Assessing writing for
Cambridge English Qualications:
A guide for teachers
C2 Proficency
Contents
Who this guide is for ........................................................................................................................................ 3
How to use this guide
...................................................................................................................................... 3
Key terminology
................................................................................................................................................. 4
Understanding the Cambridge English Writing Assessment Scale
........................................ 6
How to assess and develop learners’ writing skills in the classroom
..................................... 9
How to assess writing for C2 Prociency
............................................................................................24
Sample tasks with comments
....................................................................................................................35
Extra resources
................................................................................................................................................. 52
Who this guide is for
Teachers around the world spend many hours evaluating learners’ writing. With lots of
practical tips and real examples, this guide will help you to develop and assess learners’
writing skills in preparation for the C2 Prociency exam.
About C2 Prociency
Tests reading, writing, speaking and listening
skills, plus use of English
Shows that learners can:
• study demanding subjects at the highest
level, including postgraduate and PhD
programmes
• negotiate and persuade eectively at
senior management level in international
business settings
• understand the main ideas of complex pieces
of writing
• talk about complex or sensitive issues, and
deal condently with dicult questions
Our highest level qualication that
comes after C1 Advanced
Tests learners at CEFR Level C2
Can be taken on digitally or on paper
How to use this guide
To get the most from this guide:
• Try the practical ideas and reect on how these techniques aect the processes of
learning and teaching in your classroom.
• Discuss dierent approaches with learners in order to understand their preferences
and needs, and to nd out what approaches are most helpful to them.
• At the end of the guide, there are some real samples of assessed writing from the
C2 Prociency exam. A top tip before you look at the real marks and comments: try
applying the ocial assessment criteria to the written samples by yourself! Make a
note of whether you gave similar marks or made similar comments.
• You can navigate the document by using the buttons on each spread:
Previous page Next page First page Previous view
3
Who this guide is for
Key terminology
Language assessment is a specialist eld and there is some common terminology
which might be unfamiliar to you. Learning to recognise these terms will help you to
understand this guide.
Denition Cambridge English says … Teachers might say …
A person who is learning English,
usually in a classroom.
learner
student / learner / pupil
A person who takes an exam. (This is
a more formal word because it refers
to work done in the exam, not work
done in the classroom.)
candidate
The things considered when a
piece of writing is marked for an
exam. For the C2 Prociency exam,
these are: Content, Communicative
Achievement, Organisation and
Language.
1. Writing Assessment Scale
2. Writing Assessment
subscales
1. Assessment criteria
2. Assessment
categories
Each piece of writing gets four sets of
marks for each of the subscales, from
0 (lowest) to 5 (highest).
Bands (0–5) marks / scores / grades
These terms are commonly used to refer to Cambridge English Qualications. There
are also some other terms in this guide which are more widely used in the eld of
assessment. When these terms appear in this guide, you’ll nd an explanation nearby in
a glossary box like this:
Key terminology
The Common European Framework of
Reference (CEFR) is an international standard
for describing language ability. It uses a six-point
scale, from A1 for beginners up to C2 for those
who have mastered a language. This makes it
easy for anyone involved in language teaching
and testing, such as teachers or learners, to see
the level of dierent qualications.
CEFR scale
54
Key terminology
Understanding the Cambridge English Writing Assessment Scale
Every Cambridge English Qualication targets a specic level of the CEFR and
includes a range of tasks that are suitable for learners at this level.
The detailed descriptors in the Writing Assessment subscales are slightly dierent for
each exam and are based on its target CEFR level. However, all Cambridge English
Qualications are designed to test a learner’s ability to understand and use English
eectively in real-life contexts, so the descriptors for dierent exams have some things
in common.
For example, candidates at every level are expected to demonstrate good organisation
in their written work, but examiners will expect to see progression and dierent levels of
ability in each exam:
Organisation
B2 First for Schools C1 Advanced C2 Prociency
Descriptor
The text is generally well
organised and coherent,
using a variety of linking
words and cohesive
devices.
Text is a well-organised,
coherent whole, using a
variety of cohesive devices
and organisational
patterns with exibility.
Text is organised
impressively and coherently
using a wide range of
cohesive devices and
organisational patterns
with complete exibility.
Key terminology
Descriptors are detailed notes to help examiners
and teachers use the assessment subscales
eectively to evaluate and grade a learner’s
writing. Descriptors for Bands 1, 3 and 5 indicate
what a candidate is expected to demonstrate at
lower, average and higher levels of ability.
These points are considered by Cambridge English when marking a piece of work:
Content
The candidate answered the task. They have done what they were asked
to do.
The candidate did not include everything they were asked to. They have
written something irrelevant.
Communicative
Achievement
The writing is appropriate for the task. The candidate used a style which
is appropriate for the specic communicative context.
They have written in a way that is not suitable – for example, using a very
formal style in an email to a friend or ending an article with ‘Best wishes’.
Organisation
The writing is put together well. It is logical and ordered.
It is dicult for the reader to follow. It uses elements of organisation which
are not appropriate for the genre, like beginning an email with a title or
forgetting to include a title for an article.
Language
There is a good range of vocabulary and grammar. They are used
accurately. Collocations are used appropriately.
There are mistakes that could make the text dicult or confusing for the
reader. Some mistakes are unproblematic. Whether the reader is still able
to understand the text is assessed.
A learner might be stronger in one area than another – for example, they might be
good at fully answering the question (Content) but not very accurate in their use of
grammar and vocabulary (Language). For this reason, each piece of writing is given
a separate mark for each subscale, from 0 to 5. Together, these indicate the learner’s
areas of strength and weakness in the four dierent areas of assessment.
For example, if a candidate scores Band 5 for Content and Band 2 for Language, this
suggests that they answered the question well and the reader would not feel that
any information was missing, but that the use of grammar or vocabulary was not very
accurate.
If a candidate scores Band 3 or above in the C2 Prociency exam, this indicates an
ability of CEFR C2 level. Bands 1 and 2 indicate that the learner is still performing at
C1 level. Passing C2 Prociency proves that the learner has mastered English to an
exceptional level.
76
Understanding the Cambridge English
Writing Assessment Scale
Content
Communicative
Achievement
Organisation Language
5
4
3
2
1
0
Subscales
Bands Descriptors
Learners’ writing is assessed using these assessment scales, bands and descriptors. The
quality and consistency of the marking is closely monitored, which means that learners
around the world can feel condent that their exam results reect their true ability to
write in English.
How to assess and develop learners’
writing skills in the classroom
It takes time and practice to develop good writing skills, and part of this
development is regular formative assessment. Teachers can do this assessment, but
learners can also assess their performance for themselves.
The prole of a learner preparing for C2 Prociency is arguably quite dierent from
other levels, which can inuence our choice of teaching and learning strategies. For
example:
• Learners at this level may be extremely motivated to improve, but they are also highly
capable of expressing complex ideas in writing. Because of their high level of English,
they may not notice, or feel as if they are making progress. This can be extremely
frustrating.
• They may already be using English on a daily basis in their personal or professional
life, leading to them feeling very condent and competent in one area in which they
engage quite frequently (such as writing formal letters) but less able in another area
in which they have little experience (such as informal communication via text message
or email).
• In one class there can be a lot of individual variation in terms of strengths,
weaknesses, knowledge and needs. C2-level learners have probably already been
studying or using English for a long time and the only obvious remaining areas
for improvement can be very specic or personal from learner to learner, such as
fossilised habits.
To prepare for the C2 Prociency exam, learners should:
• Read widely to familiarise themselves with the conventions and styles of dierent
types of writing (articles, reports, essays, reviews, etc.).
• Read plenty of authentic texts (that is, not designed specically for learners but
written for readers of English worldwide). The internet is invaluable for nding
examples of such texts.
• Develop the habit of writing frequently, such as 10 minutes every day in a personal
journal, emails, notes, etc.
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How to assess and develop learners’
writing skills in the classroom
• Write 10-minute plans for a variety of questions in past papers, so that planning
becomes automatic, ecient and quick.
• Have chances to practise exam tasks with clear time limits and word limits, just like in
the real exam.
• Practice typing on the computer or, if doing the paper-based exam, practice writing
clearly.
They must also understand:
• what they’re being assessed on in the exam
• their own strengths and weaknesses
• how they can improve any areas of weakness.
• The key to this understanding is regular, eective assessment.
• It’s a good idea to use a mix of teacher assessment, peer assessment and self-
assessment during an exam preparation course. This variety can make lessons
more interesting and engaging, but it’s also useful for learners to write for dierent
audiences and to get feedback from dierent sources, as we all have dierent
strengths and notice dierent things.
Key terminology
Formative assessment is when a teacher gives learners feedback on their progress during a course, rather
than at the end of it, so that the learners can learn from the feedback.
Teacher assessment
Top tips
1110
How to assess and develop learners’
writing skills in the classroom
• Assessment isn’t just about correcting mistakes, and three of the four Writing Assessment subscales in C2
Prociency are not about language accuracy. So it’s important to respond to what learners write, not just
how they wrote it. This is particularly challenging at very advanced levels, as learners may have studied
for many years and be self-conscious about their common mistakes or feel they haven’t made much
progress recently. It’s easier to see your progress when you’re a beginner!
• Teaching learners at very advanced levels often requires observation of what they’re not doing. Perhaps
there are areas of language which they’ve studied and understand, but which do not feature actively
in their own speaking or writing. Activity 1 is one way that you can help learners improve their range of
language by identifying and lling gaps in their active knowledge.
