how to write an essay cambridge proficiency

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

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

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

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

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

What’s in Part 1?

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

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

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

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

How can I write a fantastic essay?

Let’s look at an example task:

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

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

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

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

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

How should I plan and structure my essay?

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

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

Paragraph 1: Introduction

Paragraph 2: Idea 1 with support

Paragraph 3: Idea 2 with support

Paragraph 4: Conclusion

Introduction

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

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

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

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

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

What can I do to prepare?

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

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

Prepare! Prepare! Prepare!

✔ Read academic texts regularly.

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

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

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

✔ Study C2 grammar and include it in your writing.

What do I need to avoid?

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

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

What websites can help me?

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

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

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

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

Don’t forget about our fantastic C2 blogs too!

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

Passing C2 Proficiency: A Guide to Reading Part 5

Passing C2 Proficiency: A Guide to Reading Part 6

Guide to the Cambridge C2 Proficiency Listening Test

Guide to the Cambridge C2 Proficiency Speaking Test

Looking for further support?

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

Glossary for Language Learners

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

lie ahead (pv): be in the future.

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

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

thoroughly (adv): completely.

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

back up (pv): give support to.

round up (pv): summarise.

settle on (pv): choose after careful consideration

average Joe (n): normal person.

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

pv = phrasal verb

adj = adjective

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• Posted on 05/04/2023

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The Ultimate Guide to CPE (Cambridge English: Proficiency)

Cambridge English: Proficiency, also known as CPE, is the highest level of English language examination offered by Cambridge Assessment English. It is designed for learners who have reached an exceptional level of English proficiency and wish to showcase their language skills for academic or professional purposes. This comprehensive guide will provide you with detailed information about the different parts of the CPE exam, the scoring system, and strategies to successfully tackle each section ( find out other important exams here !).

CPE: Reading and Use of English

The Reading and Use of English section is a significant component of the Cambridge English: Proficiency (CPE) exam. This section is designed to assess your advanced-level reading comprehension skills as well as your ability to use English accurately and effectively. It consists of various tasks that challenge your understanding of vocabulary, grammar, and reading strategies. In this section, we will explore the format of the Reading and Use of English section, along with effective strategies to excel in each task.

Format of the Reading and Use of English Section: The Reading and Use of English section is divided into several parts, each testing different aspects of your language proficiency. Let’s delve into each part:

Part 1: Multiple-Choice Cloze

In this task, you are presented with a text with gaps, and you must choose the most appropriate word from four options to fill in each gap. This part assesses your knowledge of vocabulary and grammar, as well as your ability to comprehend the overall meaning of the text.

Strategies for Part 1:

• Context clues : Read the entire sentence and the surrounding sentences to identify contextual clues that can help you determine the correct answer.
• Part of speech : Pay attention to the grammatical function of the missing word and choose an option that fits syntactically and semantically within the sentence.
• Elimination technique : If you are unsure about an answer, eliminate the options that are clearly incorrect, increasing your chances of selecting the correct answer.

Part 2: Open Cloze

In this task, you are provided with a text containing gaps, and you must fill in each gap with one word. The focus is on vocabulary and collocations, and the text usually has a theme or topic.

Strategies for Part 2:

• Read the whole text : Before attempting to fill in the gaps, read the entire text to understand its context and overall meaning.
• Identify the grammatical function : Determine what part of speech is required to fill each gap, whether it’s a noun, verb, adjective, adverb, or preposition.
• Pay attention to collocations : Look for words or phrases that typically collocate with the missing word and choose an option that fits naturally within the sentence.

Part 3: Word Formation

This part tests your ability to form words correctly using a given root word. You need to change the form of the word (e.g., noun to adjective, verb to noun) to fit the sentence.

Strategies for Part 3:

• Identify the word class : Determine the grammatical category (noun, verb, adjective, adverb) required to complete the sentence.
• Understand prefixes and suffixes : Familiarize yourself with common prefixes and suffixes to help you derive the correct form of the word.
• Check for spelling and grammar : Ensure that the word you form is spelled correctly and fits grammatically within the sentence.

Part 4: Key Word Transformations

In this task, you are provided with a sentence containing a gap, and you must rewrite the sentence using a given key word, so that the meaning remains the same. The word limit for your response is usually 3-6 words.

Strategies for Part 4:

• Understand the meaning of the original sentence : Analyze the meaning of the sentence and identify any specific relationships between the key word and the other elements in the sentence.
• Maintain the grammatical structure : Ensure that your transformed sentence maintains the same grammatical structure as the original sentence.
• Use synonyms and paraphrasing : Employ synonyms and paraphrasing techniques to express the same meaning while adhering to the word limit.

Part 5: Multiple-Choice Reading

In this part, you are presented with a text followed by multiple-choice questions. The questions assess your understanding of specific information, main ideas, opinions, and the writer’s purpose.

Strategies for Part 5:

• Skim the text : Quickly read the text to get a sense of the main topic and the organization of the text.
• Focus on keywords : Pay attention to keywords or phrases in both the questions and the text to locate the relevant information more efficiently.
• Elimination technique : Eliminate options that are clearly incorrect, narrowing down your choices to select the most appropriate answer.

Part 6: Gapped Text

This part consists of a text from which six sentences have been removed. You must choose the most suitable sentence from a list of options to fit into each gap.

