CITY & GUILDS IESOL

EXAM HELP
WRITING
C1
How to use this booklet
This booklet has been created to help you prepare for the open writing tasks that you will need to do in the
writing section of the City & Guilds IESOL exam. The booklet will focus on three exam level, B1, B2 and C1.
The booklet has 4 sections with each section having been designed to guide you through the writing
process.

Table of Contents
1. The structure of the Writing section of City & Guilds IESOL exams
2. The assessment of the Writing section of City & Guilds IESOL exams
3. Preparing for the four criteria of assessment
4. Marked writing tasks with tips from the examiners

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2. The Structure of the Writing tasks

When you are preparing for a language exam, it is important to familiarise yourself with the structure of the
exam, so let’s have a look at some of the things you can expect when taking a B2 or C1 IESOL exam. You will
have 2 hours and 10 minutes for BOTH the reading and writing sections at B2 level and 2 hours and 40
minutes at C1 level, so you’ll need to plan your time wisely. Make sure you leave ample time for the writing
section (approximately 60 minutes at B2 level and 80 minutes at C1). This section of the booklet will explain
the types of writing you need to produce and the criteria you will be measured against.

Marks and features of each writing task

B1
Part 1 Identify and correct errors in a short text Maximum mark: 8
Part 2 Respond formally to input text Maximum mark: 12
Write 70-100 words
Style: rather formal/neutral
Intended audience stated in the instructions (public)
B1: article, email, letter etc.
Part 3 Produce an informal letter to a friend Maximum mark: 12
Write 100-120 words
Style: informal
Instructions include 2 functions that need to be covered
(describe, suggest, invite etc.)
B2
Part 1 Respond formally to written, graphic or visual input Maximum mark: 12
Possible input: letter, poster, diary, timetable, leaflet, graph,
table, e-mail, schedule etc.
Style: formal
Intended audience stated in the instructions (public, formal)
Write 100-150 words
Cover the four content points given in bullet point list
B2: letter/report/e-mail
Part 2 Write a personal letter, a narrative or a descriptive composition Maximum mark: 12
Style: informal
Intended audience stated in the instructions
Instructions include 2 functions that need to be covered
(evaluate, persuade, invite etc.)
Write 150-200 words
Long text on one topic
C1
Part 1 Respond formally to written, graphic or visual input Maximum mark: 12
Possible input: letter, poster, diary, timetable, leaflet, graph,
table, e-mail, schedule etc.
Style: formal
Intended audience stated in the instructions (public, formal)
Write 150-200 words
C1: letter/report/article/essay
Part 2 Write a personal letter, a narrative or a descriptive composition Maximum mark: 12
Style: informal
Intended audience stated in the instructions
Instructions include functions that need to be covered (e.g.:
persuade, argue, prioritise, express mood, express opinion,
evaluate, justify, hypothesise, etc.)
Write 250-300 words
Long text on one topic

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3. The Assessment of Writing tasks

The open writing tasks are evaluated with the help of task-specific mark schemes. Each level has a task-
specific mark scheme with descriptors for Task fulfilment, Grammar, Vocabulary and Structure. There are
four levels of performance with a corresponding mark in each of the above criteria: First Class Pass, Pass,
Narrow Fail and Fail. The total marks awarded for the task are the sum of the marks awarded to each
criterion. In order to pass, a candidate needs to achieve a Pass (12 points at B2 and C1 level).

Grade table for Writing section for B1 Grade table for Writing section for B2 and C1

Grade Total marks: 32 Grade Total marks: 24

FCP 26-32 FCP 20-24
PASS 16-25 (50%) PASS 12-19 (50%)
NF 14-15 NF 11
F 13 F 0-10

The four criteria of the mark schemes explained

Criterion Task fulfilment (0-3 Grammar (0-3 points) Vocabulary (0-3 Structure (0-3 points)
points) points)
To what extent has Range, appropriacy Range, accuracy and Coherence,
the candidate met and accuracy of appropriacy of cohesion,
the requirements of grammar. vocabulary and punctuation.
the task? spelling. How is the text put
How many of the together?
content Is there an attempt
points/functions have to link the ideas and
been covered? (if to organise them in a
there were content coherent manner
points given in the using paragraphs
rubric) (introduction,
conclusion etc.)?

Apart from the mark scheme, markers also heavily rely on the CEFR descriptors for the given level, so it
might be a good idea to see if you satisfy the criteria.

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CEFR descriptors related to assessment criteria – B1
Can write straightforward connected texts on a range of familiar subjects
B1 within his or her field of interest, by linking a series of shorter discrete
elements into a linear sequence.
Task Fulfilment Grammar Vocabulary Structure

Can write accounts of Uses reasonably accurately a Has enough Can link a series of
experiences, describing repertoire of frequently used language to get by, shorter discrete
feelings and reactions in routines and patterns with sufficient elements into a
simple connected text. associated with more vocabulary to connected, linear text.
common situations. express him/herself
Can write a description of
Occasionally makes errors with some
an event, a recent trip –
that the reader usually can circumlocutions on
real or imagined.
interpret correctly on the topics such as
Can narrate a story. basis of the context. family, hobbies and
interests, work,
Can write straight- travel, and current
forward, detailed events.
descriptions on a range of
familiar subjects within
his field of interest

Mark Scheme for B1 level

Task Fulfilment Grammar Vocabulary Structure

Good range of Cohesive & coherent

Fully satisfies the vocabulary on text appropriately
3 demands of the task. Grammar
general topics, using a full range of
First Class Responds to all four appropriate to level
accuracy is high. linguistic devices.
Pass content points fully and mostly accurate.
Errors don’t impede Few if any
and effectively. communication. punctuation errors.
Good control of Cohesive & coherent
Mainly satisfies the elementary text adequately
2 demands of the task. Adequate range of vocabulary, major using a range of
Responds to at least grammar used with errors when linguistic devices.
Pass three content points no impeding errors. expressing Punctuation errors
appropriately. unfamiliar or do not impede
complex topics. communication.
Attempts to use
linguistic devices
Partially satisfies the Narrow repertoire. though not always
1 Many errors,
demands of the task. Frequent errors consistent. Errors,
sometimes difficult
Narrow Fail Responds to at least make message including
to follow.
two content points difficult to follow. punctuation, make
appropriately. the text difficult to
follow.
Lacks cohesion
Does not satisfy the Little language or and/or uses linguistic
0 demands of the task. such poor control as Very basic repertoire devices
Responds to one or to affect the for everyday inappropriately.
Fail none of the content communication of situations. Punctuation errors
points appropriately. the message. make the text almost
impossible to follow.