• Hearing the teacher’s voice can feel more personal and supportive than receiving written feedback in red
pen. For example, you could make a short video or voice recording with your comments.
• Adopting dierent approaches to giving feedback is particularly helpful to support learners with specic
learning needs, such as dyslexia.
Activity 1
Assessment focus: Language.
Aims: To identify gaps in learners’ already-strong knowledge of English, to build on this knowledge and to
push them to use a wider range of language in their active repertoire.
Steps:
1. Before class, take a sample exam response and highlight three sentences which could be expressed
dierently. For each one, create a gapped sentence for learners to complete, just like in Part 4 of the
Reading and Use of English paper (key word transformations).
2. In class, review the format of this part of the exam. Although key word transformations are not part of
the Writing paper, students should be able to identify some ways in which this is relevant to their writing.
Possible answers:
• Regular reading and attention to language can help develop learners’ own use of vocabulary,
grammar, style and collocations.
• There are often dierent ways to express the same idea, sometimes with only subtle dierences in style
or usage, which are more or less appropriate for dierent types of text with dierent communicative
purposes.
3. Now give learners the sample exam response and the gapped sentences. They should spend
approximately 15 minutes looking at these and attempting to reformulate the highlighted sentences.
Remind them of the instructions for this part of the exam: they must not change the word given, and they
must ll the gap with between three and eight words, including the word given.
Here is an example, using sample answer 7 (a Part 2 letter):
i. Citizens are normally wary of strangers and would never stop to help others.
reluctant
Citizens are normally wary of strangers and _____________________________________ .
ii. Every Sunday a market and fair is held in Smitheld Square where families and friends get together.
gather
Every Sunday, ___________________________________________ for a market and fair.
iii. Despite the often foul weather, Dubliners look relaxed and never in a hurry.
across
Dubliners _______________________________________ and never in a hurry, even despite the often foul
weather.
Activity 1
4. In pairs, learners now compare their ideas and discuss what dierence (if any) these alternatives make to
the style, formality or appropriateness of the writing.
5. Give learners time to discuss these dierent language choices and to record any in their notebooks that
they wish they had thought of!
6. For homework, give learners back a recent sample of their own writing with two or three sentences
highlighted which they can ‘transform’ in a similar way to the exercise you did in class, above.
1. Citizens are normally wary of strangers and (are) reluctant to help others.
2. Every Sunday, families and friends gather in Smitheld Square for a market and fair.
3. Dubliners come across as relaxed and never in a hurry, even despite the often foul weather.
Answer key to step 3
After step 6, you can build in peer assessment by getting learners to bring their edited texts to class and
evaluating each other’s transformations of the selected sentences. Prompt them to reect:
• Are their transformations accurate?
• What dierence do their transformations make, if any, in terms of style, formality and appropriateness for
the communicative purpose(s) of the text?
• Are there any other ways to transform these sentences? What dierence would this make?
• What have they learned from their partner’s work, which they could incorporate into their own work in
future?
Encourage learners to discuss the impact of certain choices of language. Learners at this level in particular
need to appreciate nuance. In some cases, they might think there is a huge dierence between certain words,
phrases or structures when in fact the eect of choosing one over another is really quite subtle.
Follow up
1312
Activity 1
Activity 2
Assessment focus: Individual style, strengths and weaknesses.
Aims: To tailor teacher feedback to a specic student’s needs and interests.
Steps:
1. Show learners a sample writing task from the C2 Prociency exam. Put them in pairs to plan (but not write)
a response. For example, you could use the article task which appears in this guide:
A magazine has invited readers to contribute to a series of articles entitled ‘An Unforgettable Event’. You decide
to write an article briey describing an event that is especially memorable for you. You should also evaluate the
benets for people, in general, of recalling memorable events.
Write your article.
2. Now show them two sample answers to this task prompt. In pairs, they should play the role of teacher,
reading the answers and identifying the dierent strengths and weaknesses of each writer. They should
summarise these in note form.
Here is an example, using sample answers 3 and 4 from the end of this guide. The highlighted strengths are
things that the other learner might like to ‘borrow’ and use in their own writing
in future.
Strengths Areas to develop
Sample
answer 3
• Content – all relevant, reader fully informed.
• Communicative Achievement – combination
of direct and indirect speech (appropriate
to article); natural tone; appropriate use of
language to balance detail with emotion and
show writer’s enthusiasm.
• Language – wide range of vocabulary including
collocations; eective use of style; suitable
structures for tone and topic of text;
minimal errors.
• Or
ganisation – clear par
agraphing; appropriate
use of punctuation after subordinate clauses
(such as As I had expected); wider range of
organisational patterns and cohesive devices.
• Language – less use of rst person
I remember; I believe; I sometimes nd myself, etc.
and more use of o
ther means to express or imply
the writer’s own attitude and beliefs.
Sample
answer 4
• Content – all relevant, reader fully informed.
• Communicative Achievement – rhetorical question
in introduction (And what’s not to like?).
• Organisation – a variety of cohesive devices and
organisational patterns; clear story development.
• Language – word order; appropriate word
choice; accuracy of spelling.
• Communicative Achievement – better use of
the conventions of the article genre, such
as presenting opinions and views with more
sophisticated expressions than I believe.
• Organisation – wider range of cohesive devices
and organisational patterns.
3. Now set learners a dierent writing task, either for homework or in class. They should write their responses
individually. Collect these and tell the learners to expect to receive your feedback in the next class in a
similar way, i.e. a summary of their top strengths and areas to develop.
4. Students use the website ‘Write and Improve’ to get feedback on their articles. Students type their
articles into the Write and Improve platform, and get feedback. They can then use the feedback to rewrite
their essays.
Adaptation – Activity 2
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Activity 2
You could adapt this activity for peer feedback, rather than (or before) teacher feedback. Collect and
read the range of responses that the learners wrote and try to identify pairs of responses where learners’
strengths and weaknesses generally complement each other. For example, one learner struggles with
accuracy but has excellent organisation and another learner has the reverse problem! In the following lesson,
you can incorporate peer assessment by putting these students together and inviting them to read and
comment on each other’s texts. Can they share any top tips from their own areas of strength which would
help their classmate develop their writing skills?
Check out the peer assessment top tips for more ideas on how to help learners support and gain inspiration
from one another.
Peer assessment
• At Level C2, the notion of ‘peer’ has a wider reach than it does with lower-level exams. It can include other
learners who are preparing for the exam, but it might also include other highly competent users of English
globally. This means it’s a good idea to use authentic materials and to practise writing with other English
users in general (as opposed to learners). Activity 4 demonstrates one way of using authentic online texts
to help learners make frequent, brief writing a natural and enjoyable habit.
• Every piece of writing has an audience. When learners read each other’s work, they should look back at
the task, identify who the target reader is, and then read the text to see whether it has been written with
a specic reader in mind. This will help them to get a better understanding of the concept of
‘target reader’ which is mentioned in the ‘Communicative Achievement’ subscale.
A lifestyle magazine has asked readers for their views about the quality of life in today’s towns and cities. You
decide to write a letter in which you briey describe one or two personal experiences that illustrate what urban
life is like for you and other people in your neighbourhood. You should also explain which factors are crucial for a
good quality of life in towns and cities generally, and why.
Write your letter. Do not add any postal addresses.
At Level C2, the target reader(s) for the writing tasks is often implied rather than explicitly stated. Here, the
target readers include both the editor and readers of this lifestyle magazine.
• Some learners can feel nervous and uncomfortable about getting feedback from peers instead of a
teacher. This is especially common in accuracy-focused or exam-focused contexts. Talk to learners about
the benets of peer assessment and the importance of being constructive in order to inspire (rather than
destroy!) peers’ condence and development.
• Learners at very high levels can engage in really rich discussion of more subtle, nuanced uses of language.
It’s important that they recognise the benets of this for learning. High-level peers have the ability to
compare in detail the impact of their linguistic choices.
• When asking for feedback, learners must be specic and make it clear what they would like their peers to
look at. If they don’t know how to begin, you could suggest a ‘feedback sandwich’: one positive point, one
thing to develop and, nally, one more positive point.
• Peer feedback is most eective when it’s included as a regular part of a course. You could also consider including
teacher feedback as a nal step, after learners have had a chance to revise their writing based on peer
feedback.
Top tips
Key terminology
Peer assessment is when learners give feedback on each other’s language, work, learning strategies, or
performance. Research shows that people who are similar to the learner in age, gender, rst language and
learning goals are very motivating as role models.
Activity 3
Assessment focus: Communicative Achievement.
Aims: Rather than a classroom ‘activity’ as such, the following suggestion is a useful general approach
to writing skills projects which can improve learners’ participation, enjoyment and development over
a longer term. Learners are encouraged to focus on writing for a real-world audience with real-world
communicative purpose(s).
Steps:
1. With learners, identify some examples of writing opportunities outside class which involve several rounds
of writing, responding and possibly editing. This might take place over a few lessons, including homework,
to allow time for online research. Here are some ideas to get you started:
• A X thread. A ‘thread’ is ‘a series of connected messages from one person’. The particular challenge
for learners here is that each message must be written in a maximum of 240 characters (letters +
spaces) and they should be linked coherently to form a larger narrative or argument. Writing in such
strict conditions helps learners express themselves succinctly and organise their thoughts to be easily
accessible to a wide international (online) audience. Posting them on X also encourages others to
interact, including people outside the learners’ normal personal or professional worlds.
• Postcrossing, a global network of people who enjoy writing and receiving real postcards. Anyone in the
world can write and receive these postcards, which encourages authentic communication rather than
classroom-focused ‘practice’ language.