Strategies for Part 6:

• Read the text first : Read the entire text carefully to understand its overall meaning and context.
• Identify the logical flow : Determine the logical order of the sentences by considering the organization and coherence of the text.
• Use contextual clues : Look for clues within the text to identify the information missing in each gap and select the sentence that best fits the gap both grammatically and logically.

Part 7: Multiple Matching

In this task, you are presented with several short texts or notices, followed by a list of statements. You must match each statement to the most suitable text or notice.

Strategies for Part 7:

• Skim the texts : Quickly read through the texts to grasp the general idea and identify their main topics.
• Analyze the statements: Carefully analyze each statement and try to identify keywords or phrases that correspond to information in the texts.
• Elimination technique : Eliminate options that do not match the texts, gradually narrowing down your choices to find the best matching statement for each text.

The Reading and Use of English section of the CPE exam challenges your language skills and requires a combination of reading comprehension, vocabulary knowledge, and grammatical accuracy. By familiarizing yourself with the format of each task and employing effective strategies, you can enhance your performance and increase your chances of success. Regular practice, extensive reading, and building a strong foundation in English grammar and vocabulary will significantly contribute to your overall readiness for this section. Good luck!

CPE: Writing

The Writing section of the Cambridge English: Proficiency (CPE) exam is designed to assess your ability to produce coherent, well-structured, and accurate written English. This section consists of various tasks that challenge your skills in different types of writing, such as essays, articles, letters, reports, and reviews. In this section, we will explore the format of the Writing section and provide you with effective strategies to excel in each task.

Format of the Writing Section: The Writing section of the CPE exam typically consists of two parts. Let’s examine each part and the specific tasks associated with them:

Part 1: Compulsory Essay

In this task, you are required to write an essay based on a given topic or prompt. The essay should be a discursive piece of writing in which you present and discuss different arguments or perspectives on the topic. Your essay should demonstrate a clear understanding of the topic, critical thinking skills, and the ability to organize your ideas effectively.

• Plan your essay : Before you start writing, spend a few minutes planning your essay. Outline the main points you want to discuss and the supporting arguments or examples you will use.
• Develop a clear structure : Divide your essay into paragraphs, with each paragraph focusing on a specific point or argument. Ensure a logical flow between paragraphs and use appropriate linking words and phrases to connect ideas.
• Provide evidence and examples : Support your arguments with relevant evidence, examples, or data to make your essay more persuasive and authoritative.
• Show a range of vocabulary and grammar : Demonstrate your linguistic proficiency by using a wide range of vocabulary and grammatical structures accurately. Avoid repetitive language and aim for clarity and precision in your expression.
• Edit and proofread : Allocate time at the end to review and edit your essay. Check for spelling, grammar, and punctuation errors, as well as the overall coherence and cohesion of your writing.

Part 2: Situational Writing

In this part, you are presented with a situation or task, such as writing an article, a letter, a report, or a review. You must produce a piece of writing that fulfills the requirements of the task, adhering to the appropriate format and style.

• Analyze the task : Read the instructions and the information provided carefully, paying attention to the purpose, target audience, and required format of the writing task.
• Plan your response : Take a few minutes to brainstorm ideas, outline the structure of your writing, and determine the key points you want to address.
• Adapt to the task requirements : Ensure that your writing aligns with the specified format and style. For example, if you are writing a letter, consider the appropriate salutation, tone, and closing.
• Use a variety of language features : Employ a range of language features appropriate for the chosen genre. For instance, if you are writing an article, use rhetorical devices, persuasive language, and engaging introductions and conclusions.
• Edit and proofread : Allocate time at the end to review your writing. Check for spelling, grammar, punctuation, and coherence. Make sure that your writing flows smoothly and effectively conveys your intended message.

Additional Tips for the Writing Section:

• Read extensively : Developing a habit of reading a variety of texts, such as books, articles, and essays, can enhance your vocabulary, expose you to different writing styles, and improve your overall writing skills.
• Practice timed writing : Since the exam has a time limit, practice writing within the given time constraints to improve your ability to generate ideas, organize your thoughts, and write efficiently.
• Seek feedback : Ask a teacher, tutor, or native English speaker to review your writing and provide feedback. Focus on areas for improvement, such as grammar, vocabulary usage, and overall coherence.
• Expand your vocabulary : Continuously work on expanding your vocabulary by learning new words, idiomatic expressions, and collocations. Incorporate them into your writing to enhance your lexical range.
• Be aware of register and tone : Adapt your writing style to the appropriate register and tone for each task. Consider whether the writing should be formal or informal, academic or conversational, and adjust your language accordingly.

The Writing section of the CPE exam requires careful planning, strong organization, and the ability to express your ideas clearly and accurately. By familiarizing yourself with the format of each task, practicing a variety of writing styles, and implementing effective strategies, you can boost your performance in this section. Remember to allocate time for planning, editing, and proofreading to ensure that your writing is well-structured, coherent, and error-free. With consistent practice and a focus on developing your writing skills, you can approach the Writing section with confidence and achieve success in the CPE exam. Good luck!

