… -In the short/long term, we suggest you should consider… -My recommendations are as follows:… -In my view, in future, we should… -To improve the situation, we recommend… -It is recommended that… -To sum up,…To conclude,… -I hope that the plan outlined/presented in this report meets with your approval… -I hope that the recommendations outlined/ presented in this report will receive your serious consideration.
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– Do not use contractions.
-Use passive forms whenever possible.
-Use relative clauses to join ideas: The period during which he lived was full of uncertainty.
-Use these formal words: like à such as / kids à children
a lot (of) à many / a large number of + countable noun
a lot (of) à much / a great amount of / a great deal of + uncountable
a lot (intensity)à very much / significantly / dramatically
– Avoid using the word things / something, etc. Use a more specific word ( problems, situation, solutions,
subjects , and so on).
2) SEMI-FORMAL WRITING
Adressing the reader
-Have you ever wondered (what the college would be like if)…? If the answer is (yes)…, you…
–If you want a different kind of experience,… / As you know,…
-Doesn’t it just make everyone feel (positive about…)?
-If you have a few hours to spare,…is worth seeing.
-Located / Situated (just a few miles away from…), X is… -Built (just next to…), X is… -Some minutes from…, X is…
-Throughout it history, X… -X is by far the oldest… -Y is the best known… -What is particular spectacular is… -Recent additions/changes include… | -X is intended for youn(ger) people… -X is popular with (children)… -In fact, (NEGATIVE OPINION) -It’s clearly been a good idea to…
-Anyone wishing to (apply)…can/should… -(We) participate in…/organise…/run… -(The club) offers/provides a range of (competitive matches for)… -One of the most popular (features of our club is)… -Members have the opportunity to…/…are able to |
-Never omit the subject pronoun: Many people
believe IT is important to… I believe IT is a good idea
study…
– Do not use unnecessary subject pronouns: This is a problem which it is essential to solve.
-Make sure the subject and the verb agree: Attracting tourists involves improving local facilities.
(SINGULAR SUBJECTà attracting tourists + SINGULAR VERBà involves)
Attitude clauses and phrases
Generally speaking,…
Annoyingly,… Naturally,… Strangely,… Surprisingly,… Evidently,…
Indeed,… In fact,… Admittedly,… Presumably,…
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
RELATED WORDS AND PHRASES
-A great number of people share the view that tourism will have a negative impact on the island.
-Today there is general / widespread agreement that pollution from cars and planes is threatening the
future of our planet.
-I t is now widely accepted that the universe began with the so-called ‘big bang’.
Disagreement
– Opinions differ about the proper relationship between the mass media and society.
– There is considerable disagreement among experts about the usefulness of these tests.
– There has been a great deal of controversy over abortion in the US.
Advantages and disadvantages
-Regular exercise has many benefits , including reducing the risk of heart disease.
-Despite a few problems with the design, the car’s advantages clearly outweigh its disadvantages.
– The major drawback of this method is that it can be very time-consuming.
– The downside of running your own business is that you are responsible if anything goes wrong.
– 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.
– impact on : His work has had an enormous impact on the study of genetics.
– influence on: In his book, he examines the influence of the media on our society.
– affect : (v) The disease affects women more than men.
– influence : (v) She has influenced him a lot.
– implications : The results of the study could have important implications for future educational policy.
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.
-Factors such as temperature and acidity play a crucial role in determining how well the process works.
-These insects play a vital part in the food chain.
– It is essential that the work is carried out as soon as possible.
-The climate is much colder, especially in the far north.
– issue : Issue is used especially about problems that affect a lot of people in society: International terrorism
is the biggest issue (=the most important issue) facing the world today. Previous governments failed to
address (=try to deal with) social issues such as unemployment and homelessness.
– challenge: something difficult that you must do or deal with, which needs a lot of skill, effort, and
determination: She said she was looking forward to the challenge of starting up a new business on her
– difficulty : The company has managed to overcome (=deal with) its recent financial difficulties.
Many people experience difficulty in sleeping at some time in their lives.
– trouble: a problem or several problems that make something difficult, spoil your plans etc: Students of
English often have trouble with phrasal verbs. The company ran into trouble (=started to have problems)
when it tried to expand too quickly.
– setback: something that happens which stops you making progress or which makes things worse than
they were before: Despite some early setbacks, his campaign for the presidency was successful.
– obstacle: Criminal gangs are the biggest obstacle to democratic reform.