• NaNoWriMo
*
, a community-focused month-long writing competition with a goal of writing 50,000
words of a novel in just 30 days. Originally aimed at younger writers, the competition allows anyone
to take part, and there’s no reason why learners can’t run their own event whenever it suits them.
Although the C2 Prociency exam does not include a creative writing task, successful creative writing
requires meticulous planning, which is a transferable skill for the exam. If your learners like creative
writing, this is a great option for them to explore.
Steps 2/3 on next page
*Works best with Chrome, Firefox and Safari.
1716
Activity 3
Activity 3
2. Invite learners to identify advantages of developing their writing in these ways. For example:
• The purposes and audiences are authentic, i.e. not learners in classrooms but simply other English users
worldwide. This exposes them to a much wider range of uses and styles of English from which they can
borrow and develop their own writing.
• By writing without a xed task, they can focus on their own areas of personal or professional interest.
This can boost motivation and help address individual needs, which can be very diverse when working
with such high-level learners.
• Creative writing, such as story-writing, pushes learners to make dierent choices about language
according to the requirements of particular characters or genres. This helps them extend their active use
of language beyond their usual range. And in the C2 Prociency exam, it’s important that candidates can
demonstrate a wide range of language which is suitable for dierent styles, texts and audiences.
3. Encourage learners to begin and continue writing without too much guidance from you. The objective
here is peer development and assessment:
• Peer development: If learners want feedback before sharing their writing, they should ask a classmate
rst for feedback on specic areas. This encourages them to listen and ‘borrow’ from each other, pushing
them to use what they already know and to give each other feedback which is truly constructive.
• Peer assessment: The ‘peers’ in this approach are other English users in the world (such as people who
read and respond to Twitter threads). By participating in natural communication with other English
users, learners get an authentic, real-world response and feedback on their writing, which will be
dierent from the instructional tips or corrections they might receive from a teacher or classmate.
Activity 4
Assessment focus: Content, Communicative Achievement, Language.
Aims: Rather than a classroom ‘activity’ as such, the following suggestion is a useful general approach to
encouraging learners to write little and often. This helps them make uent writing a natural, enjoyable
daily habit.
Steps:
1. Learners spend a few minutes reading online news sources and/or social media (such as X or a news
website) for headlines and topics that interest them.
2. Pairs discuss their thoughts and responses to the topic(s). Even very advanced learners often feel stronger
in one of the two productive skills (writing and speaking), so this step encourages them to use one skill to
practise and develop the other.
3. Conduct whole-class feedback, helping them develop and expand on key ideas.
4. Learners now spend just 10 minutes writing freely on their chosen topic(s). They can write in any format
they like, for example:
• A brief plan for an essay about the topic.
• ‘From the heart!’ A personal response to the topic, such as a short diary entry or poem.
• ‘On the contrary …’ Create an argument in response to the topic, which you do not agree with.
(This challenges learners to use higher-order thinking skills and not to rely on the same ideas or
language that they ordinarily use.)
• ‘Report it!’ Write a short newspaper article or report on the topic.
• ‘Magazine feature.’ Write just the opening paragraph of an article for a magazine in response to the topic.
• ‘Dear Sir/Madam …’ Write a letter to your local government representative to summarise your response
to the issue discussed.
5. Peers read each other’s brief texts and respond briey to the ideas. Their focus here should be to comment
on the content and praise interesting language, not to critique or correct. Ideally, learners will work in
dierent pairs from the ones in step 2, above, so they don’t feel they’re merely repeating this step.
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Activity 4
Self-assessment
• Include self-assessment as a regular part of your course. For example, circle mistakes in learners’ writing
and ask them to nd the corrections themselves. Talk to learners about why it’s helpful to take personal
responsibility for their own learning.
• If doing the paper-based exam, get learners to count the number of words in their writing every time they
do exam practice. It can waste valuable time during the real exam if they stop to count all the words in what
they’ve written, so they need to know what texts of 240–280 words or 280–320 words typically look like in their
own handwriting. For some learners, this will ll two or three pages but for learners with smaller handwriting it
could be much less!
• At the highest levels, learners should be using things they already know in new ways or contexts – for
example, less common expressions with high-frequency prepositions and adverbs like ‘around’ or ‘out of’,
or inversion structures used for emphasis in addition to more familiar question forms (‘Not only did we …’,
‘little did they know …’). Activity 6 includes more examples and will help support learners in doing ‘new
things with old language’.
Top tips
Key terminology
Self-assessment is when learners decide for themselves if they think they are making the progress they need
to for their particular level, to showcase their extensive language knowledge and to develop their ability to
use a wide range of grammar and vocabulary. Developing good self-awareness is important for becoming
an eective independent learner.
Activity 5
Assessment focus: Genre conventions and style.
Aims: To practise ‘reading for writing’; to help learners notice subtle and specic uses of language in
authentic texts and adopt these into their active repertoire.
1. Tell learners they’re going to practise ‘investigative reading’. Invite them to speculate on what you mean
by this before conrming:
• They should investigate a topic of their choice by researching online and identifying two or three texts
that they are genuinely interested to read.
• These texts can be of any length and from any source, but ideally they should reect the type of text the
learners will need to write in their C2 Prociency exam (a review, an essay, a letter, a report or an article).
• Later, they will examine these texts for useful elements that they can incorporate into their own writing.
Activity 5
2. Before they read the texts, they should identify or create a task prompt that these texts would respond to.
For example:
• If they have chosen an article, essay or report, what is the title or headline? Does the text seem to be
divided into clear sections? Is there a brief summary or introduction at the beginning?
• If they have chosen a letter, what information do they have about why it was written? For example, did
a magazine editor specically request letters from readers, or does the letter appear in the ‘letters to
the editor’ section of a newspaper in response to recent news items?
• If they have chosen a review, what is being reviewed – a lm, book, restaurant, etc.? Why is it being
reviewed? Where is it being reviewed – what type of publication does the review appear in? Who is the
audience – a general population or a specic demographic such as students or subject specialists?
3. Now they have a task prompt, they should write their own text of this type (an article, a review, etc.).
4. After writing, they should put their own text aside and now read the original. The rst time they read, they
are reading just for interest. They should consider how similar or dierent the writer’s opinions, style and
approach are to their own.
5. Now they read again and make specic notes on:
• the attitude and opinions of the writer
• any parts of the text in which the writer is trying to convince or persuade
• the style and tone of the writing (humorous, sarcastic, serious, provocative, etc.).
They should collect examples in their notebooks of the vocabulary, structures and any specic references or
examples used by the writer (such as cultural references).
6. Finally, they revisit the version of the text which they wrote and reect:
• Would they make any changes? Why/why not?
• Is there any vocabulary or structure in the text they found online which they can ‘borrow’ and use in
their own writing? What eect would this have?
• Can they see any patterns in the text they investigated? For example, if the tone is generally very
humorous, how does the writer achieve this?
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Activity 5
Activity 6
Assessment focus: Language.
Aims: For learners to reect on and expand their range of active vocabulary and grammatical structures.
Steps:
1. Discuss why keeping a reective language journal can be very useful for language learning. Some ideas
might be:
• to maintain motivation over a long period
• to keep a record of things learners don’t see/hear very often, so they don’t forget them
• to identify common challenges that they face, so they can begin to think about how to overcome them
• to give them daily practice of writing so it becomes more natural and comfortable.
2. Get learners started with three to four examples of high-frequency vocabulary or grammar structures.
Invite them to write each one at the top of a clean page, leaving space to add notes and examples later.
(Ideally, these would be things that you know are coming up later in your course syllabus, which are already
familiar to your students but now appear in new or less familiar contexts.) For example:
Word/structure Common/familiar usage Less common/advanced usage
particular (adj.)
• ‘Are you looking for anything
in particular?’
• ‘This particular one is my
favourite.’
• ‘for no particular reason’
• ‘He’s very particular in his choice of music.’
• ‘You need to complete this form with all your
particulars.’ (n.)
escape (v./n.)
• ‘The cat has escaped!’
• escape the daily routine
• ‘Oh, I’m so sorry – I was so distracted, your message
completely escaped my notice.’
• ‘I recognise that woman but her name escapes me.’
• ‘a narrow escape’
• ‘to make [my] escape’
Past participles
• loved
• learned
• eaten
Adjectival use with dierent pronunciation:
• beloved (3 syllables)
• learned (2 syllables)
In perfect participle clauses:
• ‘I can remember every single word of the story,
having been told it countless times as a child at
bedtime.’
• ‘Not having eaten at all that day, I was absolutely
famished by 4pm!’
Activity 6
3. Encourage learners to spend 15 minutes every day looking at the material they’ve studied and identifying
any examples of ‘old’ language appearing in a ‘new’ way, then record this in their journals. They should
include:
• the word/structure in the context in which they heard/read it (a full example sentence)
• how it is used (the surrounding language, such as dependent prepositions or gerund/innitive
patterns, etc.)
• the pronunciation of the word/structure (especially any stress or intonation features that are dierent
from how the word/structure is used in other contexts)
• a translation(s) of the whole phrase in their L1, which may help them better appreciate the infrequent
or specic nature of this particular usage (compared to its everyday usage).
4. Invite learners to share their reective diaries with you regularly, for example every Monday. Without
regular attention, diary projects may begin well but quickly get forgotten. Regular attention provides
three key opportunities:
• By keeping diaries, learners are eectively collecting a rich bank of vocabulary that could be exploited
as a resource for classroom warmers, llers and vocabulary games.