CPE: Listening

Listening skills are an essential component of effective communication and play a crucial role in various aspects of our personal and professional lives. The Cambridge English Proficiency (CPE) exam assesses candidates’ ability to comprehend spoken English in a wide range of contexts and requires a high level of listening proficiency. This section will provide a detailed overview of the CPE Listening component, including its format, key skills tested, and strategies to improve your performance.

Format : The CPE Listening component consists of four parts, with a total of six recordings. The recordings are played twice, and there is a short pause between each listening. The four parts are as follows:

• Multiple-choice questions : This part assesses your ability to understand the main ideas, specific information, and attitudes or opinions expressed in the recordings. You will listen to three separate recordings, and for each one, you will answer six multiple-choice questions.
• Gapped text : In this part, you will hear a monologue or dialogue with some words or phrases missing. Your task is to complete the gaps in the accompanying text. There are six gaps in total, and you will listen to two recordings.
• Multiple matching : This part tests your ability to recognize specific information, opinions, or attitudes from a longer recording. You will listen to one recording and match ten statements to the speakers in the recording.
• Multiple-choice questions with a key word : This part evaluates your ability to understand detailed information, opinions, or attitudes expressed in the recordings. You will listen to two separate recordings, and for each one, you will answer four multiple-choice questions with a keyword.

Key Skills Tested : The CPE Listening component assesses various listening skills, including:

• Comprehension of main ideas : You need to understand the overall theme or topic of the recordings and extract the main points effectively.
• Understanding specific information : This skill involves being able to identify and remember details such as names, dates, numbers, and other specific pieces of information.
• Recognizing attitudes and opinions : You must be able to understand the speakers’ attitudes, opinions, and feelings conveyed in the recordings.
• Inferring meaning : Sometimes, you may need to infer the meaning of a word or phrase based on the context or the speaker’s tone.
• Following the development of an argument : Certain recordings may present arguments or discussions where you need to follow the logical flow and understand the relationship between different ideas.

Strategies to Improve Performance:

• Develop active listening skills : Engage in regular listening practice by listening to a variety of English audio materials such as podcasts, news broadcasts, and speeches. Focus on understanding the main ideas, supporting details, and the overall message.
• Familiarize yourself with different accents : Exposure to various accents, including British, American, Australian, and others, will help you become accustomed to different pronunciation patterns and improve your listening comprehension.
• Practice note-taking : Develop effective note-taking techniques to capture key information while listening. This can help you remember details and organize your thoughts when answering questions.
• Expand your vocabulary : Enhance your vocabulary by studying words and phrases commonly used in different contexts. This will help you better understand the recordings and answer questions more accurately.
• Use practice materials : Utilize authentic CPE practice tests and listening exercises to familiarize yourself with the format and types of questions asked in the exam. Analyze your mistakes and learn from them to improve your performance.
• Develop time management skills : During the exam, manage your time wisely. Read the questions before each listening task to get an idea of what information you need to focus on. Practice efficient scanning and skimming techniques to locate specific details quickly.
• Improve your overall language proficiency : Enhance your overall English language skills, including grammar, vocabulary, and reading comprehension. A strong foundation in these areas will support your listening comprehension and enable you to understand the context and meaning of the recordings more effectively.

By understanding the format of the CPE Listening component, developing key skills, and implementing effective strategies, you can improve your performance and confidently approach this section of the exam. Regular practice and exposure to English audio materials will contribute significantly to your overall listening proficiency.

CPE: Speaking

The speaking component of the Cambridge English Proficiency (CPE) exam assesses your ability to communicate effectively in spoken English at an advanced level. This section requires you to demonstrate a range of speaking skills, including fluency, accuracy, coherence, and appropriateness of language use. In this detailed section, we will provide an overview of the CPE Speaking component, its format, key skills assessed, and strategies to improve your performance.

Format : The CPE Speaking component consists of four parts, and it is typically conducted in pairs or small groups. The four parts are as follows:

• Interview : In this part, the examiner will ask you a series of questions related to your personal experiences, opinions, or preferences. The questions may be based on a topic provided beforehand or spontaneously generated by the examiner.
• Long turn : In this part, you will be given two photographs and will need to speak for about one minute on a given topic related to the photographs. You will then engage in a discussion with the examiner and the other candidate.
• Collaborative task : You will be given a task that requires you to work with another candidate to discuss and make decisions. This task involves exchanging information, expressing and justifying opinions, and reaching a consensus.
• Discussion : In the final part, the examiner will ask you and the other candidate to discuss a topic related to the collaborative task. You will need to express your opinions, respond to your partner’s ideas, and engage in a meaningful discussion.