– dilemma : The doctors were faced with a moral dilemma.
– vicious circle : Some developing countries get caught in a vicious circle. They cannot afford to pay their
debt repayments, and so the debts get even bigger.
– complication
– increase by (percent) : Last year, the number of burglaries increased by 15 percent.
– go up : Last month unemployment went up from 1.6 million to just over 1.7 million.
– grow: The volume of traffic on our roads continues to grow.
– expand : After two years of no growth, the economy started to expand again in 2003.
– double/triple/quadruple : Since 1950, the number of people dying from cancer has almost doubled.
-growth: (n) There has been a huge growth in sales of big 4-wheel-drive vehicles.
– decrease by (percent) : The average rainfall has decreased by around 30 percent.
– go down : The percentage of fat in our diets has gone down.
– fall: The number of tigers in the wild has fallen to just over 10,000.
– drop: At night, the temperature drops to minus 20 degrees.
– decline: decline is used about numbers or amounts, and also about the level or standard of something:
In rural areas, the standard of living continued to decline.
– respect / look up to
look up to : The children need someone they can look up to.
– think highly of: Most of the students and staff think very highly of Dr. Smith.
– think highly of
have a high opinion of
– highly regarded/respected
highly regarded/respected : a highly respected surgeon
be an admirer of
– sophisticated / high-tech (equipment) / state-of-the-art (technology)
SURPRISING (Avoid using “colourful” vocabulary in formal writing!)
– amazing / unbelievable / incredible / astonishing / staggering
– come as a surprise / come as a shock / amaze / astonish
SURPRISED (Avoid using “colourful” vocabulary in formal writing!)
– amazed / astonished / speechless / be taken aback (He was taken aback by the news)
EXCITING (Avoid using “colourful” vocabulary in formal writing!)
– thrilling / gripping / exhilarating / action-packed
– dull / tedious / monotonous / uninspiring
BEAUTIFUL PEOPLE (Avoid using “colourful” vocabulary in formal writing!)
– attractive / good-looking / gorgeous / striking / stunning
BEAUTIFUL PLACES (Avoid using “colourful” vocabulary in formal writing!)
– breathtaking / stunning / awe-inspiring / striking / spectacular
– spotless : very clean
UGLY PLACES / PEOPLE (Avoid using “colourful” vocabulary in formal writing!)
– unattractive / unpleasant / unsightly / hideous (=extremely ugly)
– filthy : very dirty
IN BAD CONDITION (PLACES)
-i n bad condition / dilapidated / run-down
– latest / brand-new / innovative (idea or system)
– old-fashioned / outdated / obsolete
– absolutely / extremely / highly / incredibly / remarkably
GOOD PERFORMANCE / PIECE OF WORK
– excellent / outstanding / impressive / exceptional
GOOD FOR A PARTICULAR JOB, PURPOSE, ETC
– suitable / right / proper / appropriate / be suited to
WRONG INFORMATION / NUMBERS
– incorrect / inaccurate / misleading
NOT REASONABLE / NECESSARY
– unjustified / unreasonable / without good reason
– unwind / wind down : Set in spectacular countryside, the Shiga Hotel is the perfect place to unwind.
– make someone feel at ease
– relaxed / feel at ease / laid-back (not easily worried or annoyed) /
– tense / uneasy / anxious / be under stress
PUBLIC SERVICES
– facilities : The facilities at the hotel were excellent — tennis courts, swimming pool, several bars and a good
restaurant.
– amenities : things such as shops, parks, or restaurants that make living or working in a place more pleasant
I prefer this part of the city because there are plenty of good amenities.
COMPARISONS
– a great deal / far / much + comparative (cheaper / more economical than)
– a bit / slightly / barely + comparative (cheaper / more economical than)
– by far / easily the + superlative (This is easily the best solution we can think of)
VERY MUCH / NOT VERY MUCH
– dramatically / significantly / slightly
– As well (as) / in addition to : Over 600 people will lose their jobs, in addition to the 400 people who left
the company last year.
– In addition : A fifth of the world’s population lives on less than $1 a day. In addition, over 100 million
children are living on the streets.
– Furthermore / Moreover : used at the beginning of a sentence when adding an important fact that is
connected with what you have just said: The drug has strong side effects. Furthermore, it can be
– as long as / on condition that / provided that
– alternatively : You can go up into the mountains. Alternatively, you can stroll around one of Switzerland’s
delightful cities where the old mixes with the new.