• Learners are all keeping their own individual diaries, with vocabulary they personally nd interesting or
important, which could support peer teaching.
• If you notice any eorts to use this more sophisticated language in their written work, you can praise
them for their ambition and creativity!
2322
Activity 6
How to assess writing for C2 Prociency
The texts and tasks in Cambridge English Qualications are designed to reect
real-world communication and to test learners’ true abilities in English, so
preparing learners for the Writing test shouldn’t be very dierent from developing
and assessing their writing skills in general. But of course, the tasks, timings and
assessment scales for an exam are very specic and learners should have plenty of
practice before they take the real exam.
The C2 Prociency Writing paper has two parts and lasts for 1 hour and 30 minutes in
total. Candidates have to show that they can write dierent types of text in English.
Part 1:
Writing an essay
Part 2:
Writing an article, a letter, a
report, or a review.
How many tasks are
there?
One. The candidate must answer
this task.
Three. The candidate must
choose one task to answer.
How many marks are
there?
20 (maximum) 20 (maximum)
What do candidates
have to do?
Write a discursive essay of
240–280 words.
Candidates read two texts of
approximately 100 words each
and must write a coherent essay
which integrates a summary
of the key points contained in
these texts, an evaluation of the
abstract arguments involved and
their own ideas on the topic.
Write 280–320 words.
The rubric for each question will
set out the purpose for writing,
indicate the target reader
and therefore suggest the
appropriate format and register
required in
the answer.
Writing Assessment subscales for C2 Prociency
As with other Cambridge English exams, candidates’ writing for C2 Prociency
is assessed in terms of Content, Communicative Achievement, Organisation and
Language. The detailed band descriptors are as follows:
C2 Content Communicative
Achievement
Organisation Language
5
All content is
relevant to the
task.
Target reader is
fully informed.
Demonstrates complete
command of the
conventions of the
communicative task.
Communicates complex
ideas in an eective and
convincing way, holding the
target reader’s attention
with ease, fullling all
communicative purposes.
Text is organised
impressively and
coherently using
a wide range
of cohesive
devices and
organisational
patterns with
complete exibility.
Uses a wide range of vocabulary,
including less common lexis, with
uency, precision, sophistication
and style.
Use of grammar is sophisticated,
fully controlled and completely
natural.
Any inaccuracies occur only as
slips.
4
Performance shares features of Bands 3 and 5.
3
Minor
irrelevances and/
or omissions may
be present.
Target reader
is on the whole
informed.
Uses the conventions of
the communicative task
with sucient exibility
to communicate complex
ideas in an eective way,
holding the target reader’s
attention with ease,
fullling all communicative
purposes.
Text is a well-
organised,
coherent whole,
using a variety
of cohesive
devices and
organisational
patterns with
exibility.
Uses a range of vocabulary,
including less common lexis,
eectively and precisely.
Uses a wide range of simple
and complex grammatical forms
with full control, exibility and
sophistication.
Errors, if present, are related
to less common words and
structures, or occur as slips.
2
Performance shares features of Bands 1 and 3.
1
Irrelevances and
misinterpretation
of task may be
present.
Target reader
is minimally
informed.
Uses the conventions of
the communicative task
eectively to hold the
target reader’s attention
and communicate
straightforward and
complex ideas, as
appropriate.
Text is well
organised and
coherent, using a
variety of cohesive
devices and
organisational
patterns to
generally good
eect.
Uses a range of vocabulary,
including less common lexis,
appropriately.
Uses a range of simple and
complex grammatical forms with
control and exibility.
Occasional errors may be
present but do not impede
communication.
0
Content is totally
irrelevant.
Target reader is
not informed.
Performance below Band 1.
2524
How to assess writing for C2 Prociency
These subscales and descriptors were designed to be used when marking Cambridge
writing exams, so some of the specialist terminology may be unfamiliar to you. Now,
you can see what these descriptors mean in practice. For each subscale, there’s
an explanation of the descriptors, followed by a real example of an exam task, a
candidate’s response and the comments.
At the end of this section, you can nd eight sample responses written by real
candidates in the C2 Prociency exam, along with full comments and band scores.
Content
Band Content
5
All content is relevant to the task.
Target reader is fully informed.
3
Minor irrelevances and/or omissions
may be present.
Target reader is on the whole
informed.
1
Irrelevances and misinterpretation
of task may be present.
Target reader is minimally informed.
0
Content is totally irrelevant.
Target reader is not informed.
What does this mean?
The writer included everything that the task required
them to include.
Who would read this text? (For example: an
academic tutor, a boss or a peer.)
Would the reader have all the information they need?
The task always tells the candidate what information
to include. Some of these content requirements do
not need much development (for example, state
what … ) and some parts require more development
(for example, describe … or explain … ).
The writer included something that wasn’t necessary
or related to the task.
The writer clearly didn’t understand something in the
task. (For example: a Part 1 task asked the candidate
to discuss the issue of local authorities giving money
to museums, sports centres and public gardens,
but instead they wrote about fundraising for such
organisations.)
Did you notice?
2726
How to assess writing for C2 Prociency
Look again at the descriptors for each band. You can see that they include similar sentences but with slightly
dierent words, such as minor irrelevances, irrelevances, totally irrelevant. This should help you to compare
the bands more easily when you’re looking at a piece of writing and trying to decide which mark to give it.
For example:
The task requires the candidate to
describe a personal example and
evaluate the topic more generally.
A magazine has invited readers to contribute to a series of articles entitled
‘An Unforgettable Event’. You decide to write an article briey describing
an event that is especially memorable for you. You should also evaluate
the benets for people, in general, of recalling memorable events.
Write your article.
Look at Sample answer 4 on page 42, near the end of this guide.
Although the candidate scored poorly on the other three subscales, they scored a Band 5 for Content
because the target reader is fully informed and everything they wrote was relevant to the task.
(You can read the full comments opposite the candidate’s answer.)
Communicative Achievement
Band Communicative Achievement
5
Demonstrates complete command
of the conventions of the
communicative task.
Communicates complex ideas
in an eective and convincing
way, holding the target reader’s
attention with ease, fullling all
communicative purposes.
3
Uses the conventions of the
communicative task with sucient
exibility to communicate
complex ideas in an eective
way, holding the target reader’s
attention with ease, fullling all
communicative purposes.
1
Uses the conventions of the
communicative task eectively
to hold the target reader’s
attention and communicate
straightforward and
complex ideas, as appropriate.
What does this mean?
These include genre, format, register and function. For
example, a personal letter should not look like a formal
report, and an email to a teacher would probably be
more formal and polite than an email to a close friend!
The communicative purpose of the piece of writing
is specied in the task, for example make a complaint,
suggest alternatives, etc.
Complex ideas are more abstract than straightforward
ideas, or cover a wider subject area, which means the
candidate must have more rhetorical resources to bring
together and express these ideas.
This is a good thing! It means the reader is interested,
not dis
tracted, and it’s not dicult for the reader to
understand the text.
Straightforward ideas are usually concrete, limited in
subject and are communicated with relatively simple
style, words and grammar.
A real example: Part 2 letter
A lifestyle magazine has asked readers for their views about the quality of life in today’s towns and cities. You
decide to write a letter in which you briey describe one or two personal experiences that illustrate what urban
life is like for you and other people in your neighbourhood. You should also explain which factors are crucial for
a good quality of life in towns and cities generally, and why.
Write your letter. Do not add any postal addresses.
Dear Life and Style magazine,
I am writing in response to your monthly topic, this one being “A Good Life”, to share my view
about the quality of life in Dublin, where I live.
Dublin possesses two strong points that makes it stand out as one of the cities with the best
quality of life in Europe: the pace of life and a sense of community. Firstly, the pace of life in Dublin
is considered to be stress-free. Despite the often foul weather, Dubliners look relaxed and never in a
hurry even when going to work. After work, they would normally take share a few pints with colleagues
before heading home, and all these without a scowl on their face. Secondly, there is an omnipresent
sense of community. For example, where I live in my neighbourhood Smithfield, every Sunday a market
and fair is held at Smithfield Square where families and friends get together to eat or listen to to see
the live shows, and where it is quiet quite normal to share a laugh with a stranger. Tourists often agree
to point out that Dubliners and Irish alike are welcoming, who would come to your aid when in need.
In my opinion, both a tranquil pace of life and a solid sense of community are crucial to enhance
the quality of life of any town or city. Both have an impact on the perception of a place, and affect
the atmosphere either positively or negatively. An example of a city with a poor quality of live, which
lacks the two factors above mentioned, would be my hometown birthplace Buenos Aires, Argentina.
People in the streets are constantly stressed due to work, traffic or other issues, they walk hurriedly
and tend to push others out of their way. Additionally, because of high crime rates, citizens are normally
wary of strangers and would never stop to help others due to paranoia.
In conclusion, I believe Dublin serves as a good example of a city where an outstanding quality of
life has been made possible.
I hope you can consider my letter to publish it on your next month issue.
I will be looking forward to hearing from you.
Yours respectfully,
Maria
Comments on Communicative Achievement:
The conventions of formal letter writing, such as appropriate opening and closing salutations and a neutral
tone, are used exibly: I am writing in response … to share my view; I hope you can consider my letter; I will be
looking forward to hearing from you. Complex ideas are communicated in an eective and convincing way,
holding the target reader’s attention with ease, and fullling the communicative purposes of the task.
Band: 4
2928
How to assess writing for C2 Prociency
Why not Band 5?