Key Skills Assessed : The CPE Speaking component evaluates a range of speaking skills, including:

• Fluency and coherence : You should be able to speak fluently with minimal hesitation, maintaining a smooth and coherent flow of ideas. Connecting words and phrases, organizing your thoughts logically, and using appropriate discourse markers contribute to coherent speaking.
• Accuracy and range of vocabulary : Demonstrate a wide range of vocabulary, including idiomatic expressions and collocations, to express yourself precisely and effectively. Use a variety of sentence structures and verb tenses accurately.
• Grammatical control : Display grammatical accuracy in your speech, including the use of appropriate verb forms, subject-verb agreement, articles, pronouns, and prepositions.
• Pronunciation and intonation : Communicate clearly and effectively by using correct pronunciation, stress, and intonation patterns. Articulate words and sounds accurately to ensure your message is easily understood.
• Interaction and engagement : Engage in meaningful interaction with the examiner and the other candidate by actively listening, responding appropriately, and asking follow-up questions. Show interest and involvement in the discussion.
• Practice speaking regularly : Engage in regular speaking practice with native English speakers or fellow English learners. Participate in conversation clubs, language exchanges, or online discussion forums to improve your fluency and confidence.
• Focus on pronunciation : Pay attention to your pronunciation and work on improving specific sounds or intonation patterns that may affect your clarity. Listen to native speakers, mimic their pronunciation, and practice speaking aloud to enhance your speaking skills.
• Expand your vocabulary : Continuously enrich your vocabulary by reading a variety of materials, such as books, articles, and newspapers. Make a habit of learning new words and using them in your daily conversations to improve your lexical range.
• Develop coherence and organization : Practice organizing your thoughts and ideas logically before speaking. Use discourse markers (e.g., however, moreover, on the other hand) to connect your ideas and provide a coherent structure to your speech.
• Seek feedback : Regularly seek feedback from teachers, language partners, or tutors to identify areas for improvement. Work on their suggestions and incorporate them into your speaking practice.
• Watch and listen to English media : Watch movies, TV shows, and videos in English to expose yourself to different accents, language styles, and cultural contexts. This will enhance your understanding of idiomatic expressions, intonation patterns, and conversational phrases.
• Be an active listener : Active listening is crucial for effective communication. Pay attention to the examiner’s questions, your partner’s ideas, and the context of the discussion. Show engagement through appropriate responses, clarifying questions, and thoughtful contributions.
• Practice time management : During the exam, manage your time effectively in each part. Be mindful of the allotted time for each task and ensure that you address all aspects of the task within the given time frame.

By familiarizing yourself with the format of the CPE Speaking component, honing the key skills assessed, and implementing effective strategies, you can improve your performance and approach this section with confidence. Regular practice, exposure to English conversations, and seeking feedback will contribute significantly to your speaking proficiency.

CPE: Scoring

The Cambridge English Proficiency (CPE) exam is scored based on a standardized system that assesses your proficiency in English at an advanced level. Understanding the scoring criteria is essential for evaluating your performance and setting realistic goals. In this detailed section, we will provide an overview of the CPE scoring system, including the grading scale, individual component scoring, and what scores represent in terms of language proficiency.

Grading Scale: The CPE exam uses a scoring system ranging from 200 to 230. The overall score is determined by aggregating the scores from all four components: Reading, Writing, Listening, and Speaking. Each component is worth 20% of the overall score, while the remaining 20% is allocated to Use of English, which is assessed within the Reading component.

The grading scale for CPE is as follows:

• Grade A : 220-230
• Grade B : 213-219
• Grade C : 200-212

Individual Component Scoring: Each component of the CPE exam is scored independently, and the scores are then combined to calculate the overall result. Here is a breakdown of the individual component scoring:

• Reading : The Reading component contributes 20% to the overall score. It is scored based on your ability to understand and respond to a variety of written texts, demonstrating advanced reading comprehension skills.
• Writing : The Writing component also contributes 20% to the overall score. It assesses your ability to produce coherent, well-structured, and accurate written responses, showcasing advanced writing skills.
• Listening : The Listening component constitutes 20% of the overall score. It evaluates your ability to understand spoken English in various contexts, demonstrating advanced listening comprehension skills.
• Speaking : The Speaking component, like the others, accounts for 20% of the overall score. It assesses your ability to communicate effectively in spoken English, showcasing advanced speaking skills.
• Use of English : The Use of English component is assessed within the Reading component and contributes 20% to the overall score. It evaluates your ability to demonstrate accurate and appropriate use of vocabulary, grammar, and language structures.

Interpreting Scores and Proficiency Levels: The CPE scores correspond to specific proficiency levels, indicating the candidate’s ability to use English effectively in different contexts. Here is a breakdown of the proficiency levels associated with the CPE scores:

• Grade A (C2 Level) : This is the highest level of proficiency. Candidates who achieve a Grade A demonstrate near-native or native-like competence in English. They can understand complex written and spoken texts, communicate fluently and accurately, and use English confidently in various professional and academic settings.
• Grade B (C2 Level) : Candidates who achieve a Grade B demonstrate a high level of proficiency. They have a strong command of English and can understand and produce complex written and spoken texts with a high degree of accuracy and fluency. They can effectively communicate in most situations, although occasional errors may occur.
• Grade C (C1 Level) : Candidates who achieve a Grade C demonstrate a good level of proficiency. They can understand and produce a wide range of written and spoken texts, although with occasional errors. They can communicate effectively in everyday situations but may encounter difficulties with more complex or specialized language use.

It is important to note that achieving a CPE certificate at any grade indicates an advanced level of English proficiency, positioning you as a highly competent English speaker capable of functioning in demanding academic and professional environments.

Understanding the scoring system of the CPE exam allows you to evaluate your performance and set realistic goals for improvement. Each component is scored independently, contributing to the overall score, which is then mapped to specific proficiency levels. By familiarizing yourself with the scoring criteria, you can identify areas for improvement and work towards enhancing your English language skills at an advanced level.