– on THE one hand … on the other (hand)
– As / since : As it was a hot day, they decided to leave all the windows open. Since it is difficult to predict
how the climate will change, it is not possible to say which countries will suffer the most.
– thanks to
– due to/owing to + NOUN
The delay was due to a problem with the ship’s engines.
– due to/owing to + THE FACT THAT + subject + verb
The men did most of the work in the fields. This was partly due to the fact that the men were stronger.
But/although
– While / whereas / by contrast
– However: However is usually used in the middle of a sentence, separated from the rest of the sentence by
commas: Jack and his family managed to escape before the soldiers arrived. Other families in the village,
however, were less lucky. Or it comes at the beginning of a sentence: He began his academic career as a
mathematician. However, his main achievements were in the field of nuclear physics.
– Nevertheless : Nevertheless is usually used at the beginning of a sentence, or at the end.
– in spite of/despite + NOUN
Despite his lack of formal education, he became one of the world’s leading mathematicians.
– in spite of/despite + verb + ING
This was a dinosaur that weighed only 10 tons, in spite of being some 28 metres long.
– in spite of/despite + THE FACT THAT + subject + verb
Many people are worried that cellphones may be dangerous to health, despite the fact that most of the
research suggests that there is little risk.
Barcelona based English Teacher, blogger and sometime actor and director. View All Posts
I am blown away. This is one of the best and full documented list of phrases. Indispensable tool for people that are about to take the exam.
In case you are willing to check model answers of CAE essays you can click on http://examwriting.blogspot.com
Thank you very much. This list is very helpful for my studies.
pisha, que bueno e este sitio, felicitacione
Love this blog! Children need someone to look up to, a role model.
Discover more from tim's free english lesson plans.
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Are you preparing for the Cambridge C1 Advanced exam and need a hand with writing your report/proposal for Part 2 of the Writing paper? Perfect! You’re in the right place.
By the end of this blog post, you’ll know exactly what the C1 reports and proposals are, how to structure them perfectly and what you need to do to get top marks in your exam.
Before we get started, if you’re looking for some help with Part 1 of the C1 Writing paper, check out our blog post here on how to write the perfect essay.
The objective of a report is to present factual information (you can invent the facts, but they must be presented as factual) and evaluate to what extent a particular aim has been achieved or make suggestions to improve something that has already happened.
Your reader may be a superior (such as a boss or school headmaster) or a peer group (such as club members or colleagues).
The objective of a proposal is to persuade your reader to take a particular course of action by making suggestions , supported by factual information (again, you can invent this).
Your reader may be a supervisor (such as a boss or school headmaster) or for a peer group (such as colleagues or club members).
So far, the report and proposal both sound pretty similar, don’t they? They are! However, there’s just one key difference between the two.
Your report will always be written about something that has already happened . You will need to reflect and give your opinions and suggestions on how something from the past can be improved.
However, your proposal will always be written about the future and normally you will need to persuade your reader to take a particular course of action .
Reports and proposals follow exactly the same structure. To keep things simple, let’s just focus on an exam question for a report. You can practise analysing and writing a proposal later!
Let’s take a look at the exam question below.
Source: https://www.cambridgeenglish.org
First things first , you need to identify the topic of the report (this is underlined in blue below) as this will tell you exactly what you need to write. At this point, start thinking of the vocabulary and expressions you can use.
Next, you need to identify who your reader is. In this case, it’s the programme organiser, so you need to write in a formal style.
Lastly, you need to identify exactly what you need to include in your report. There are usually two or three points/questions to answer (these are underlined in orange below).
Now you know the topic, the questions you need to include, and who the reader is, it’s time to start writing!
Your report/proposal must include a title, an introduction, topic paragraphs with subheadings and a conclusion.
Take a look at the example answer below.
This student has given their report a clear title.
In their introduction, they have stated the purpose of their report, which prepares the reader for what they are going to read in the following topic paragraphs.
The topic paragraphs all have subheadings and address each of the three key points from the exam question.
Finally, the conclusion gives suggestions to the reader on the improvements they can make on the programme.
Now that you’ve written your text, it’s time to check it! A lot of students often skip this step, but make sure to give yourself at least 10 minutes to check your writing.
Here’s a quick checklist of things to look out for :
Now it’s time for you to have a go at practising your writing skills!