This is a very good response to the task overall. To get a higher mark for Communicative Achievement, the
candidate could have used genre conventions which are more suitable for a letter (avoiding those which are
more suited to an essay, such as structuring paragraphs and linking the ideas with Firstly, Secondly, In my opinion,
In conclusion, etc.).
Organisation
Band Organisation
5
Text is organised impressively and
coherently using a wide range of
cohesive devices and organisational
patterns with complete exibility.
3
Text is a well-organised, coherent
whole, using a variety of cohesive
devices and organisational
patterns with exibility.
1
Text is well organised and coherent,
using a variety of cohesive devices
and organisational patterns to
generally good eect.
What does this mean?
Cohesive devices include linking words and other
phrases that connect ideas and words within a text,
such as pronouns (she, theirs, etc.), substitution (the last
one, this, etc.), relative clauses (… which is why …) and so
on.
Organisational patterns are ways of connecting
sentences which help the reader understand the
writer’s intended meaning and ow of ideas. This
includes things like starting a new paragraph with a
direct question to the reader, arranging sentences in an
order which leads from simpler to more exciting ideas,
etc.
Easy to understand because the ideas and sentences
are well connected.
A real example: Part 2 review
An international magazine is running a series of reviews of children’s books and has asked for contributions
from its readers. You decide to send in a review of one book you read when you were a child. You should briey
describe the story and explain the impact the book had on you. You should also assess the extent to which the
book is likely to remain relevant for young people in the future.
Write your review.
Children’s book
A book that brings back endless memories of my childhood is “The Hobbit” by J. R. R Tolkien.
This Story is a prequel of the trilogy “The Lord of The Rings” and narrates the life of an extraordinary
dwarf named Bilbo Baggins.
The reason why this book has a special place in my heart is because of the euphoria and
excitement it brought as I was flipping through the pages as a kid after reading. The story is based on
an adventure that Bilbo Baggins undergoes after being persuaded by an eccentric wizard called Gandalf
to join him and other dwarfs. Bilbo’s life takes a quick turn – from living in a “Hobbit Hole” to battling
bizarre creatures and monsters in the woods. The story had mo intense moments that as a child left me
completely hooked to the plot.
The ultimate goal of the protagonist was to defeat a dragon malevolent and sinister dragon called
“Smaug” and reclaim all of the gold that he stole from the dwarves. In The book had Even up to this day,
I still consider Bilbo Baggins as a heroic one of the most heroic fictional characters of because all time.
He was a normal man living a normal and ord ordinary life before he transformed into the benevolent
man that made the most memorable heart-touching and ecstatic memories in this plot.
The impact this book had on me was colossal. I learnt so m a great deal of values and ethics from
all the characters that made a worthwhile contribution to the story – from learning to remain humble
to respecting your kins and one another; to the significance of strengthening the bond between your
associates and mustering the courage to take up any challenge, no matter how difficult it may seem. I
strongly will also venture in to the fact that this book, although in classical remains highly relevant for
the youth in upcoming generations, not only because of the valuable lessons it has to offer, but because
of the mixed feelings of melancholy, merriness, disappointment bafflement and adrenaline rushes you
may experience while reading.
Comments on Organisation:
The text is a well-organised and coherent whole. The paragraphs are well structured and a variety of
cohesive devices and organisational patterns, such as substitution, are used with exibility to link ideas
across sentences and paragraphs in a very natural way: A book; “The Hobbit”; This Story; this book;
is because of; takes a quick turn – from living in a “Hobbit Hole” to; not only because of … but because
of the. Although there is a lack of more overt cohesive devices, the sentences are constructed to
reference preceding and following ideas.
Band: 3
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How to assess writing for C2 Prociency
Language
Band Language
5
Uses a wide range of vocabulary,
including less common lexis,
with uency, precision,
sophistication and style.
Use of grammar is sophisticated,
fully controlled and completely
natural.
Any inaccuracies occur only
as slips.
3
Uses a range of vocabulary,
including less common lexis,
eectively and precisely.
Uses a wide range of simple and
complex grammatical forms with
full control, exibility
and sophistication.
Errors, if present, are related
to less common words and
structures, or occur as slips.
1
Uses a range of vocabulary,
including less common lexis,
appropriately.
Uses a range of simple and
complex grammatical forms with
control and exibility.
Occasional errors may be
present but do not impede
communication.
What does this mean?
Less common lexis is vocabulary which is not used very
often in this context, perhaps because it expresses quite
specic ideas or concepts.
This means the writer is clearly in control of their grammar –
they are not making lucky guesses! They can consistently use
grammar that is accurate and suits the context.
A slip is when the candidate has clearly learned a
vocabulary item or grammatical structure and uses it
accurately most of the time, but still makes an occasional
mistake.
Flexibility means the writer can adapt their choice of
words and style, rather than using the same form over
and over. This allows a writer to communicate more
eectively and eciently.
Errors are usually repeated mistakes, where it’s clear the
candidate is unable to be consistently accurate in using a
particular item of vocabulary or grammatical structure.
Vocabulary is appropriate when it ts the context of
the task and the other words around it. For example, if
a candidate writes Big snow makes getting around the
city dicult in an article, the expression getting around
the city suits the style of an article but big snow is not
appropriate, because the usual expression is heavy
snow.
Big snow is a good example of an error which does not
impede communication. The reader can probably
understand what the writer means, but they might be
distracted for a moment while they think about it.
A real example: Part 2 essay
Technology in our lives
Despite the obvious advantages of new technology, the speed with which we are confronted with new
developments leaves many feeling overwhelmed. How we respond to new technologies is often a reection of
how able we are as individuals to cope with change in other areas of our lives. If we feel in control, we are more
likely to embrace innovation; if we are less condent, we may avoid situations which threaten or challenge us.
Technology at work
Whether it be new software for the oce, or state-of-the-art equipment for the factory, the successful
introduction of new technology in the workplace requires eective, practical training in how to use it. This
training allows sta to become familiar with the technology before using it for real in their daily tasks. Getting
everyone on board by preparing them psychologically for change is the rst step, as unless they are persuaded
that they, too, will benet by learning new skills or doing less interesting tasks more quickly, then whatever form
the change takes, it will meet with a certain amount of resistance.
Write your essay.
MAN VS. COMPUTER:
It is an undeniable truth that technology has become a mainstay in our lives. From our personal lives to
our public sphere tasks, there is a perpetual flow of gadgets and gizmos creeping into our environments
to assist us with our activities. And what’s not to like? For the most part, even the most monotonous
of tasks have become more quicker and easier with the help of these inventions.
However, It has, however Of course, there are those who are not yet completely comfortable with this
notion. The sheer acceleration with which new technologies are brought to life is enough to make anyone
with any tradition-oriented person run for the hills! In fact, there are studies which it has been proven
that an individual’s ability to ‘cope’ with this phenomenon is is a doorway to mirrors their character;
people who are more steady in their lives with hold tighter reins on the happenings in their lives tend to
welcome the change, whereas those who are less confident see this it as a threat to a certain degree.
This distinction comes leads to an impasse in the workplace; an employee probably cannot avoid working
with new technology altogether first simply because they are less confident. Therefore, it is imperative
that works are effectively and practically trained so that they can nurture more be in control, and
thus have no qualms about new innovations. The first step here would be to instill the right mindset in
employees by assuring them that they will would gain greatly from this change. In fact, this is a vital
step in any situation effort to seamlessly integrate humans and technology, as it paves the way for far
greater developments in the future.
Comments on Language:
A range of less common lexis is used with sophistication and precision: undeniable truth; mainstay;
a perpetual ow of gadgets and gizmos; monotonous; run for the hills; mirrors their character;
imperative; no qualms; instill the right mindset, but also with some examples of less appropriate usage
arising from ambition: hold tighter reins on the happenings in their lives; seamlessly integrate humans
and technology. Use of grammar is natural and sophisticated and errors are minimal.
Band: 4
3332
How to assess writing for C2 Prociency
Why not Band 5?
This is a very good response to the task overall. To get a higher mark for Language, the candidate would have
shown fewer errors (such as hold tighter reins on …) and used language in a consistently appropriate way.
Try it yourself!
Now, you’ll nd eight sample answers from real C2 Prociency candidates, including the ones we looked at
above. These include the band scores and full comments on real marked exam questions. Together, these will
help you understand what to expect from learners with stronger and weaker abilities.
But rst, why not try marking these samples yourself using the Writing Assessment Scale? It’s a good idea to
practise, because using these scales when marking your own learners’ writing will help you to:
• analyse their strengths and weaknesses when they practise writing
• form an impression of how ready they are to take the Writing part of the C2 Prociency exam.
You’ll nd a blank, photocopiable teacher assessment template at the end of this guide which you can print
and use for assessing any of the samples below. You should also refer to the detailed C2 Prociency band
descriptors on page 25.
Sample tasks with comments
Part 1
Task: Part 1 – essay
Technology in our lives
Despite the obvious advantages of new technology, the speed with which we are confronted with
new developments leaves many feeling overwhelmed. How we respond to new technologies is
often a reection of how able we are as individuals to cope with change in other areas of our lives.
If we feel in control, we are more likely to embrace innovation; if we are less condent, we may
avoid situations which threaten or challenge us.
Technology at work
Whether it be new software for the oce, or state-of-the-art equipment for the factory, the
successful introduction of new technology in the workplace requires eective, practical training in
how to use it. This training allows sta to become familiar with the technology before using it for
real in their daily tasks. Getting everyone on board by preparing them psychologically for change
is the rst step, as unless they are persuaded that they, too, will benet by learning new skills or
doing less interesting tasks more quickly, then whatever form the change takes, it will meet with a
certain amount of resistance.