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Cambridge C2 Proficiciency (CPE): How to Write a Review

• Mandatory task: no
• Word count: 280-320
• Main characteristics: descriptive, narrative, evaluative, recommendations/suggestions
• Register: depends on the task

Introduction

A review may be about a book, magazine, film, play, or concert, but it may also be about, for example, an exhibition. The target reader is specified in the question, so the candidate knows not only what register is appropriate, but also has an idea about the kind of information to include. A review does not merely require a general description of, for example, an event or publication, but it specifies the particular aspects to be considered. For example, the review may employ narrative, as well as descriptive and evaluative language, and a range of vocabulary relating, for example, to literature and the media such as cinema or TV. Source: Cambridge English Assessment: C2 Proficiency Handbook for teachers

Reviews are one type of text in Cambridge C2 Advanced that you don’t have to do but you can choose to do it together with articles , reports and formal/informal letters while essays are the only mandatory task in the writing test.

One of the easier tasks

I find reviews to be quite popular among my students because they are very common and really part of our everyday lives. Whenever we try to check out a new restaurant, film, book or experience when we are on holiday, we have a look at what other people think, who have already bought or done it.

That’s why writing reviews comes fairly naturally to many people simply because we see them all the time. We know that a good review is interesting, informative and persuasive and if you can do these things in the exam, you are good to go.

Of course, there are always certain criteria you need to keep in mind, but that’s what I’m here for, so let’s get into it.

What a typical review task looks like

First of all, it is a good idea to have a look at a task and get as much information from it as possible.

We usually want to find out three things that help us prepare for writing a great review:

• What is the topic of the task?
• What exactly do I have to include in the review?
• Who is going to read the review?

The topic of the review is children’s books and you have to talk about one that you enjoyed as child and would recommend even today. To be more specific, you have to say what you liked about it and why you think children today would still get something out of it .

Last but not least, you are writing for the readers of a literary magazine, which tells us that we shouldn’t write in a style that it too informal, but I also wouldn’t write as formally as in an essay . So, we ought to keep the style of language neutral , meaning that we can include some phrasal verbs and other smaller informal features like contractions (e.g. I’m or don’t), but I recommend not using any colloquial expressions that we typically use in spoken English.

How to organise your review

Reviews in C2 Proficiency can normally be structured in a similar way because the different elements we need to include are always the same: a descriptive part, something we need to discuss in a bit more detail, and a recommendation.

Title & introduction

Description, recommendation.

This commonly works very well. You can, of course split up the descriptive part or the discussion part in several paragraphs if it makes sense and at this level, you should definitely be able to make any task work for you, but this is a good basic scaffold that you can utilise in your writing.

Don’t forget to plan your review

Creating a plan before you start writing is an essential element of a good strategy in C2 Proficiency and I strongly suggest not skipping this step. It helps you to put your thoughts in order, which, in turn, can save you a lot of time when you are bringing them to paper.

The easiest way to create a plan is to take the paragraph structure you want to apply and to make some notes for each part:

• Title & introduction : Pippi Longstocking; Astrid Lindgren; 1945; childhood memories
• Description : young girl living by herself with her horse and monkey; super strength; Tommy and Annika; brave; adventures
• Discussion : I love her fearlessness, adventures and colourful world; children nowadays overprotected –> can benefit from a strong character like Pippi
• Recommendation : strongly recommend it; good entry to literature; good example of badass girl

Making the plan was a 4-minute effort and now I’m set and ready for my awesome review. The plan will keep me on track and I won’t have to think about the content anymore. All I have to do is turn my notes into full sentences and focus on good language.

The different parts of a review

Everything I’ve told you up to this point has been about getting yourself ready for the actual writing. We have a paragraph structure we can trust as well as an outline of our ideas. Now, we are going to look at an example and I will explain to you what my thought process looks like.

The introduction in a review has a very straightforward purpose: engage the reader and make interesting from the beginning. I like doing that by asking a question , which involves the reader immediately, including some kind of personal anecdote as well as some very basic facts about the topic of the review , in this case the name of the book and the author.

Pippi Longstocking by Astrid Lindgren Do you still know your favourite story from your childhood? I remember listening to my dad reading stories to me and my sister after lunch every day and my most treasured book was about a brave little girl called Pippi Longstocking written by the Swedish author Astrid Lindgren in 1945.

Every review gets a title, which doesn’t have to be anything spectacular but make sure that your text has one. Then, you can see that I basically just included the different things I mentioned earlier: a question (“Do you still know …?”), a personal anecdote (“I remember listening …”) and some factual info about the book itself. Mission accomplished. The reader is hooked and we can move on to the next part.

The second paragraph is there to talk a little bit more about the subject of your review . In the case of a book you want to give more information, for example, who the main characters are, where and when the story is set, etc. For a review of a restaurant you might mention the location and the cuisine they serve there or why you went there in the first place. I guess you get the idea. Describe what the task wants you to describe and make sure that your language is on point .

Pippi is a nine-year-old girl who lives in her own house called Villa Villekulla together with her meerkat, Mr. Nillson, and a horse. Not only is she an exceptionally brave girl that goes on many adventures with her best friends Annika and Tommy, but she also possesses superhuman strength, which she often shows off throughout the story, for example, by lifting the horse in the air with her friends sitting on it.