Take a look at the exam question below for a proposal. Follow the same steps above. Just remember to write it for the future .
Here’s an example answer for you.
If you’re looking for feedback on your writing and further guidance, why not check out our exam preparation courses ? Our classes are dynamic and practical and our friendly professional teachers will help you get the score you need.
Find the following words in the article and then write down any new ones you didn’t know.
Need a hand with (id): to need help with something.
Course of action (ph): a way of proceeding.
First things first (idiom): to tell someone that there are more important things to be done first.
Skip (v): to pass something without mentioning.
Look out for (pv: to try to notice.
Penalise (v): to punish someone for breaking a rule.
Have a go at (pv): make an attempt.
ph = phrase
pv = phrasal verb
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One of the things which you will be evaluated on in the Writing and Speaking parts of Cambridge Advanced exam is your use of English vocabulary.
To get a higher mark in these parts you need to use a variety of words and phrases.
To help you do this, you'll find below a list of advanced synonyms that you can use for some common English words that you will already know and use.
Although all of these words/phrases are synonyms, some are used slightly differently to the main word (e.g. they could be used in a different part of the sentence etc...). So read the description below each synonym and read the example sentence to make sure that you use them correctly.
In addition to using the below advanced synonyms of commonly used words in your speaking and writing in the exam, there are other things you should improve for the exam in general, for instance, your knowledge of phrasal verbs and grammatical structures .
Before you see the list of synonyms, there is one thing you need to know. In order to remember them for the exam, you need practise using them as much as possible. So make sure that you create sentences in your own words using them. You can either write these down or just say them, it's your choice, but try to make as many sentences as you can.
This is used to support an argument you or another person is making (to give extra reasons/examples) and to give extra information about a thing or person (e.g. 'I also play football')
Although these synonyms have the same meaning as 'also', what you say when using them is different to what you would say if only using 'also'. For many of them, you have to say what the previous reason or example was directly after using them (which you don't do when using 'also' by it self). In addition to that, many of them will also use 'also' later in the sentence (like this sentence for example).
This is normally used to connect/link the information in two sentences together. You follow it by saying what the previous argument you made or piece of information about the thing was:
'Going to university is good for your job prospects in the future. In addition to improving your job prospects, it also helps your intellectual development.'
'Going to university is good for your job prospects in the future. In addition, it also helps your intellectual development.'
This is used in exactly the same way as you use 'in addition to', but shouldn't be used when writing formal pieces of writing (e.g. essays, reports, proposals):
'Going to university is good for your job prospects in the future. On top of improving your job prospects, it also helps your intellectual development.'
This can be used to both connect/link two pieces of information together in the same sentence and connect/link the information in two sentences together:
'Going to university is good for your job prospects in the future. Besides improving your job prospects, it also helps your intellectual development.'
This is normally used to connect/link two pieces of information together in the same sentence. If you use it, you need to use a question like structure (e.g. 'did he...', 'were they...' etc...) directly after the 'Not only':
' Not only does going to university help your job prospects, but it also helps your intellectual development.'
This is normally used to connect/link two pieces of information together in the same sentence:
'Going to university is good for your job prospects in the future. Along with improving your job prospects, it also helps your intellectual development.'
This is normally used to connect/link two pieces of information together in the same sentence. This shouldn't be used when writing formal pieces of writing (e.g. essays, reports, proposals):
'Going to university is good for your job prospects in the future. As well as improving your job prospects, it also helps your intellectual development.'
The word 'although' is commonly used to say there is a contradiction between a situation ('it was raining') and what happened or will happen ('I went for a walk'). The word 'although' and its synonyms below are always used in front of the situation (e.g. 'although it was raining'). This is different to another word used for making a contrast, 'but'. With 'but', you use it in front of the what happened or will happen (e.g. 'but I went for a walk').
It is used in exactly the same way as 'although':
' Despite the fact that most people are very worried about global warming, very few people are willing to change things in their life in order to stop it.'
You can also just use ' despite '. But if you do, it should only be followed by a noun or noun phrase (e.g. 'the heavy rain'):
' Despite the film being nearly 3 hours long, I never looked at my watch while watching the film in the cinema.'
' In spite of the fact that most people are very worried about global warming, very few people are willing to change things in their life in order to stop it.'
You can also just use ' in spite of '. But if you do, it should only be followed by a noun or noun phrase (e.g. 'the heavy rain'):
' In spite of the film being nearly 3 hours long, I never looked at my watch while watching the film in the cinema.'