Write your essay.
Top tips
3534
Sample tasks with comments
Before you read the comments below, try making
your own assessment using the ocial subscales.
Then, compare your assessment with the band
scores and comments given.
Task: Part 1 – essay
Sample answer 1
MAN VS. COMPUTER:
It is an undeniable truth that technology has become a mainstay in our lives. From our
personal lives to our public sphere tasks, there is a perpetual flow of gadgets and
gizmos creeping into our environments to assist us with our activities. And what’s not
to like? For the most part, even the most monotonous of tasks have become more
quicker and easier with the help of these inventions.
However, It has, however Of course, there are those who are not yet completely
comfortable with this notion. The sheer acceleration with which new technologies are
brought to life is enough to make anyone with any tradition-oriented person run for
the hills! In fact, there are studies which it has been proven that an individual’s ability
to ‘cope’ with this phenomenon is is a doorway to mirrors their character; people
who are more steady in their lives with hold tighter reins on the happenings in their
lives tend to welcome the change, whereas those who are less confident see this it as
a threat to a certain degree.
This distinction comes leads to an impasse in the workplace; an employee probably
cannot avoid working with new technology altogether first simply because they are
less confident. Therefore, it is imperative that works are effectively and practically
trained so that they can nurture more be in control, and thus have no qualms about
new innovations. The first step here would be to instill the right mindset in employees
by assuring them that they will would gain greatly from this change. In fact, this is a
vital step in any situation effort to seamlessly integrate humans and technology, as it
paves the way for far greater developments in the future.
Subscale Mark Commentary
Content 5
All content is relevant to the task.
The target reader is fully informed about the main ideas in the two texts.
The writer covers how people react to the development of technology
both in our everyday lives and at work: The sheer acceleration … run for
the hills; ability to ‘cope’ with this phenomenon mirrors their character;
eectively and practically trained; instill the right mindset in the
employees. The writer’s own views are evident throughout the text.
Communicative
Achievement
4
The conventions of essay writing are used naturally and with exibility.
The evaluation of the key points from the input texts is combined with the
writer’s opinions: it is imperative that works are eectively and practically
trained; this is a vital step and complex ideas are communicated
convincingly. The writer has adopted an informal tone which is used
consistently to engage and hold the interest of the reader with ease: And
what’s not to like?; run for the hills!; ‘cope’ with this phenomenon.
Organisation 3
The text is a well-organised, coherent whole. The shift between the
dierent points in the input texts develops naturally: In fact, it has been
proven that; This leads to an impasse; The rst step here would be,
enabling the writer to express opinions on the central topic eectively.
Cohesive devices and organisational patterns are used with exibility:
From our personal lives to our public sphere tasks; there are those who
are; with which; whereas those who are less condent; and thus; as it
paves the way.
Language 4
A range of less common lexis is used with sophistication and precision:
undeniable truth; mainstay; a perpetual ow of gadgets and gizmos;
monotonous; run for the hills; mirrors their character; imperative; no
qualms; instill the right mindset, but also with some examples of less
appropriate usage arising from ambition: hold tighter reins on the
happenings in their lives; seamlessly integrate humans and technology.
Use of grammar is natural and sophisticated and errors are minimal.
3736
Sample tasks with comments
Task: Part 1 – essay (continued)
Sample answer 2
First text suggest that nowadays the population is experiencing the new
innovations and technologies with extremely fast tempo. This process has a massive
impact on both: older and younger generations. Youngsters cope with the new
technologies in different way in comparison to eldery people. They adapt new things
rather quiet easily, because they do get used to things rather quickly. Often, older
people require more time to accept changes in order to start feeling comfortable
around with them. Our respond and positive attitude is crucial if we are willing to
progress and make changes for a future generations. If the society opens up for the
new innovations we are going to face a bright future in front of us. Exploring things
is the key to success.
Second text on the other hand suggest that society should not feel rushed
to use new technologies as every human being needs a decent amount of time for
the esen essential practice and preparation, especially in workplaces. The proper
training is highly important as it gives a chance to get familiar with the up-coming
innovations before using them on the daily basis. As the result people will experience
more effective ways of for of making tasks.
Both text shows the importance of having accepting the new technologies. It
does come with a variety of different benefits for the entire population.
To add up, the future lies in our hands. Everyone should put some effort into
exploring and allowing the new innovations to become the part of our lives without
treating them in un-ordinary way.
Subscale Mark Commentary
Content 4
All content is relevant to the task.
The target reader is on the whole informed. The writer has taken a clear
stance on the topic and has discussed three of the main ideas in the texts.
The speed of change is addressed: technologies with extremely fast tempo
… massive impact, as is training: the essential practice and preparation,
especially in workplaces. The discussion of older and younger generations
relates to how people cope with change generally. However, the need to
prepare sta psychologically has been omitted.
Communicative
Achievement
1
Although there is no introduction, the conventions of an essay such as
an objective tone, discussion of dierent aspects of the topic, and a
conclusion stating an opinion are used eectively to hold the target
reader’s attention and to communicate straightforward and complex
ideas: The proper training is highly important … ways of making tasks; To
add up, the future lies in our hands.
Organisation 1
The text is well organised and coherent, using a variety of cohesive
devices and organisational patterns to generally good eect: First text
suggest; Second text on the other hand; This process … both: older and
younger; Youngsters … in comparison to eldery people; As the result; Both
text shows.
Language 1
There is a range of vocabulary, including less common lexis, used
appropriately: has a massive impact; to face a bright future; a decent
amount of time; the future lies in our hands.
A range of simple and complex grammatical forms is used with control:
Often, older people require … comfortable with them; society should not
feel rushed to use new technologies; put some eort into exploring and
allowing.
Errors do not impede communication: quiet easily; Our respond; face a
bright future in front of us; Second text … suggest; As the result; the part of
our lives; un-ordinary.
3938
Sample tasks with comments
Part 2
Task: Part 2 – article
A magazine has invited readers to contribute to a series of articles entitled ‘An Unforgettable
Event’. You decide to write an article briey describing an event that is especially memorable for
you. You should also evaluate the benets for people, in general, of recalling memorable events.
Write your article.
Sample answer 3
‘An Unforgettable Event’
I remember it as if it was yesterday that
when my English teacher came to me during
a school break and asked me: ‘how would you like to go to Canda
Canada for a month
to study at a local highschoo
high school, all expenses paid?’ As you can imagine, my jaw
dropped something like ten feet at the mere thought of it. I was sixteen at the time
and it seemed like the world was opening in front of me. After I recovered from the
immediate schock I said I would go in a heartbeat, and so we went into the Principle’s
office to call my mother. It wasn’t me making the phonecall but I could persf
perfectly
imagine what my mom’s face was at the other end of the line. Firt of all, she would be
completely puzzled that I was at the Principal’s office because I never got into trouble.
Second
After that, I imagine she was in utter disbelief disbelief when she heard the
words: ‘your daughter is going to Canada for a month, if that is okay with you of course
ofcourse.’ They passed me the phone and my mom asked me: ‘do you want to go?’ to
which I said: ‘YES!’ And that was it, my future had taken a new direction and I was going
to be in Canada by the end of the year.
As I had expected I made a lot of new friends, I fell in love with all the members
of the family that took me in, and I was completely blown away by their completely
different way of life.
It Il is funny though how, despite having had all those wonderful experiences once I
got there, I sometimes find myself thinking about the time I was told that, if I wanted
to, the opportunity was mine, rather than about the time I spent in the actual country.
I believe that recalling memorable events in our lives has a very positive effect on
us. It makes us feel special, it makes us think back on harcyon times and that joy spreads
and it is contageous. Suddenly we find ourselves feeling that happiness on every fiber of
our beings. Not to me for
Subscale Mark Commentary
Content 5
All content is relevant to the task.
The target reader is fully informed about the writer’s memorable event,
both the moment of learning about it and the event itself, and of the
benets for people in general of recalling these kinds of events.
Communicative
Achievement
4
The conventions of article writing, with an appropriate combination
of direct and indirect speech and a consistent, natural tone, are used
with exibility to communicate the writer’s experience and thoughts in a
convincing way. Appropriate language choices are used to communicate
the writer’s enthusiasm for the event recalled, balancing details of the event
with reections on the emotions felt: It is funny though how, despite having
had … in the actual country and the reader’s attention is held with ease: As
you can imagine; It makes us feel special; Suddenly we nd ourselves.
Organisation 2
The text is well organised and coherent. The organisation of the text
is logical and easy to follow: the writer leads the reader through the
experience from beginning to end, combining details and emotions, before
moving on to a summary of the experience and the impact of similar
experiences on people in general. A variety of cohesive devices and
organisational patterns are used to good eect: After I recovered; to which
I said; And that was it; As I had expected; despite having had all those
wonderful experiences; It makes us feel … it makes us think … and that joy
spreads and it is contageous.
Language 4
There is a wide range of vocabulary, with some very natural turns of
phrase and appropriate use of collocation, used eectively and with style:
all expenses paid; my jaw dropped; at the mere thought of it; I would go
in a heartbeat; I could perfectly imagine; completely puzzled; got into
trouble; in utter disbelief; completely blown away.
The wide range of structures is used naturally and they are well suited to
the tone and topic of the text. Control and exibility are demonstrated
throughout, for example in the paragraph beginning It is funny though
how.