Here you can see that I give a breakdown of the main characters as well as the general setting of the story. You don’t want to give too many spoilers because no one likes that, right?

Thanks to my plan I didn’t have to worry about the content, but I was able to focus on the language. I’ve included some nice vocabulary and grammar (not only, but also; exceptionally brave; superhuman strength; which; shows off) to keep the reader engaged .

The discussion portion of a review always asks you to give your opinion on some aspect of the experience . In our example task, we have to say what we enjoyed about the book when we read it and why we think children today might still like it.

We could definitely split this part into two paragraphs, but I made it work in just one.

The excitement I felt back then is still very vivid in my memories. I loved Pippi’s fearlessness and her constant appetite for adventure as well as the colourful world with all its odd characters Astrid Lindgren brings to life. I’m sure that I would still enjoy the book if I ever decided to pick it up again and its timeless character makes Pippi Longstocking a great choice even for children today. In a world where many parents try to bubble wrap their kids and control every aspect of their lives, a rebel like Pippi can be the perfect antidote to that. Young people can learn what it means to confront and even thrive in the face of a challenge instead of avoiding it, which I believe is a very useful quality to have in life.

First, I give reasons for why I liked the story (fearlessness, appetite for adventure, colourful world) and then I project those aspects onto children’s lives today with their very scheduled weeks and little room for creativity and enjoyment while being encapsulated by their helicopter parents (Google it, it’s a real expression.).

With the first sentence I link this paragraph to the introduction and the different aspects in this section are all well connected using different cohesive devices (as well as, I would still enjoy; a great choice even for children today). Use the freedom you have in a review to link everything well and make it as easy as possible for the reader to follow your logical arguments.

The last part of a review should always be a final recommendation. This doesn’t have to be anything special, but this is why we read a review in the first place. We want to know if the writer thinks we should consume or experience the same thing or not.

Long story short, I would highly recommend the story to parents who want to offer their children an entry point into literature and a world full of wonder and excitement that they can share with Pippi Longstocking in a time when their daughters and sons need it more than ever.

Once again, I didn’t reinvent the wheel here. I make my recommendation and try to connect this paragraph to the previous one (“… in a time when their daughters and sons need it more than ever”). With a sprinkle of interesting language (long story short; a world full of wonder and excitement) we bring our review to a close.

Feeling ready for a review now?

By now, you probably can’t wait to start practising. Reviews in Cambridge C2 Proficiency are really not that difficult, especially if you know what you’re doing. Keep in mind the different typical aspects of a review (paragraph structure, planning, interesting and engaging language) and I don’t see how you can ever write a bad review ever again.

If you are interested, I can also help you with some writing feedback or even private classes . Until then, all the best.

Lots of love,

Teacher Phill 🙂

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How to write a review? | C2 Proficient (CPE)

FCE, CAE, CPE

Practice tests online.

A review may be about a book, magazine, film, play, or concert , but it may also be about, for example, an exhibition.

A review does not merely require a general description of a film or publication, but it specifies the particular aspects to be considered . For example, the review may employ narrative , as well as descriptive and evaluative language , and a range of vocabulary relating, for example, to literature and the media such as cinema or TV .

C2 Proficient (CPE) Review: Structure

Practice, write & improve, c2 proficient (cpe) review: writing guide, a task…..

We will use the example topic below  in our  writing guide  advice:

A literary magazine is running a series of reviews of books that people enjoyed reading as a child and would recommend for children today. You decide to send in a review in which you describe a book you enjoyed and the attractions it had for you as a child . You should also explain why you feel it remains relevant for children today.

Write your book review

Step 1: Title

The review should start with the title, and there are several ways to write it:

• imagine you’re reviewing a book you can write  [Title] by [Author]
• if you were reviewing a hotel you could write the [name of the hotel] – a review
• or you can just write something catchy but it has to point to what you are going to review

Title (book): Green Lantern by Stephen King (by) Title (hotel): Ibiza Hotel in Barcelona – a review (a review) Title (restaurant): Taco Bell: U n forgettable experience (catchy)

we will use this title in our guide : TITLE : Six Bullerby Children by Astrid Lindergren – a review

Step 1: Introduction

The introduction focuses on the identification of the author, the title, the main topic or issue presented in the question as well as the purpose.

Introduction : One of my favourite childhood books is the ‘Six Bullerby Children’ written by Astrid Lindergren, a famous Swedish author. The story is set in a three-farm remote village of Bullerby in Sweden.

  TIP : Don’t waste your time looking for a real book or a real movie to match your review. Invent one, it doesn’t have to be real, and neither the author/director nor the characters have to be real. 

Step 2: Main body

Organize the content of your review according to a logical plan, so that each paragraph fulfils a specific role . The examiners will pay attention to whether the structure of your review is followed by some deeper thought and proper organization.

For example, if you’re reviewing restaurants, your first paragraph might be about the exterior , location , and first impressions. The second paragraph can focus on the description of the interior and the service you had to deal with. The third one, which could also be the longest, could describe in detail the culinary side of the restaurant , the dishes and ingredients from which they are prepared, as well as prices.

This is, of course, only an example structure, however, pay careful attention to the fact that the order of the paragraphs and their length have some deeper meaning.