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CEFR descriptors related to assessment criteria – B2 level
Can write clear, detailed official and semi-official texts on a variety of
B2 subjects related to his field of interest, synthesising and evaluating
information and arguments from a number of sources.
Task Fulfilment Grammar Vocabulary Structure

Can write clear, detailed Shows a relatively Has a sufficient range of Can use a limited
descriptions of real or imaginary high degree of language to be able to number of
events and experiences marking grammatical control. give clear descriptions cohesive devices
the relationship between ideas Does not make and express viewpoints to link his/her
in clear connected text, and errors which cause on most general topics, sentences into
following established misunderstandings. using some complex clear, coherent
conventions of the genre sentence forms to do so. text, though there
concerned. Can write clear, However, language lacks may be some
detailed descriptions on a expressiveness and 'jumpiness' in a
variety of subjects related to idiomatic expressions and longer text.
his/her field of interest. Can write use of more complex
a review of a film, book or play. forms is still stereotypic.

Mark scheme for B2 level

Task Fulfilment Grammar Vocabulary Structure

Fully and
appropriately A good command of
3 addresses all four Broad range of a broad repertoire.
Few if any errors of
First content points grammar used with Good command of
coherence, structure
Class satisfying the clarity, assurance and idiomatic
or punctuation.
Pass demands of the task, precision. expressions. No
with good expansion serious errors.
& support.
Mainly satisfies the
demands of the task, Good range of Cohesive & coherent
covering at least vocabulary on text adequately using
2 Adequate range of
three content points general topics, a range of linguistic
grammar used, with
Pass with adequate accuracy is high. devices. Punctuation
no impeding errors.
expansion of the Errors don’t impede errors do not impede
topic / content communication. communication.
points.
A range capable of Attempts to use
Responds to at least
describing situations linguistic devices
two content points.
1 Relatively narrow only relating to though not always
Partially satisfies the
range of grammar him/herself, e.g. consistent. Errors,
Narrow demands of the task,
used, with some family, hobbies, including
Fail with little expansion
impeding errors. work. Errors make punctuation, make
of the topic / content
understanding the text difficult to
points.
difficult. follow.
Does not satisfy the
Lacks cohesion
demands of the task,
Only a rudimentary Only a rudimentary and/or uses linguistic
responding to only
0 range of grammar range of vocabulary devices
one or none of the
used. Many errors, used. Many errors, inappropriately.
Fail content points
often difficult to often difficult to Punctuation errors
appropriately. No
follow. follow. make the text almost
expansion of the
impossible to follow.
topic OR off topic.

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CEFR descriptors related to assessment criteria – C1 level
Can write clear, well-structured texts on complex subjects. Can underline the
relevant salient issues, expand and support points of view at some length with
C1 subsidiary points, reasons and relevant examples, and round off with an
appropriate conclusion.
Task Fulfilment Grammar Vocabulary Structure

Can write clear, Consistently maintains Has a good command of a Can produce clear,
detailed, well- a high degree of broad range of language smoothly flowing, well-
structured and grammatical accuracy; allowing him/her to select structured text, showing
developed occasional errors in a formulation to express controlled use of
descriptions and grammar, collocations him/herself clearly in an organisational patterns,
imaginative texts in an and idioms. appropriate style on a connectors and cohesive
assured personal, wide range of general, devices.
natural style academic, professional or
appropriate to the leisure topics without
reader in mind. having to restrict what
he/she wants to say. The
flexibility in style and tone
is somewhat limited.

Mark scheme for C1 level

Task Fulfilment Grammar Vocabulary Structure

Fully and
3 appropriately Extensive range of Extensive range of Very few if any errors
First satisfies the demands grammar used with vocabulary used with of coherence,
Class of the task, with good clarity, assurance and clarity, assurance and structure or
Pass expansion and precision precision. punctuation.
support.
Cohesive & coherent
text adequately using
Mainly satisfies the
a wide range of
2 demands of the task, Adequate range of Adequate range of
linguistic devices.
with adequate grammar used, with vocabulary used, with
Pass Punctuation errors
expansion of the no impeding errors. no impeding errors.
are difficult to spot &
topic.
do not impede
communication.
Attempts to use
linguistic devices
1 Partially satisfies the Relatively narrow Relatively narrow though not always
demands of the task, range of grammar range of vocabulary consistent. Errors,
Narrow with little expansion used, with some used, with some including
Fail of the topic. impeding errors. impeding errors. punctuation, make
the text difficult to
follow.
Lacks cohesion
Does not satisfy the Only a rudimentary Only a rudimentary and/or uses linguistic
0 demands of the task, range of grammar range of vocabulary devices
with no expansion of used. Many errors, used. Many errors, inappropriately.
Fail the topic OR off often difficult to often difficult to Punctuation errors
topic. follow. follow. make the text almost
impossible to follow.

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CEFFR descriptors for B1, B2 and C1

Task Fulfilment Grammar Vocabulary Structure

Can write accounts of Uses reasonably Sufficient vocabulary Can link a series of
experiences, accurately a to express shorter discrete
describing feelings and repertoire of him/herself with elements into a
reactions in simple frequently used some connected, linear
connected text. routines and circumlocutions on text.
patterns associated topics such as family,
Can write straight-
B1 with more common hobbies and interests,
forward, detailed
situations. work, travel, and
descriptions on a
current events.
range of familiar Occasionally makes
subjects within his/her errors that the reader
field of interest can usually interpret
correctly on the basis
of the context.