' Even though most people are very worried about global warming, very few people are willing to change things in their life in order to stop it.'
It is used in exactly the same way as 'although', but shouldn't be used when writing formal pieces of writing (e.g. essays, reports, proposals):
' Though most people are very worried about global warming, very few people are willing to change things in their life in order to stop it.'
This is used to give a reason why something happened, happens or will happen.
It is used in exactly the same way as 'because':
'I don't think that many people would choose to stop using their car, due to the fact that public transport is slow and often dirty.'
You can also just use ' due to '. But if you do, it should only be followed by a noun or noun phrase (e.g. 'the heavy rain'):
' Due to public transport being slow and dirty, I don't think that many people would choose to stop using their car.'
Is used in exactly the same way as 'because':
' Owing to the fact that public transport is slow and often dirty, I don't think that many people would choose to stop using their car.
You can also just use ' owing to '. But if you do, it should only be followed by a noun or noun phrase (e.g. 'the heavy rain'):
'I don't think that many people would choose to stop using their car, owing to public transport being slow and dirty.'
' On account of the fact that public transport is slow and often dirty, I don't think that many people would choose to stop using their car.'
You can also just use ' on account of '. But like the two previous synonyms, if you use this shortened version, it has to be followed by a noun or noun phrase (e.g. 'the heavy rain'):
' On account of public transport being slow and dirty, I don't think that many people would choose to stop using their car.'
Is used in exactly the same way as 'because', but shouldn't be used when writing formal pieces of writing (e.g. essays, reports, proposals):
' As university is now very expensive to go to, more and more young people are now choosing not to go.'
' Since university is now very expensive to go to, more and more young people are now choosing not to go.'
This form of 'because' is used as a preposition (i.e. it can only be followed by a noun or noun phrase):
' Because of public transport being slow and dirty, I don't think that many people would choose to stop using their car.'
The below synonyms of ' believe ' or ' think ' are used when expressing your opinion about something.
Used to give your opinion on something like 'believe' or 'think'. When you use 'consider', it sounds like you have thought a lot on the topic/subject/issue:
'I don't consider global warming to be such an important reason why people would choose to stop using their car.'
Used to give your opinion on something like 'believe' or 'think':
'I don't regard global warming to be such an important reason why people would choose to stop using their car.'
'It is my view that if most people were given the choice, they'd prefer to travel by their own car than by public transport.'
Used to give your opinion on something like 'believe' or 'think', but shouldn't be used when writing formal pieces of writing (e.g. essays, reports, proposals):
'I reckon that if most people were given the choice, they'd prefer to travel by their own car than by public transport.'
'I feel that if most people were given the choice, they'd prefer to travel by their own car than by public transport.'
This first use of the word 'but' (there are synonyms for another meaning of it after this) is used to say there is a contradiction between a situation ('it was raining') and what happened or will happen ('I went for a walk'). The word 'but' and its synonyms below are always used in front of the what happened or will happen (e.g. 'but I went for a walk'). This is different to another word used for making a contrast, 'although', which is always used in front of the situation instead (e.g. 'although it was raining').
In addition, it is also used when you want to contradict what you or another person has said or written before.
Is used in the same way as 'but', but it is generally followed by a comma and is normally used (but not always) at the beginning of a sentence to contrast what was stated/said in the previous sentence:
'Most people are very worried about global warming. However , very few people are willing to change things in their life in order to stop it.'
Used like 'however'. It can used in both the middle of a sentence (to connect the two parts/clauses) and at the beginning of a sentence to contrast what was stated/said in the previous sentence:
'Most people are very worried about global warming, nevertheless very few people are willing to change things in their life in order to stop it.'
Is used in exactly the same way as 'nevertheless':
'Most people are very worried about global warming, nonetheless very few people are willing to change things in their life in order to stop it.'
Is used in exactly the same way as 'however':
'Most people are very worried about global warming. Despite that , very few people are willing to change things in their life in order to stop it.'
Is used in the same way as 'but'. You also can 'but' in front of it is you want (e.g. 'but even so'). It shouldn't be used when writing formal pieces of writing (e.g. essays, reports, proposals):
'Most people are very worried about global warming. Even so , very few people are willing to change things in their life in order to stop it.'
Is used in the same way as 'but':
'Most people are very worried about global warming, yet very few people are willing to change things in their life in order to stop it.'