But, let’s go back to our review…

The first body paragraph

Paragraph (1) can give a short summary of the reviewed material. Give a brief overview — plot, setting, actors, and general idea .

Paragraph (1): The narrator is a seven-year-old girl, Lisa who, with her parents and two older brothers – Lasse and Bosse, lives in one of the houses. Lisa describes the daily life of the children in Bullerby which – contrary to what one might think when imagining life in a small, remote village – is far from boring. The children have plenty of funny ideas, which often lead to amusing adventures.

Second and/or third body paragraphs

Paragraphs (2 and/or 3) can be used to describe good and bad points respectively. Unlike essay your paragraphs don’t have to be of the same length — if you liked the described thing then your paragraph with good points will be naturally bigger than the other one.

Paragraph (2): Although the book was included in the compulsory school literature when I was a child (which often meant long, boring reads), I have truly enjoyed the adventures of Lisa and her friends. Despite very limited resources (the story is set in 1930s when children did not have many toys, not to mention a TV or video games!) the children always come up with exciting games or things to play with. This is something I admired and wished I could do when reading the book. Paragraph (3): Another thing which appealed to me as a child was the natural childlike way in which Lisa (or Astrid Lindgren, the author) could tell the story connecting effortlessly with the young readers

Complementary paragraph

In Paragraph (4):   use this paragraph to sum up the good and bad points to make an objective assessment of the reviewed material. You may then recommend or dissuade your readers from seeing/attending it.

Paragraph (4): Despite the environment in which the children live nowadays has changed considerably since 1930s, children will always be children and if the book has appealed to so many young generations since it was published, I believe it will retain its impact. It can be more, even more relevant today, when children are presented with things to play, instead of inventing games themselves. Reading the book could definitely wake up their innate creativity.

Step 3: Recommendation

Recommendation : ‘Six Bullerby Children’ could, however, also be more relevant to adults who would like to either ‘return’ to their childhood for a little while, or be able to connect with their own children a bit better.

See full review…

Full review.

Childhood Book

One of my favourite childhood books is the ‘Six Bullerby Children’ written by Astrid Lindergren, a famous Swedish author. The story is set in a three-farm remote village of Bullerby in Sweden.

The narrator is a seven-year-old girl, Lisa who, with her parents and two older brothers – Lasse and Bosse, lives in one of the houses. Lisa describes the daily life of the children in Bullerby which – contrary to what one might think when imagining life in a small, remote village – is far from boring. The children have plenty of funny ideas, which often lead to amusing adventures.

Although the book was included in the compulsory school literature when I was a child (which often meant long, boring reads), I have truly enjoyed the adventures of Lisa and her friends. Despite very limited resources (the story is set in 1930s when children did not have many toys, not to mention a TV or video games!) the children always come up with exciting games or things to play with. This is something I admired and wished I could do when reading the book.

Another thing which appealed to me as a child was the natural childlike way in which Lisa (or Astrid Lindgren, the author) could tell the story connecting effortlessly with the young readers.

Despite the environment in which the children live nowadays has changed considerably since 1930s, children will always be children and if the book has appealed to so many young generations since it was published, I believe it will retain its impact. It can be more, even more relevant today, when children are presented with things to play, instead of inventing games themselves. Reading the book could definitely wake up their innate creativity.

‘Six Bullerby Children’ could, however, also be more relevant to adults who would like to either ‘return’ to their childhood for a little while, or be able to connect with their own children a bit better.

Get Your (CPE) Review Checked!

C2 proficient (cpe) review: model answers, cpe review sample 1, review subject:.

A TV listings magazine has invited readers to contribute a review of a television series that is particularly popular at the moment. Write a review, explaining why this programme is so popular in your opinion and commenting on whether you believe it deserves such popularity.

Student’s CPE Review Answer:

Nowadays, when TV is pouring out so many ‘thoughtful and entertaining’ programmes at poor TV consumers, it is not an easy task to distinguish and choose which of the meaningless soaps, which is mainly the only choice, is worth seeing . Thank God, there is still one great programme that makes me turn on my goggle box – ‘Friends’.

I bet a couple of years ago, the producers wouldn’t have expected and dreamt that their new ‘attempt to amuse’ bored viewers- and with totally unknown actors ‘from nowhere’ – would earn such a great success. After many years of living a daily life with characters from Dallas, Baywatch, Dynasty, a new wave of funny, clever and witty entertainment struck people in. And obviously, people welcomed the change very warmly .

‘Friends’ is full of diversity . Each of the main five characters is completely different and brings to the series something new. Despite their differences, they create a perfect working jigsaw. They live, laugh, cry and share their tip [txt=”Good use of sophisticated vocabulary and structure”]fate[/tip] together. You can feel some kind of oneness there; and that is a vital thing in every friendship. Chandler – a sexist who can’t live without women -with his ironic and sharp, witty humour, contrasts with naive, a little bit dumb but cute Joey, who has a vanity and irresistible smile in the role of an unsuccessful actor. Monica is a nagging perfectionist who often quarrels with frivolous and untidy Rachel. Ross is a worried palaeontologist who tries to p come to terms that his wife left him. Poor guy! And at last weird Pheobe, who refreshes almost every episode with her ‘fabulous’ music which nobody can get. Oh yeah, she’s quite odd but everybody loves her.