Can write clear, Shows a relatively Has a sufficient range Can use a limited
detailed descriptions high degree of of language to be able number of cohesive
of real or imaginary grammatical control. to give clear devices to link his/her
events and Does not make errors descriptions and sentences into clear,
experiences marking which cause express viewpoints on coherent text, though
B2 the relationship misunderstandings. most general topics, there may be some
between ideas in clear using some complex 'jumpiness' in a longer
connected text, and sentence forms. text.
following established
However, language
conventions of the
lacks expressiveness
genre concerned.
and idiomatic use.
Can write clear, Consistently Has a good command Can produce clear,
detailed, well- maintains a high of a broad range of smoothly flowing, well-
structured and degree of language allowing structured text,
developed grammatical him/her to select a showing controlled
descriptions and accuracy; occasional formulation to express use of organisational
imaginative texts in an errors in grammar, him/herself clearly in an patterns, connectors
C1 assured personal, collocations and appropriate style on a and cohesive
natural style idioms. wide range of general, devices.
appropriate to the academic, professional
reader in mind. or leisure topics
without having to
restrict what he/she
wants to say.

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Preparing for the four criteria of assessment

In this section, we will give you some ideas and guidance on how you can score the highest marks for each of
the 4 criteria we mentioned in the previous chapter.
1. Task Fulfilment
Task fulfilment measures how well you managed to follow the task instructions, so basically all it takes to
succeed in this criterion is to make sure you understand the instructions and then carefully follow them. Let’s
see some tips regarding task fulfilment.

TIP #1

Before you write anything, read the instructions carefully using a dictionary to check any word you are not
sure of, since every word in the instructions may be vitally important.

C1 level, writing part 2: You recently spent a night camping in a forest and found the experience unnerving.
Write a letter to a friend, evaluating your experience and suggesting why you may have reacted in the way
in which you did. Write between 250 and 300 words.

If you are unsure about the meaning of ’unnerving’ or ’evaluating’, don’t start writing yet, because you may
end up writing about something other than what the instructions are telling you.

TIP #2

Make sure you write in the genre indicated in bold in the instructions

Your friend wants you to go on holiday together but to a place you’re not keen on. Write a letter persuading
your friend to go somewhere you’d prefer.

TIP #3

Don’t waste time with letter headings as it is not a requirement. If your task is a letter or an email, start with
Dear…. If your task is an article, start with the title. If the instructions give you a sentence to start with, start
with that.

TIP #4

Make sure you adequately cover all 4 content points given in the instructions (if they are given). Don’t just
copy them into your text word for word, but write 2 or 3 sentences or a paragraph about each of them.
That’s also the easiest way to write a text matching the word count.

Write a letter to the magazine that included the following graph. Mention:
• whether you agree that the title of the graph is accurate
• the advantages of using the Internet
• the disadvantages of using the Internet
• your views on the results of the survey.
Write between 100 and 150 words.
TIP #5

In some cases, you won’t find a convenient bullet point list with all content points, but it doesn’t mean you
can’t find the key content words or functions in the instructions. Look out for the genre (letter, email),
audience, topic and functions. In the instructions below, you can find the genre (letter), the audience (a

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friend), topic (a recent significant birthday) and details (how you feel about the age you are, advantages and
disadvantages of that age)

You’ve recently celebrated a significant birthday. Write a letter to a friend expressing how you feel
about being this age. What’s good and bad about it? Write between 150 to 200 words.

TIP #6

Write the required amount as you may end up losing marks if your writing is shorter or longer than the
word count. You will probably get 1 or 0 marks for Task Fulfilment if your piece is much shorter than the
minimum and if it is longer, you might get 1 mark less than you would have otherwise scored. You don’t have
to count the words one by one, though. When you are preparing for the exam, use our official practice
papers which look exactly like our live exam papers. This way you will be able to guess the length of your
piece just by looking at it.

TIP#7

The most common text types you’ll have to produce are short stories, articles, reports, emails, essays,
formal letters and informal letters. Familiarise yourself with these genres simply by reading them
regularly and, whilst reading, making a note of the stylistic features of each.

TIP #8

Follow the instructions carefully. Do not write about topics or ideas that were not presented in the
rubric, because you may end up going off topic without even noticing and will lose marks for Task Fulfilment.

TIP #9

Read more for better writing. Reading skills are in a complementary relationship with writing skills. They
depend on one another and one makes the other better. People who read regularly are generally better at
writing and have a distinct writing style. If you don’t like long novels, you can read short stories or articles on
the internet. The more you read, the more familiar you will become with the style of real writers and the
more you can learn from them.

TIP #10

Don’t jump into writing. Dedicate some time to planning. Don’t write a draft as it takes up a lot of your
time and a few minor corrections will not spoil the layout of your writing anyway. Use your planning time for
two things. First, write a short plan of each paragraph listing ideas that you would like to cover in the
paragraph. Secondly, write a list of ‘high impact’ grammar that you can use to describe that particular task or
topic (we’ll talk about grammar in the next section).

Now let’s see some tips from the examiners themselves

• Plan before you write! When you are planning, think about how you are going to answer the
questions and write down brief points on what you are going to say to answer each point. During
planning, also think about what high impact vocabulary and grammar you can use to impress the
marker.
• Start your writing task with a mind map. Brainstorm any good ideas you have about the subject.
• Make sure your handwriting is legible.
• Number or underline the key points in the rubric then tick them off as you go along to make sure you
include everything and stay on topic.
• Watch your time.

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2. Grammar

TIP #1

When you are preparing for the exam, practise rewriting your paragraphs. Remember that you have to show
the examiner that your language skills are at the level being tested and therefore it is vital that you show
them what you know.

Use the grammar table that you can find in our Qualifications Handbook to identify the grammar
requirements of your level and make sure you are fully familiar with those structures and all others that are
below your own level. For example, present simple and present continuous tenses are required at A1 –
Preliminary level, so if these two tenses occupy the majority of your text, you’ll end up not meeting the range
of grammar required at B2 and C1.

The table below shows only some of the structures required at these levels. Remind yourself to try to use
them in your writing to demonstrate that you know them.

B2 C1
Relative clauses
eg: My neighbour, who was good friends with my
father at the time, was knocking on the door.
Participle clauses - Present Participle clauses - Past
Opening the window, I accidentally cut my finger. When taken twice, this pill can reduce anxiety.
Present perfect simple and continuous

I have been working for this company for 5 years.