Errors are minimal and occur either as slips with spelling or are due to
ambitious use of vocabulary: harcyon times; contageous; on every ber of
our beings.
4140
Sample tasks with comments
Task: Part 2 – article (continued)
Sample answer 4
EXPERIENCING TRADITIONS
How about travelling abroad just to find out that the most popular celebration
is the setting of a market? This is exactly what happened to me while I was living in
Ireland.
When I was fourteen I went to the Emerald Country to study. It was autum
when I first arrived and everyone was expecting exited about the big event of the
year: the ploughing market. I must admite that the general excitement dragged
me too. So the big day arrived and my host irish family – as I call the family that
hosted me for the year – brought me to the market. Ignorant of me, I had thought
imagined it as was some kind of tradicion, and that there I would find dancers,
singers and all that irish party comitee.
However, things did not go quite as well. Hadn’t Had I not arrived, I started to
smell the cattle “perfume”. There was were a lot of people going from one place
to another, chitty-chatting with farmers and admiring the superb cows, but the
dancers and musics were no wl where to be found. In that situation I tried to make
the most of the day, and it turned up to be a phenomenal experience and a great
anecdote to be telling friends.
From Looking back at this experience I learned that no matter it does not
matter if at some point things do not live up to your expectations, we must be able
to take advantage of every oportunity that is presented to us. For this reason, I
strongly believe that recalling memorable events in our past he can help us grow
as a person. Although, I am We should always try to learn from what we have lived,
although it might be difficult sometimes to face the past, the benefits of it will
always and satisfaction of it will alway be bigger than the pain.
Subscale Mark Commentary
Content 5
All content is relevant to the task.
The target reader is fully informed about an event in the writer’s life which
was memorable and why it is benecial for people to recall events from
their past.
Communicative
Achievement
2
The conventions of writing a magazine article, such as an engaging tone
and a personal viewpoint, are used eectively to hold the target reader’s
attention with ease and communicate straightforward and some more
complex ideas. The use of a rhetorical question in the introduction sets the
tone well and the build-up to the event, including the anticipation, is well
described: It was autum when I rst arrived; I must admite; So the big day
arrived; things did not go quite as well.
Organisation 2
The text is a well-organised and coherent whole. The structure is very
clear and the story of the event develops at a good pace. There is
a variety of cohesive devices and organisational patterns, such as
repetition and some eective punctuation, used to generally good eect:
event of the year: the ploughing market; there I would nd dancers,
singers; but the dancers and musics were no where to be found; Looking
back at this experience.
Language 1
A range of vocabulary, including less common vocabulary to describe
specic aspects, is used appropriately and sometimes to good eect: The
Emerald Country; ploughing; cattle “perfume”; phenomenal; anecdote.
A range of simple and complex grammatical forms is used with control and
exibility: I had imagined it as; and that there I would nd; to be telling;
things do not live up to; is presented to us.
Errors are present, but these are commonly connected to word order
problems, word choice or spelling and do not impede communication:
dragged me too; Ignorant of me; tradicion; Had I not arrived, I started; it
turned up; alway.
4342
Sample tasks with comments
Task: Part 2 – review
An international magazine is running a series of reviews of children’s books and has asked for
contributions from its readers. You decide to send in a review of one book you read when you
were a child. You should briey describe the story and explain the impact the book had on you.
You should also assess the extent to which the book is likely to remain relevant for young people
in the future.
Write your review.
Sample answer 5
Children’s book
A book that brings back endless memories of my childhood is “The Hobbit” by J. R. R
Tolkien. This Story is a prequel of the trilogy “The Lord of The Rings” and narrates the
life of an extraordinary dwarf named Bilbo Baggins.
The reason why this book has a special place in my heart is because of the euphoria
and excitement it brought as I was flipping through the pages as a kid after reading. The
story is based on an adventure that Bilbo Baggins undergoes after being persuaded by an
eccentric wizard called Gandalf to join him and other dwarfs. Bilbo’s life takes a quick turn
– from living in a “Hobbit Hole” to battling bizarre creatures and monsters in the woods.
The story had mo
intense moments that as a child left me completely hooked to the plot.
The ultimate goal of the protagonist was to defeat a dragon malevolent and
sinister dragon called “Smaug” and reclaim all of the gold that he stole from the
dwarves. In The book had
Even up to this day, I still consider Bilbo Baggins as a heroic one
of the most heroic fictional characters of because
all time. He was a normal man living a
normal and ord
ordinary life before he transformed into the benevolent man that made
the most memorable
heart-touching and ecstatic memories in this plot.
The impact this book had on me was colossal. I learnt so m a great deal of values and
ethics from all the characters that made a worthwhile contribution to the story – from
learning to remain humble to respecting your kins and one another
; to the significance of
strengthening the bond between your associates and mustering the courage to take up
any challenge, no matter how difficult it may seem. I strongly
will also venture in to the
fact that this book, although in
classical remains highly relevant for the youth in upcoming
generations, not only because of the valuable lessons it has to offer, but because of the
mixed feelings of melancholy, merriness, disappointment
bafflement and adrenaline rushes
you may experience while reading.
Subscale Mark Commentary
Content 5
All content is relevant to the task.
The target reader is fully informed about a children’s book which the
writer has read. The story is briey described, giving some information
about the characters and a plot synopsis, and the impact on the writer is
explained. The conclusion expresses the relevance to future generations:
this book, although classical remains highly relevant for the youth in
upcoming generations.
Communicative
Achievement
4
The conventions of writing a review, such as the use of an informative
tone and a positive viewpoint, are used to communicate complex ideas
in an eective and convincing way. The book is described appealingly
and enthusiastically, and the impact the book has had on the writer is
clear: the euphoria and excitement it brought as I was ipping through
the pages as a kid; intense moments that … left me completely hooked to
the plot; I still consider Bilbo Baggins as one of the most heroic ctional
characters of all time. The target reader’s attention is held with ease and
all communicative purposes of the task are fullled.
Organisation 3
The text is a well-organised and coherent whole. The paragraphs are well
structured and a variety of cohesive devices and organisational patterns,
such as substitution, are used with exibility to link ideas across sentences
and paragraphs in a very natural way: A book; “The Hobbit”; This Story;
This book; is because of; takes a quick turn – from living in a “Hobbit Hole”
to; not only because of … but because of the. Although there is a lack of
more overt cohesive devices, the sentences are constructed to reference
preceding and following ideas.
Language 3
A range of topic-specic vocabulary, including less common lexis, is
used eectively and precisely to communicate specic emotions and
ideas: endless memories; prequel; euphoria; ipping through the pages;
eccentric; battling bizarre creatures; hooked; protagonist; malevolent;
reclaim; benevolent; colossal; humble; mustering the courage; melancholy;
balement; adrenaline.
A wide range of simple and complex grammatical forms is used with full
control, exibility and sophistication: after being persuaded; no matter how
dicult it may seem.
There are occasional errors, but these do not impede communication:
hooked to the plot; heart-touching.
4544
Sample tasks with comments
Task: Part 2 – review (continued)
Sample answer 6
Harry Potter and the Philosopher’s Stone: The Review
Harry Potter is a series of books written by J.K. Rowling, that describes a life of a
young child of the sa the same name. The twist is, that However, Harry Potter is a
wizard and as such by birth and as such, he attends a special wizarding school called
named Hogwarts.
The first book, Harry Potter and the Philosopher’s Stone is an origin story. It begins
by introducing introduces our main hero, an eleven years old boy, and the fact that
he lives with his abusive aunt and uncle, who are muggles – people without the ability
to do magic. During this period, Harry starts to experiences strange occurences, that
are the result of his untapped magical potential. Eventually, Hogwarts’ groundskeeper
named Hagrid delivers a formal school invitation to Harry.
Harry’s first real contact with wizarding worl wo Harry eventually gets to a train
that leads to Hogwarts, where he meets Ron Weasley and Hermione Granger, who
eventually become his best friends.
As the school year progresses in Hogwarts, Harry starts to uncover some information
about his past and the history of the world of magic. He learns, that not so long
ago, wizards were in a terrible sta engaged in a terrible civil war, when dark sorcerer
Voldemort tried to conqer conquer the wizarding world, and enslave the muggle one.
He also learns that Hogwarts contains an artifact, Philosopher’s Stone, which can
grant eternal life, and that Voldemort, who is still alive, is after it. In the finale
showdown, Harry d and his friends defeat Voldemort using their wits, magic and the
power of love and magic.
I’ve read the book when I was eleven years old, which I consider the perfect age to
pick up the Harry Potter series. It is a whimsical urban fatasy w with plotline simple
enough, that the child understands it, but deep enough, so it stays engaged. While there
is a clean definition of who the „bad guys” are, the people occupying Hogwarts are
still fleshed out and nuanced. And, Also, despite it being part one, it gives its readers a
satisfying conclusion to the story ending.
The book is not some revolutionary work of literature, so I believe it’s relevancy will
fade over tiem. It does however, remain a superb book story that is well worth the
read.
Subscale Mark Commentary
Content 4
The content is relevant to the task.
The target reader is on the whole informed. There is information about the
story, and how relevant the book is likely to remain in the future. However, a
description of the impact the book had on the writer when they read it as a
child has been omitted.
Communicative
Achievement
3
The conventions of a review, such as an equal amount of description,
opinion and recommendation, are used with sucient exibility to
communicate complex ideas. The writer’s feelings towards the book are
communicated eectively through careful choice of lexis and the reader’s
attention is held with ease: It is a whimsical urban fatasy; the people
occupying Hogwarts are still eshed out and nuanced.