The second use of the word 'but' is used to say that there is a difference when directly comparing two things together (e.g. 'I like oranges, but my brother doesn't like them'). You can use these when comparing the photos or talking about the different options in parts 2 and 3 of the Speaking exam.
'The people in the first photo appear to be feeling frustrated. Whereas those in the third photo look like they’re more anxious.'
'The people in the first photo appear to be feeling frustrated. Whilst those in the third photo appear to be more anxious.''
'The people in the first photo appear to be feeling frustrated. However , those in the third photo look as though they’re more anxious.'
'The people in the first photo appear to be feeling frustrated. Conversely , those in the third photo seem to be more anxious.''
Below are synonyms of 'for example' that you can use when wanting to give examples to support an opinion.
Is used in the same way as 'for example':
'There are many things that you can do to reduce traffic in cities. For instance , charging drivers to enter it.'
Used as a preposition (so followed by either a noun or noun phrase). You can also end the sentence where you use it with 'for example' or 'for instance':
'There are many things that you can do to reduce traffic in cities, such as charging drivers to enter it for example.'
'There are many things that you can do to reduce traffic in cities, like charging drivers to enter it for instance.'
This is good for referring to things you or your partner said before (especially in the Speaking part of the exam).
Used with the same meaning of 'say' when you want to refer to what you or the other person said before:
'As you stated before, people will normally choose the thing which is the cheapest to buy.'
'As I remarked before, people will normally choose the thing which is the cheapest to buy.'
'As we commented on before, people will normally choose the thing which is the cheapest to buy.'
'As I mentioned before, people will normally choose the thing which is the cheapest to buy.'
Used with the same meaning of 'say' when you want to refer to what was said before. However, this should only be used to say what you talked about together (so you can only use 'we' in front of it):
'As we discussed before, people will normally choose the thing which is the cheapest to buy.'
Like with seem, the below synonyms are used when you want to express a bit of uncertainty when saying why some happened, what happened or when describing what you can see in the photos in the speaking part of the exam.
Used in the same way as 'seem':
'The people in the photo appear to be in a library or maybe a book shop due to their being a lot of books around them.'
'The people in the photo look like they are in a library or maybe a book shop due to their being a lot of books around them.'
'The people in the photo look as though they are in a library or maybe a book shop due to their being a lot of books around them.'
It has many meanings. Below are the synonyms for 'so' when it is used with the meaning of 'as a result' or 'for this reason' (when you want to give or explain what the consequences or the results of something happening were, are or will be. For example, 'I was very tired, so I went to bed.').
Used in a similar way to 'so'. However, it normally starts a new sentence:
'It is still a lot cheaper and quicker to eat junk food than it is healthy food. Therefore , poor people especially continuing eating a lot of it in their diet.'
'It is still a lot cheaper and quicker to eat junk food than it is healthy food. Thus , poor people especially continuing eating a lot of it in their diet.'
Used in the same way to 'so':
'It is still a lot cheaper and quicker to eat junk food than it is healthy food. As a consequence , poor people especially continuing eating a lot of it in their diet.'
You can also use ' consequently ' in exactly the same way:
'It is still a lot cheaper and quicker to eat junk food than it is healthy food. Consequently , poor people especially continuing eating a lot of it in their diet.'
'It is still a lot cheaper and quicker to eat junk food than it is healthy food. Hence that is why poor people especially continuing eating a lot of it in their diet.'
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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.
Write them down and practise using them in your own writing. Look out for more advanced expressions that you can use in place of phrases that weren't even impressive at the B2 level - phrases like "solve the problem". Here are a few alternative problem and solution phrases to get you going.: a crisis in education which must be addressed
A Chip On Your Shoulder. Being upset for something that happened in the past. A Dime A Dozen. Anything that is common and easy to get. A Doubting Thomas. A skeptic who needs physical or personal evidence in order to believe something. A Drop in the Bucket. A very small part of something big or whole.
C1 Advanced (CAE) Essay: Useful Phrases, Words & Expressions. Writing an essay is the first part of the C1 Advanced (CAE) Cambridge writing paper and it is obligatory. You need to answer the question with between 220-260 words. In the text, you need to analyse a question using different points of view.
The essay has a neutral tone and uses appropriate phrases to introduce and connect ideas through the text (On theone hand; On the other hand; In my opinion). The essay topic is clearly communicated in the first paragraph and the main points are developed in separate paragraphs.