This is the first time I have flown on an aeroplane.
Past perfect ‘Would’ expressing past habit
They had already left by the time I realised this. I remember the childhood summer I spent at my
grandma’s. We would get up early to go to the
market, then we would go home and make
breakfast.
0, 1st, 2nd, 3rd conditionals All conditionals including mixed conditionals
If I knew him, I’d call him. If I knew him, I’d call him.
If I had studied harder, I would have passed the If I had studied harder, I would have passed the
exam. exam.
If I had finished university, I would have a better job
now.
Simple passive with a number of tenses All passive structures
This book was written by Jane Austen. This book is said to be good.
Question tags
You love him, don’t you?
Causative with have and get
I got my uncle to fix my car.
Verb + infinitive or gerund
I suggest going to the cinema.
I want to go home.
Reported speech
He said he would do it.
He asked me to go with him.
Range of modals Range of modals, past and present
should/might/may/needn’t/need to/I’d rather/ought should have/might have/may have/needn’t
to/must/mustn’t/can’t have/must have/can’t have

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TIP #2

During the exam, don’t forget to use your monolingual dictionary. When you feel you have finished the
piece, go through the text checking it for spelling, grammar and prepositional errors.

Hi Era,
I am writting you because holiday are coming soon. But first write me how are you? What are you
doing now? Oh, yes and what’s about your new job? I didn’t see you long time.
But now why I am writting. I spoked 1with Mot and he told me about our holiday. I am really
looking forward to spend 2 time with you, but I am not sure when I want to go there, because you
know. I don’t like spicy food. I’d rather go to Japan, there are a lot to do, better food. And the
traditions of Japan are very interesting. Ok all thing in now only up to you. Please think about it.
I am really looking forward to you and our holiday and I am sure that it will be fun.
Please write me as soon as it will be possible.
Xoxo,
John.
The above candidate could have easily scored higher marks if he had used his dictionary effectively. Let’s
have a look at the two highlighted examples and their entry in the dictionary.
1.
speak (spoke, spoken)
2.
look forward to something:to be thinking with pleasure about something that is going to happen (because
you expect to enjoy it)
Example: We're really looking forward to seeing you again.

TIP #3

Make sure you know how monolingual dictionaries work and practise using them effectively and fast.
Providing a definition for a word is only one of the many useful features a monolingual dictionary has to
offer. Dictionaries may vary in terms of structure, so make sure you know yours. It’s a good idea to start
using the specific dictionary you are planning to use on the day of the exam well in advance of the exam. The
most useful features of a monolingual dictionary in an examination are the example sentences, grammatical
information (e.g.: irregular past tense of a verb, irregular plural form of a noun, verb patterns and idiomatic
language/collocations related to the entry.

TIP #4

Remember who the intended audience is when you are trying to choose between two grammatical
structures and also bear in mind the stylistic requirements of the text. A guide to the grammatical features of
formal and informal styles can be found in the table below.

Formal style Informal style

Contractions not allowed (I am, you are, I would) Contractions allowed (I’m, You’re, I’d)
Indirect questions (Could you tell me where the park Direct questions (Where is the park?)
is?)
Indirect order, no imperatives (I was wondering if Direct orders and imperatives (Help me.)
you could help me.)
Emotive punctuation (exclamation mark, ellipsis etc.) Emotive punctuation (exclamation mark, ellipsis etc.)
not allowed allowed
Abbreviations not allowed Abbreviations allowed
Passive voice Active voice

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TIP #5

Always proofread your own writing once you have finished. Proofreading requires a critical eye and it take
a little practice to develop it, so start doing it on a regular basis during the preparation course. Let’s see
some of the rules of proofreading.
1. Don't begin to make corrections to words or sentences if you are still working on the focus and
organisation of your work.
2. Use the dictionary as a reference.
3. Make sure you know what you are looking for. Make a list of the most common mistakes you make
so that at the exam you will know what structures you must check. E.g. verb tense confusion,
incorrect past participles, omitting or inserting articles and confusing prepositions are typical
mistakes.
4. Read out aloud if you can. It can help you spot mistakes as they will ‘not sound right’.
5. Use a sheet of paper to hide the lines below the one you are currently reading. This will stop you
from skipping ahead of possible mistakes that you have made.

Now let’s see some tips from the examiners themselves

• While you are preparing for the exam, make a list of the most common mistakes you make and be
conscious of them so you can look out for them when you take the exam.
• Consult a dictionary, but make sure you have a look at the example sentences too so that you can
see the word in context.
• Once you have finished writing your piece, check verb tenses and subject/verb agreements (e.g.:
'He walks' not 'He walk').
• Use the same dictionary when preparing for the exam and during the exam.
• During the planning stage of your writing, think about what 'high impact' grammar you want to use
and WHY you want to use it (e.g.: I want to use the narrative tenses (telling a story), conditionals
(writing about regretting something) and tick them off as you use them.
• Don't overcomplicate sentences. Keep them to a maximum of three clauses.

3. Vocabulary

TIP #1

When you are preparing for the exam, practise rewriting your paragraphs.. Remember that you have to
show the examiner that your language skills are at the level being tested and therefore it is vital that you
show them what you know. Replace generic words such as nice, good, big etc. with more descriptive and
more specific vocabulary. The table below might help you with this.

nice great/wonderful/lovely/brilliant
pleasant/perfect/beautiful /sunny weather
a cosy/a comfortable/an attractive/bright room
a pleasant/an interesting/an enjoyable experience
expensive/fashionable/smart clothes
a kind/a charming/an interesting man
delicious/tasty/spicy food
bad terrible/horrible/awful/dreadful
an unpleasant/a foul/a disgusting smell
appalling/dreadful/severe weather
an unpleasant/a frightening/a traumatic experience
a terrible/serious/horrific accident
a wicked/an evil/an immoral person
an awkward/an embarrassing/a difficult situation

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 We were working in difficult/appalling conditions
I feel unwell/sick/terrible. I don’t feel (very) well
interesting fascinating/compelling/stimulating/gripping/absorbing
good excellent/amazing/wonderful/marvellous/outstanding/terrific
sad down/unhappy/gloomy/upset
happy cheerful/delighted/pleased/glad/content/thrilled
like admire/adore/fancy/cherish/desire/enjoy
say reply/remark/declare/state/explain/announce
big huge/giant/large/massive/enormous
small tiny/petite/teeny/wee
pretty beautiful/gorgeous/cute/attractive/handsome/stunning
scared afraid/frightened/horrified/petrified

TIP #2

If you cannot memorise all sophisticated synonyms, at least remember to use the dictionary wisely.
Monolingual dictionaries include usage notes that help you make smart decisions about vocabulary. For
instance, if you look up ‘nice’ in a dictionary, you’ll find several suggestions on how to avoid it.