‘Friends’ is a great refreshment after a long, exhausting day at work. It is no wonder that it is so popular. People just love it – from children to adults and older people as well. We need to laugh and relax. The actors, producers and creators deserve appreciation and admiration for making such a great show. People are waiting eagerly for new episodes all the time. And that’s a sign of success. Otherwise, they would cease producing it , wouldn’t they? Not to mention that ‘friends’ is popular in every continent of the world. And that proves something.

I find myself waiting for Friday night impatiently to turn on my TV and enjoy my favourite programme. And I do believe I’m not the only one. It’s just hilarious, you know.

CPE Review Sample 2

A literary magazine is running a series of reviews of books that people enjoyed reading as a child and would recommend for children today. You decide to send in a review in which you describe a book you enjoyed and the attractions it had for you as a child. You should also explain why you feel it remains relevant for children today.

C2 Proficient (CPE) Review: Writing Topics

Cpe review example topic 1.

Write your  review

CPE Review Example topic 2

A tourist magazine is publishing a series of reviews of amusements parks. You decide to send in a review of an amusement park you have visited which included interactive displays, rides, electronic games, a 3-D cinema and a boating lake. You should briefly describe two or three of the attractions and evaluate the contribution that amusement parks can make to the quality of life for local residents.

C2 Proficient (CPE) Review: Narrative, descriptive & evaluative

The review may employ narrative , as well as  descriptive and evaluative language.

What is narrative writing?

• it can be non-fiction or fiction
• includes the basic elements of a plot (setting, characters, action, point of view, dialogue) 
• it’s full of interesting details

The author’s purpose in writing a narrative is to entertain the reader. There are several types of narrative writing but you most likely use personal/fictional narrative. It is when a writer shares a true/fictional story from his or her own life.

What is descriptive writing?

Appealing to Vision

describing colours – scarlet, blinding, white, pitch black, hazy gray describe movement – fluttering curtains ,waving wheat or a rocking boat describe action – using action verbs such as jumped, exploded or shattered describe your setting – such as a landscape or scene

Appealing to Hearing

sounds of nature – such as rustling leaves or crickets chirping sounds of the city – such as motors running, cars honking or the freeway buzzing

Appealing to Smell

pleasant smells – using words with positive connotations such as perfume or aroma unpleasant smells –  using words with negative connotations such as odor or stink

Appealing to Taste

You can use for example adjectives such as bitter, sweet, salty or sour . disgusting taste – such as rotten meat or acid

Appealing to Touch

draw out your reader’s imagination by using descriptive adjectives such as smooth, rough , sticky, itchy, slimy , fluffy or squishy.

What is evaluative writing?

Depending on your subject, there may be some elements that are expected to be present by your reader. For instance, if you are reviewing a movie , people would probably expect that the quality of the actors’ performances or you or about lighting and how scenes were shot.   If it’s missing, your audience is likely to question your review.

Example phrases used in evaluative writing; you will probably notice that these are also typical for an essay.

One example of ….  is when… …  presents his views about the theme… … argues not only that Holden is a loafer but also… … having discussed …… eventually focuses on ….. Arguably, ….. In general I agree with ……although I think that …..

C2 Proficient (CPE) Review: Writing Checklist

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

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

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

Communicative Achievement

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

Organisation

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

More than Practice Tests

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

We will finish it with some useful vocabulary. Although it istaking a shortcut , if you learn several expressions for each paragraph in each type of text that could be on your exam, you will certainly be able to create a very consistent text.

Book reviews:

Vocab to describe the book in general: a page-turner / a white-knuckle ride / a tearjerker / a laugh a minute / I couldn’t put it down.

Vocab to describe specific parts: a slow start / a gentle introduction /gripping climax / nail- biting conclusion/cliff-hanger ending/ a shocking twist in the tail

Setting: The book is set in …… (place/time) The action takes place in ……. (place/time) the present day (now) an alternate reality where vampires/wizards walk the earth a sleepy village in the USA the bustling city of New York

Plot : The plot centres around / focuses on (the adventures/lives of ……) The plot follows the adventures of ……(character name)

Characters: Villain / hero / heroine / anti-hero / main character / protagonist The characters are believable / well-crafted / a bit 2 dimensional.

Film/TV reviews:

General: An all-star cast heavily influenced by the films of… glowing reviews startling originality suspense builds up a polished performance a bold experiment an accomplished actor an unmitigated disaster (bad film) a dazzling display of his/her talents made a lasting impression on me. Brought a tear to my eye Like watching paint dry (boring) I was on the edge of my seat (exciting) A blockbuster (big commercial film eg Superman) … sets off an amazing chain of events Gripping film (exciting) The director/author evoked a magical atmosphere … awakened my interest in… Hold my attention Capture the audience’s imagination. Spectacular set-pieces (main action scenes) … is cast in the role of… … is miscast in the role of… …gives a(n) (un)convincing performance as… The film is let down by a clichéd script.

Restaurant review:

Hearty meal Wholesome food Piping-hot Succulent/juicy (meat) Creamy With a kick (spicy) Crunchy/crispy Well-seasoned Packed with flavour A steaming plate of… Hungry/starving/ravenous/famished Bustling eatery(restaurant) Lively atmosphere Service with a smile

Would you pass C2 Proficient (CPE)?