Organisation 3
The text is a well-organised and coherent whole. Paragraphing is
used eectively to organise the key points in the review and ideas are
connected within and across sentences using a variety of cohesive devices
and organisational patterns, such as referencing pronouns, with some
exibility: a young child of the same name; as such; As the year progresses;
He also learns that … and that … is after it; which I consider the perfect
age; While there is … of who the ‘bad guys’ are, the people occupying
Hogwarts are still; Also, despite it being part one, it gives. Control of
punctuation is variable, and there is some awkwardness of sentence
structure in the penultimate paragraph: with plotline simple enough … so
it stays engaged, but these issues do not impact on the overall ow of the
text.
Language 2
A range of vocabulary, including less common lexis specic to the book
and to book reviews in general, is used eectively and precisely: abusive;
strange occurences; untapped magical potential; uncover information;
conquer; engaged in a civil war; an artifact; grant eternal life; whimsical;
eshed out and nuanced.
A range of grammatical forms is used, generally with control and exibility.
Occasional errors, for example with verb agreement and tense choice, do
not impede communication.
4746
Sample tasks with comments
Task: Part 2 – letter
A lifestyle magazine has asked readers for their views about the quality of life in today’s
towns and cities. You decide to write a letter in which you briey describe one or two personal
experiences that illustrate what urban life is like for you and other people in your neighbourhood.
You should also explain which factors are crucial for a good quality of life in towns and cities
generally, and why.
Write your letter. Do not add any postal addresses.
Sample answer 7
Dear Life and Style magazine,
I am writing in response to your monthly topic, this one being “A Good Life”, to
share my view about the quality of life in Dublin, where I live.
Dublin possesses two strong points that makes it stand out as one of the cities
with the best quality of life in Europe: the pace of life and a sense of community.
Firstly, the pace of life in Dublin is considered to be stress-free. Despite the often
foul weather, Dubliners look relaxed and never in a hurry even when going to work.
After work, they would normally take
share a few pints with colleagues before
heading home, and all these without a scowl on their face. Secondly, there is an
omnipresent sense of community. For example, where I live
in my neighbourhood
Smithfield, every Sunday a market and fair is held at Smithfield Square where
families and friends get together to eat or listen to
to see the live shows, and
where it is quiet
quite normal to share a laugh with a stranger. Tourists often agree
to point out that Dubliners and Irish alike are welcoming, who would come to your
aid when in need.
In my opinion, both a tranquil pace of life and a solid sense of community are
crucial to enhance the quality of life of any town or city. Both have an impact
on the perception of a place, and affect the atmosphere either positively or
negatively. An example of a city with a poor quality of live, which lacks the two
factors above mentioned, would be my hometown
birthplace Buenos Aires, Argentina.
People in the streets are constantly stressed due to work, traffic or other issues,
they walk hurriedly and tend to push others out of their way. Additionally, because
of high crime rates, citizens are normally wary of strangers and would never stop
to help others due to paranoia.
In conclusion, I believe Dublin serves as a good example of a city where an
outstanding quality of life has been made possible.
I hope you can consider my letter to publish it on your next month issue.
I will be looking forward to hearing from you.
Yours respectfully,
Maria
Subscale Mark Commentary
Content 5
All content is relevant to the task.
The target reader is fully informed. The writer has described her personal
observations, illustrating what life is like where she lives. The crucial factors
for a good quality of urban life are given, and explained using the example
of another city.
Communicative
Achievement
4
The conventions of formal letter writing, such as appropriate opening
and closing salutations and a neutral tone, are used exibly: I am writing in
response … to share my view; I hope you can consider my letter; I will be looking
forward to hearing from you. Complex ideas are communicated in an eective
and convincing way, holding the target reader’s attention with ease, and
fullling the communicative purposes of the task.
Organisation 3
The text is a well-organised and coherent whole. A variety of cohesive
devices and organisational patterns are used exibly: two strong points;
where families and friends … and where; alike; both … Both; An example of;
two factors above mentioned. Punctuation is used to good eect.
Language 3
A range of vocabulary, including less common lexis, is used eectively
and precisely: stand out; foul weather; share a few pints; heading home;
omnipresent sense of community; share a laugh; come to your aid; wary of
strangers.
A wide range of simple and complex grammatical forms is used with control,
exibility and sophistication: Despite the often foul weather … going to work;
in my neighbourhood … with a stranger; An example of a city … Buenos Aires,
Argentina; Dublin serves as a good example … has been made possible.
A few errors are related to less common structures or occur as slips: who
would come to your aid; quality of live.
4948
Sample tasks with comments
Task: Part 2 – letter (continued)
Sample answer 8
Dear readers sirs,
I have read come across your request in one of your magazines and couldn’t help
writing to you as the topic discussed is highly relevant to me.
I’ve been a citizen of a huge metropolisce my whole life. As almost everything in
our lives, it it has both advantages and disadvantages. I live in the capital of Russia,
Moscow. As far as we all know, the quality of life in any capitals is usually better
than in a province. But what is the cost? I’ve been reconsidering lately whether it is
worth or not to live in a large city.
Urban life seems appealing to the majority of population and consequently a lot of
people tend to move to a cities. Therefore, we confront with overpopulation there.
It’s getting more and more complicated, to go out somewhere without en being
stuck in endless traffic jams or lines. Of course, there are far more places to visit
and activities to do, and entertaining things to see, but you’ll spend eternity waiting
in line for them. Rush hours are the worst. They affect your mood, productivity and
the interaction between people. City dwellers are tend to be ruthless and
extremely impolite.
Although, there is a vast range of opportunities in cities. I myself have got a job
worth doing as wages are higher here. But I had to it was a rather nerve-racking
experience as there were a lot of candidates eager to get it, as well. Now I reckon
I would prefer living in a quiet area with and eating healthy natural products than
having untrustable food and drinks imported from an unknown place.
Hope my letter will be in your magazine, it might encourage people to think twice
before moving to cities.
Sincerely yours,
Anna
Subscale Mark Commentary
Content 3
There is an omission in this response.
The target reader is on the whole informed. The topic of life in cities has
been addressed, with some reference to personal experience and a
discussion of some of the advantages and disadvantages of living in a large
city. However, the second strand of the question, what factors are crucial for
a good quality of life, has not been dealt with explicitly.
Communicative
Achievement
2
The conventions of writing a letter to a magazine have been used eectively
to communicate complex ideas, though the style seems to be more
appropriate for an advantages/disadvantages essay in places: I have come
across; it has both advantages and disadvantages; But what is the cost?; Of
course; I reckon I would prefer; Hope my letter will be in your magazine.
Organisation 2
The text is a well-organised, coherent whole. A variety of cohesive
devices and organisational patterns is used to generally good eect: the
majority of population; a lot of people; overpopulation; a vast range of
opportunities.
Language 2
A range of vocabulary, including less common lexis, is used appropriately,
and sometimes eectively and precisely: a huge metropolis; province;
reconsidering; stuck in endless trac jams; waiting in line; ruthless; a rather
nerve-racking experience; think twice.
A range of simple and complex grammatical forms is used with control
and exibility: I’ve been … life; Urban life seems appealing to; you’ll spend
eternity waiting in line for them; Now I reckon I would prefer living in a
quiet area and eating.
There are occasional errors, but these do not impede communication,
and some of them could be slips: it is worth or not; we confront with;
untrustable.
5150
Sample tasks with comments
Extra resources
Lesson plans and resources for teachers
• Free resources for preparing learners for Cambridge English Qualications
• Resources published by Cambridge University Press for C2 Prociency learners
• Resources published by Cambridge University Press for preparing learners for
C2 Prociency
• Free resources for learners on the Cambridge English website
Webinar recordings about teaching writing and giving feedback
• Preparing your students online for Writing papers in Cambridge English Qualications
• Dierent ways to give useful feedback on writing
• Writing at CEFR Level B2 and above
Write & Improve
• For learners
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Write & Improve uses technology developed at the University of Cambridge to mark
English writing accurately in seconds. Learners submit their work and Write & Improve
will give it a mark and show them the parts of their text that may need improvement.
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cambridge.org/testandtrain
Learn more about research into second language learning
Cambridge University Press & Assessment has published over 20 free and easy-to-read
research papers about second language learning and teaching. Some papers which
are especially relevant to this guide are:
• Giving feedback to language learners
• Motivational aspects of using near peers as role models
• Test anxiety in adult learners
Blank template to help teachers to assess learners’ writing using the Writing
Assessment Scale
A4 and US letter versions of this form are attached to this PDF, for you to print.
C2 Prociency Writing paper – teacher assessment
Task:
Candidate:
Content
Has the candidate answered the task? Have they done what they were asked to do? (Or have they
missed anything from the question which they should have included? Have they written something
irrelevant?)
Band:
Comments:
Communicative
Achievement
Is the writing appropriate for the task? Has the candidate used a style which is appropriate for the
specic communicative context? (Or have they written in a way that is not suitable – for example, using a
very formal style in an email to a friend or ending an article with ‘Love’?)
Band:
Comments:
Organisation
Is the writing put together well? Is it logical and ordered?
(Or is it dicult for the reader to follow? Does it use elements of organisation which are not appropriate
for the genre, like beginning an email with a title or starting every sentence in an article on a new line
instead of using paragraphs?)
Band:
Comments:
Language
Is there a good range of vocabulary and grammar? Are these used accurately? (Or are there mistakes?
Do these cause any confusion for the reader?)
Band:
Comments:
5352
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