TIP #3

Remember who the intended audience is when you are trying to choose between two words and also bear
in mind the stylistic requirements of the text. A guide to formal and informal styles can be found in the table
below.

Formal style Informal style

Phrasal verbs not allowed Phrasal verbs allowed
Colloquial expressions not allowed Colloquial expressions allowed (eg: kids, guy)
Strongly emotive words not allowed Strongly emotive words allowed (eg: love, hate)

TIP #4

Learn different words to describe the same function so that you will be able to express an idea without
having to repeat the same words. For example, there are several ways to make a recommendation, e.g.
recommend, suggest, advise, propose etc. A comprehensive list of communicative functions can be found in
our Topics & Requirements booklet available on our website.

TIP #5

Learn at least a handful of words for each topic featured in the exam so that you will be able to explore
the topic without having to limit what you want to say. For example, if your task is to write about ‘Diets and a
healthy lifestyle’, it will be very difficult to solve the task adequately without possessing at least a basic
range of relevant vocabulary including words such as ‘nutrients, organic, minerals, to lose weight, to gain
weight, carbs, protein, fats’ etc.

Now let’s see some tips from the examiners themselves

• Read through your writing to spot mistakes and make corrections handing it in.
• At C1, study collocations. Elevate your style by using more than just basic words.
• Use synonyms to avoid repetition.
• During the planning stage of your writing, think about what 'high impact' vocabulary you want to
use, write down the 'I want to impress the marker’ words and then tick them off as you use them in
your response. Similarly, think about what useful expressions you can use: for example if you are

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 writing a letter, plan the expressions you want to use (I am writing in response to, further to the
point raised etc.) and again tick them off as you use them.

4. Structure

TIP #1

The previous chapter mentioned how important vocabulary is. Good knowledge of the features of formal
and informal letters can also improve your marks for Structure.

The below table shows some useful expressions for both formal and informal letters.

Formal Informal

Introductory paragraph: Introductory paragraph:

I am writing in response to your advertisement. How are you? I hope this email finds you well.
I am writing with reference to the article you How are you? I’ve been meaning to write to you for a
published in your magazine. while.
I am writing to express my opinion on the article you Sorry for not writing to you for a while. I have been
published. terribly busy.
Final paragraph: Final paragraph:

Thank you for taking the time to read my I need to go now. Let me know what you decide.
application/letter. Let me know how you get on with this project.
I hope you will consider my application/my I need to go now, but let’s stay in touch.
suggestions.
Thank you for your attention.
I look forward to hearing from you.
I look forward to receiving your answer.

TIP #2

Organise your text into paragraphs.

With the exception of the final paragraph, a paragraph should contain at least two sentences. If you end up
with a paragraph comprising only one sentence, you should probably add that sentence to the next
paragraph.

Every paragraph should have its own role in the text. Eg: Paragraph 1: introduction, Paragraph 2:
advantages, Paragraph 3: disadvantages, Paragraph 4: conclusion.

Every sentence should have its own role in the paragraph. Usually the first sentence is the topic sentence.
It is the most general sentence in a paragraph, meaning that there are not many details in this sentence, but
that the sentence introduces an overall idea that you want to discuss later in the paragraph.

Eg: My hometown is famous for several amazing sights. First, it is noted for the River Danube, which is
very wide and beautiful. Also, on the other side of the city, you can find the picturesque hills of Buda with
their narrow and steep streets.

Here are some examples of sentences that cannot be used as topic sentences.

1. My hometown is famous because it is located by the River Danube, which is very wide, and because it is
built near a steep hill. (too specific, too many details)

15
 2. There are two reasons why some people like to buy cars with automatic transmission and two reasons
why others like cars with manual transmission. (Mentions two main points – paragraphs should focus on
only one aspect)

3. Sheep are animals. (Too general)

The topic sentence should be followed by supporting sentences, providing details for the topic sentence.
Finally, a paragraph should close with a concluding sentence, which summarises the information that has
been presented (in some cases, this can be omitted).

TIP #3

Start using discourse markers effectively, that is to say consistently, correctly and without repetition. What
do you need to know about a linking word to be able to use it?

- its meaning
- its function eg: to express contrast, results etc.
- its position within the sentence, eg: Finally,…

You don’t need to know every linking word, but you should learn 2 or 3 expressions for each important
function. Choose the ones you will be comfortable using and make sure you don’t end up repeating them
throughout the essay.

To add a point

- also, as well as, moreover, too, furthermore, additionally, in addition to, at the same time, again,
and,
-
too, equally important, in addition, likewise, above all, most of all, least of all, and, either…or,
-
neither…nor, nevertheless, to continue
-

Cause and effect

Sequence
because,
- so, therefore, thus, consequently, hence, as a result

To start

First, at first, once, once upon time, to begin with, at the beginning, starting with, initially, first of all

Repetition

All- in all, altogether, in brief, in short, in fact, in particular, that is, in simpler terms, to put it differently, in
- words, again, once more, again and again, over and over, to repeat, as stated, that is to say, to
other
-
retell, to review, to rephrase, to paraphrase, to reconsider, to clarify, to explain, to outline, to summarise

To generalise
-
on- the whole, in general, generally, as a rule, in most cases, broadly speaking, to some extent, mostly,
above
- all, chiefly, essentially, largely, primarily, usually

To illustrate
-
For example, as an example, for instance, in this case, in the case of, to illustrate, as illustrated by, as
revealed by, to show, to demonstrate, in particular, such as, namely, for one thing, indeed, in other words,
16
to put it in another way, thus, to explain, suppose that, specifically, to be exact
To conclude or summarise

ToTo
compare
conclude, in conclusion, to close, last of all, finally, to end, to complete, to bring to an end, thus, hence,
therefore, as a consequence of, as a result, in short, to sum up, to summarise, in conclusion

To compare
-
As, as well as, like, in much the same way, resembling, parallel to, same as, identically, of little difference,
equally, matching, also, exactly, similarly, similar to, in comparison, in relation to