• review the format and focus of the Writing Part 1 paper • research a topic online in English • make notes on useful ideas and vocabulary to help you write a discursive essay • learn useful strategies for planning, writing and reviewing your written work. Get to know the exam: Writing Part 1 . The C1 Advanced Writing paper has two parts.
Feedback in open class noting ideas on a shared document. Analyse the task: Student worksheet 1 Exercise 1. Students read the Part 2 task and answer the questions on their own or in pairs. Feedback: Display the task on the board. Nominate students to give answers, clarifying where necessary, underlining elements from the task:
Today, we're jumping deep into the world of C1 Essential Essay phrases, I'm giving you my favourite list, with definitions and LOADS of examples, so that the...
In this advanced English lesson, you will learn to write essays in English like a pro. I'll give you 15 important phrases you can use in your essays in Engli...
That's why it is really important that you pay attention to this article and learn how to write an essay for C1 Advanced to the best of your ability. Writing Part 2: In this part, you will have 3 options to choose from, and the types of Writing you may be asked are the following: Formal letter/email. Informal letter/email.
Checklist to improve your writing: C1 Advanced. Remember how the Writing paper is assessed. Four criteria are considered when the Writing paper is marked: Content. You have done what the task asked you to do. You have included all the important information. You did not include everything you were asked for.
Part 1. Test 1 / 24. Answer the question below. Write 220 - 260 words in an appropriate style. Your class has attended a panel discussion on what role the government should play in keeping its country's citizens healthy. You have made the notes below. The role the government should play in keeping its country's citizens healthy.
C1 Advanced Essay (CAE) Examples. December 16, 2019. This is a collection of CAE (Cambridge C1) essays written by my students, with my thoughts about them. There's also a video I made of me writing an essay. If you want CAE writing tips, there are lots in the writing section of this site. Special pandemic offer: For a limited time I am giving ...
C1 Advanced (CAE) Writing: Format C1 Advanced (CAE) Writing: Part 1 - Essay C1 Advanced (CAE) Writing: Part 2 - One task from three C1 Advanced (CAE) Writing: Part 2 - Types of writing ... Make effective use of linking words and phrases to polish the flow of your ideas. In addition, to enhance the logic and ease of your composition use a ...
c1_c2-killer-expressions_-questions Download. Procedure: Have students read the expressions in the first category and try to guess the meaning in pairs. Clear up any doubts in open class. Ping-pong. Tell students they have 1 minute to try to memorise as many of the expressions in the category as they can. After 1 minute tell them to turn their ...
A CAE essay is an obligatory task in the C1 Advanced (CAE) Cambridge English exam. There are 4 CAE exam papers: Speaking, Listening, Reading & Use of English and Writing. The CAE essay forms part 1 of the 2 part writing paper. Students need to answer a question and write between 220-260 words. On the rest of this page I have put some CAE essay ...
When it comes to the Cambridge Exams specifically, linking words and phrases are an important part of the 'organisation' element of your writing. Remember, there are four areas on which you are graded: Each of those four elements is worth up to 5 marks out of the 20 total for each writing piece, with 3/5 the lowest passing mark in each ...
1) to visit someone as a routine 2) ask for an answer or opinion. call (something) out. to say something in a loud voice. call after (someone) be named after someone. call around (round) 1) phone many different places/people 2) to visit. call (someone) back. return a phone call.
a lot (of) à much / a great amount of / a great deal of + uncountable. a lot (intensity)à very much / significantly / dramatically. - Avoid using the word things / something, etc. Use a more specific word ( problems, situation, solutions, subjects, and so on). 2) SEMI-FORMAL WRITING. Adressing the reader.
Step 2: Write it. Your report/proposal must include a title, an introduction, topic paragraphs with subheadings and a conclusion. Take a look at the example answer below. Source: https://www.cambridgeenglish.org. This student has given their report a clear title.
One of the things which you will be evaluated on in the Writing and Speaking parts of Cambridge Advanced exam is your use of English vocabulary. To get a higher mark in these parts you need to use a variety of words and phrases. To help you do this, you'll find below a list of advanced synonyms that you can use for some common English words ...
C1 Advanced (CAE) Essay: Download (PDF) An essay is the first part of the C1 advanced writing and it is obligatory. You need to answer the question with between 220-260 words. In the text, you need to analyse a question using different points of view. It is a semi-formal/formal text and should be impartial until the conclusion.