To express attitude

Frankly,
- honestly, I think, I suppose, after all, no doubt, I’m afraid, actually, as a matter of fact, to tell the
-
truth, unfortunately, I believe, in my opinion, to be truthful,

To contrast, disagree and ‘qualify’

Though, although, and yet, but, despite, despite this fact, in spite of, even so, for all that, however, in
contrast, by contrast, on one hand, on the other hand, on the contrary, in one way, in another way
although this may be true, nevertheless, nonetheless, still, yet, a striking difference, another distinction,
otherwise, after all, instead, unlike, opposite, to oppose, in opposition to, while it is true,

To emphasise

Above all, after all, indeed, as a matter of fact, the main issue is, chiefly, especially, actually, the most
significant, the chief characteristic, to emphasise, more importantly, most important of all, most of all,
significantly, without a doubt, certainly, to be sure, surely, absolutely, obviously, more and more, of major
interest, to culminate, in truth, the climax of, to add to that, without question, unquestionably

Time 1

Before, earlier, previously, formerly, recently, not long ago, at present, presently, currently, now, by now,
until, today, immediately, simultaneously, at the same time, during, all the while, in the future, yesterday,
tomorrow, henceforth, after, after a short time, after a while, soon, later, later on, following, the following
week

Time 2

Suddenly, all at once, instantly, immediately, quickly, directly, soon, as soon as, just then, when,
sometimes, some of the time, in the meantime, occasionally, rarely, seldom, infrequently, temporarily,
periodically, gradually, eventually, little by little, slowly, while, meanwhile, always, all of the time, without
exception, at the same time, repeatedly, often, frequently, generally, usually, as long as, never, not at all

17
TIP #4

When you are choosing the linking word you want to use, make sure you choose one you can use in context.
Adverbs can usually occupy three distinct places within the sentence: at the beginning of the sentence
(initial position), at the end of the sentence (end position), and so-called mid-position adverbs. Mid-position
adverbs usually go between the subject and the verb (I often go to the cinema). If there is an auxiliary in the
sentence, mid-position adverbs go after the first auxiliary (I will always love you) and the same applies if the
verb is ’to be’ (I am always happy to see you). Some adverbs can occupy more than one place within the
sentence.

The table below will give you a basic outline of the position of some of the most common linking words.

Initial position Mid-position End position

Most linking adverbs Adverbs of frequency Adverbs of time
providing a logical link always yesterday
between sentences sometimes every year
First of all, often
Secondly, never
Furthermore,
Initially
Comment and viewpoint Adverbs of degree Adverbs of manner
adverbs probably slowly
Luckily, obviously quietly
Presumably, clearly
Personally, completely

You will be able to find this information in any monolingual dictionary in either the verb pattern section or in
the example sentences. For example, if you are unsure about the use of ’although’, all you have to do is go to
its entry and you’ll find the answer.

although
• Definition: used for introducing a statement that makes the main statement in a sentence seem
surprising
• Synonym: though

Example: Although the sun was shining, it wasn't very warm. Although it is small, the kitchen is well
designed.

TIP #5

Once you have finished, check your text for punctuation/structural mistakes. Mistakes you may be able to
spot and should look out for are the following:

Is there a question mark at the end of questions?

Did you use an inverted word order in all the questions you have in the text?

Do all linking words make sense and are they in the correct place?

Does the text read well? Is it easy to understand?

Did you accidentally include contractions in a formal letter?

18
Now let’s see some tips from the examiners themselves

• Use link words. Compare and contrast ideas.

• Don’t overuse the same set of linking words, but try to vary them instead.

Marked writing tasks with tips from the examiners

B1 – Sample #1

Writing Part 3
Write a letter to a friend in Britain describing a new person you have met recently. Explain how you met.
Write between 100 and 120 words.
Dear Fred

I’m writting to you to teel I have got a new friend. She is very friendly and so good looking. I met with her
in a disco after we got out to talk. After it we went out in a fastfood restaurant and we told about four
hours it was good. After the dinner we went up to me and drink some orange juice and after she left. She is
my new friend.

By: Lucy

See you soon.

Task Fulfilment Grammar Vocabulary Structure Total marks

1 2 2 1 6

The task is to write to a friend in Britain. The letter might start with a few polite sentences to catch up a little
bit. The candidate should then describe the new person in detail, elaborating on their physical appearance
and personality. The next step could be the description of the way they met. Finally, there should be a few
sentences that finish the letter, summing up what this new person means for the candidate. In the letter to
Fred, there is no introduction at all. Too many insignificant details are described in sentences which are not
quite clear. The end is abrupt and there is no proper ending.

There are a lot of spelling mistakes in the letter. The sentence structures are not clear enough. There are
problems with articles, plurals and prepositions. It is important to check your letter for any possible mistakes
before handing it in.

As the topic is personality and friendship, candidates are expected to use vocabulary items connected to the
topic. In this letter, the words are rather simple, and there are not too many adjectives that might describe
such an event or a person.

As the task is to write a letter to a friend, candidates are supposed to write an informal letter.
This letter does not have any introductory phrases. There are no paragraphs at all. The candidate should
have started with a few sentences that greet the British friend, then, in a new paragraph, go on to write
about the person they met, and say goodbye in the final paragraph.

19
Corrected version:

Dear Fred

How are you? I’m writing to you to tell I have got a new friend. She is very friendly and pretty. She has
blonde hair and blue eyes. I met her in a disco. I was dancing and she came up to me and asked about my
shoes. She said she liked them. After this, we got out to talk. After it we went out to a fast food restaurant
and we talked for four hours. It was so good. After the dinner we went up to my place and drank some
orange juice and after she left. She is my new friend.

I hope you can visit me soon or if not, please write to me.

Bye, Lucy

B1 - Sample #2

Writing Part 2
Read the letter to a newspaper about a new car park. Write a letter to the editor saying
• if it is necessary
• how it will help your area
• if you like the idea
• whether you agree with the suggestion given in the letter below.

Write between 70-100 words. Do not write an address.

„Dear Sir,

I saw yesterday’s article about the new car park which will be built in our area. I believe it’s not the best
choice.

Our neighbourhood needs trees and a park. A playing ground would be a better idea. What do other readers
think?

Yours faithfully,

Andrea lomelli.”

„ Dear Andrea Lomelli,

Thank you four your letter and four your suggestion what you sheering with me. We discous about a lot of
time wich solution is will be the best for everyone. At the moment the cars have to parking in near the road,
it is very deangeorous for the drivers, they not able to see if the children suddenly want to go after the
bod.It is necessary to make a safety car park. But it will be helpfull for everyone who lives in this area. We
have to focus for the children as well. Your idea to do a playing ground for the children is very good, and I
glad to write to you that the plan is allready. If is will be able to use for 2 mont’s leater, around big park
with lot of treas, beanches, where the pareants com talk with each other and the same time the children cam
enjoy the now playground.

Best wishes

Krisztina Patakfalvi”

20
Task Fulfilment Grammar Vocabulary Structure Total marks
1 1 1 1 4

Comments

The candidate has addressed only one content point and has used a very a narrow range of grammar with
some impeding errors in basic structures. Moreover, she did not address the letter to the correct person.

Regarding vocabulary, the candidate has made very basic errors in spelling which impede understanding.

As for structure, the text is incoherent with punctuation wrongly used in some cases.

The candidate should have focused on all four content points. She should have used more complex
sentences and a variety of complex structures including a wider range of grammar and vocabulary. The use
of some linguistic devices would have made the text more coherent.

Corrected version:

„ Dear Editor,

I am writing with regards to the letter you published. With my friends, we talked about which solution
will be the best for everyone.

At the moment cars have to park on the curb next to the road. It is very dangerous for the drivers, since they
cannot see if the children suddenly want to go after a ball or something. It is necessary to make a safe car
park, and it would be helpful for everyone who lives in this area.

We have to focus on the children as well. The reader’s idea to create a playing ground for the children is
very good, and I will be glad to see it.

I think the space should be divided so we can have both. It would help everyone.

Yours sincerely,

Krisztina Patakfalvi”

21
B2 – Sample #1

Writing Part 2
Write a letter to a foreign friend inviting him to attend your sister’s wedding next month. Tell him what the
wedding traditions are in your country and what guests will be wearing, eating, etc.
Write between 150 and 200 words.

How are you my friend? I know it is my faulty because we lost the contact, but I would like to inviting to
you a party. I think you are suprisig. Gues what my sister is found her love so she organise a wedding party
next mount. I know you have never been seems party. This is the good time that we meet and you know my
family. I will be a tradicional Hungary wedding party. Everybody will move in my grandparent’s willage
where we take a part an exellent event. We will have to wearing traditionals clothes and dancing old
dance. Then we will eat lot delicious foods. for intance stuff cabage, chicken soup, roast pork chop. I hope
you are free and you can travel here. My parents are waiting for the meeting for you and my sisters is too. I
am looking forward to hearing from you.

Best wishes.

Andi

Task Fulfilment Grammar Vocabulary Structure Total marks

1 1 1 1 4

Task fulfilment

Task fulfilment marks reflect how successfully candidates elaborate on the given topic. Guidelines must be
followed.
In this letter the candidate failed to elaborate on the traditions, the dress code and the special dishes.

Grammar

The highest grades are granted to candidates who use grammatical structures appropriate at the given
level.
This candidate not only had spelling mistakes, but also used basic structures as well as more complicated
ones with frequent errors.

Vocabulary

As the candidate failed to elaborate on the topic guidelines, the range of vocabulary used was limited.

Structure

The task was to write an informal letter.

Although this is an informal letter, there are no paragraphs. Paragraphs are important, as they introduce
new structural points and ideas. Link words should be used to connect ideas and points in a natural way.

22
Corrected version:

Dear Janet,

How are you my friend? I know it is my fault that we lost contact, but I would like to invite you to a
party. I think you will be very surprised. Guess what? My sister found her love and now she is having a
wedding party next month.

I know you have never been to a wedding before. This is a good time for us to meet and you can get to know
my family. It will be a traditional Hungary wedding party. Everybody will come to my grandparents’
village where we take part in an excellent event. We will have to wear traditional clothes and dance old
dances. Then we will eat lots of delicious food, for instance stuffed cabbage, chicken soup and roast pork
chop. The bridge will wear a white gown and the groom a black tuxedo and according to tradition, they will
dance together and the party and make speeches.

I hope you are free and you can travel here. My parents are looking forward to meeting you and my sisters
too.

Let me know if you can come and I’ll arrange everything.

Best wishes,

Andi

23
B2 – Sample #2

Writing Part 1
Write an email in answer to the advertisement below. Ask about

• the way English is taught.

• the activities offered
• the accommodation
• dates and prices.

Write between 100 and 150 words.

The Wild Wild West Experience.

Who says language learning is boring?
We here at WWW Experience can prove it isn’t so. Join us to travel with the cowboys. Climb the Rocky
Mountains. Herd those buffalo. Visit sacred Indian grounds and live the wilderness just like the early settlers.
And all that while you are developing your English language skills.

Further information at: [email protected]

„Dear Sir or Mamdame,

I read your advertisement so I would like to apply for this travel. I have been learning English for two
years in a course. I would like to try an other way and learning English in abroad. I have never tried to the
cowboys life so in my opinion that it is suitabe for me. I love mountains climbing, walking in theforest and
living in the Indian willage. My first ask is the accommodation possibility. Are there different plan or
everybody live together in a camp? My last question is the exactly dates and how does it cost the travel?
I am looking forward to hearing from you as soon as is possible.

Yours cincerely
Andrea Koos”

Task Fulfilment Grammar Vocabulary Structure Total marks

1 1 1 1 4

Comments

The candidate has hardly addressed two content points, has used a narrow range of grammar and has made
some impeding errors.

Regarding vocabulary, the candidate has made some errors which, however, do not impede understanding.

As for structure, the text lacks coherence and does not follow the format and style of a formal letter.

The candidate should have focused on all four content points. He/she should have used more complex
sentences and a variety of complex structures including a wider range of grammar and vocabulary. The use
of some linguistic devices would have made the text more coherent.

24
Corrected version:

Dear Sir or Madame,

I read your advertisement so I would like to apply to this course.

I have been learning English for two years in a course. I would like to try another way and learning
English abroad. I have never tried the cowboys’ lifestyle, but in my opinion it is suitable for me. I love
mountain climbing, walking in the forest and living in the Indian village sounds like fun too. Can you give
me some more information about the activities?

My other questions is about the accommodation. Are there separate tent or bungalows or does everybody
live together in a camp? My last question is about dates and the cost. When are the courses and how much
does it cost?
I am looking forward to hearing from you.

Yours sincerely
Andrea Koos

25
C1 – Sample #1

Writing Part 2
Your friend is going on a camping holiday to a remote and dangerous area you visited recently. Write a letter
to your friend, describing your experience and advising on what precautions to take before leaving. Write
between 250 and 300 words.

Dear Tom,

I’m glad to hear you are going to Galapagos. Last year I was there too. I think it’s a lovely island but also
dangerous. I share my experiences with you.
I love scuba diving, so I did. The water was fully clear, fairly warm and the environment was wonderful.
There are a lot of fish spices, sharks, squids, dolphins and so on. When one day I and my husband went to
the seaside to scuba-diving. We went by boat further from the coast. When we were under the water
suddenly I realized that 2 huge sharks were approaching us. I was really scared, but my husband calmed me
down. These sharks were very scary and seemed like hungry so much. Luckily our driver was a shark expert
who examine the water animals life. After a huge scare, we just arrived to the seaside, then I felt a big pain
in my foot. That was a squid. I had to go to the hospital and a gave an injure against to the infections.
So, you have to keep aware from squids and sharks and insects too. You should take an injection due to
tropical diseases. Take a medicine bag with you. In the bag to be plasters, painkillers and something like
that. The weather is hot, so not necessary the wram clothets. And there are a lot of mosquitoes sou you have
to protect against them.

I hope you have a good time. Send me a postcard, how you feel! Look after yourself!
Lots of love, Adri!

Task Fulfilment Grammar Vocabulary Structure Total marks

1 1 2 1 5

Task fulfilment

The candidate failed to describe a camping holiday. The experience described is about a different kind of
holiday. Precautions are only listed - these should be explained properly.

Grammar

The grammatical structures used in this letter are below the requirements of the level. At C1, candidates
should opt for more complex structures rather than simple tenses.

Vocabulary

There are a lot of spelling mistakes in the letter. Some words are not used in an appropriate position or with
the appropriate collocations.

Structure

There are no real paragraphs in this letter. Structural points and ideas should be marked with paragraphs.
Appropriate link words should be used to compare and contrast ideas.

26
Your friend is going on a camping holiday to a remote and dangerous area you visited recently. Write a letter
to your friend, describing your experience and advising on what precautions to take before leaving. Write
between 250 and 300 words.

Corrected version:

Dear Tom,

I’m glad to hear you are going on a camping holiday to a Pacific island. Last year I was there too. I think
it’s a lovely island but also dangerous. Let me share my experiences with you.
I love scuba diving, so I enjoyed it a lot and it was an unforgettable experience, but there are certain things
you need to bear in mind. For one, don’t drink tap water, because it might give you a stomach ache like it
happened to me during my stay.

We also took a boat to go further away from the coast. We went scuba diving and when we came up for
air, we realised that the boat has floated away and we had to swim a lot to catch up with it. I was really
scared, but my husband calmed me down. So if you ever go diving by boat, remember to use the anchor.

Later, when we just arrived at the seaside, I felt a sharp, sudden pain in my foot. I’ve bitten by a squid. I
had to go to the hospital and I was given an injection against the infections. So, you’ll have to beware of
squids and sharks and insects too. You should get vaccination against tropical diseases and don’t forget to
take a medicine bag containing plasters, painkillers. The weather is hot and humid there so it is not
necessary to bring the warm clothes.

I hope you’ll have a good time. Send me a postcard and take care of yourself!

Lots of love, Adri

27
C1 – Sample #2

Writing Part 1
You have been asked to write an essay for your class teacher about the information on hospital beds from
the graph below. Give your interpretation and draw a conclusion from the information provided. Write
between 150 and 200 words.

„In our world, there are very rich and very poor places. It’s the greatest problems in our life. The differences
of regions are about the environments and the way people live. For example, in the Americas, most of the
people live in big houses, have two cars, but still not happy. In India people feel lucky if they have some hot
place where they can sleep. The difference between the locations shows in the hospital cases too. The best
situation is in Europe. 63 beds are for 10000 people, but on the other hand in South East Asia, there are
none. It’s very sad, and something we should fix as soon as we can because in that region. Africa is the next
place ewere we should help. Only 6 beds for 10000 people. It’s almost nothing.
The numbers of hospital beds are so low everywhere. Even in Europe; we need to concentrate more on these
stuff than about technology. If we won’t have a place to get better than why would it be important to
make robots etc….?!”

Task Fulfilment Grammar Vocabulary Structure Total marks

1 1 1 2 5

28
Comments
The candidate has addressed only part of the topic with little expansion.

He/she has used a narrow range of grammar and even though the errors that he/she has made do not
impede understanding, they are very basic.

Regarding vocabulary, the candidate has used a narrow range of vocabulary which includes basic lexical
items. Some of the errors he/she has made are impeding ones.

As for structure, the text is coherent and cohesive and punctuation has been used correctly.

The candidate should have focused more on the graph and addressed most of its points. He/she should have
used more complex sentences and a variety of complex structures including a wider range of grammar and
vocabulary. The use of some linguistic devices would have made the text more coherent.

Corrected version:

„In our world, there are more developed and less developed places. It is one of the greatest problems in our
modern life and this burning issue can be the underlying explanation in the situation described in the above
graph. The graph shows big differences in hospital bed numbers in relation to their geographical location
and income.

It clearly shows that the higher income areas benefit from the higher amount of hospital beds and lower
income areas have much fewer hospital beds. It is not surprising since hospitals need to be built and are
both labour and capital intensive investments.

In terms of geographical location, Europe enjoys the best situation with 63 beds per 10000 people, but on
the other hand in South East Asia, this figure is only six. It’s very sad, and it is something that we as a
global community should fix as soon as we can.

In my opinion, the number of hospital beds is low everywhere. Even in Europe, we need to concentrate on
this issue more than on technology since health care is of paramount importance.

29