How to write an essay? | C1 Advanced (CAE)
Writing an essay is the first part of the C1 Advanced (CAE) Cambridge writing paper and it is obligatory.
You need to answer the question with between 220-260 words. In the text, you need to analyse a question using different points of view. It is a semi-formal/formal text and should be impartial until the conclusion.
What the examiner wants to see is a balanced argument that is both interesting and easy to read .
Check our Writing Guide – to see how to write a CAE essay in detail.
C1 Advanced (CAE) Essay: Writing Structure
Fce, cae, cpe, practice, write & improve, c1 advanced (cae) essay: how to write an essay.
If you have two main points to make, you can give your essay a clear structure by dividing it into four paragraphs.
The first paragraph of an essay provides the introduction. It states what is to be discussed and why. Your main points are briefly introduced. This paragraph need not be lengthy.
Introduction: We often hear about the many benefits of health and fitness. However, less often do we hear concrete suggestions for how to improve participation rates, particularly among young people. In this essay I will discuss two possible actions that governments could focus on in order to promote health and fitness to youth today. (main points are briefly introduced.)
2. Main content: Paragraphs 1-2
In this paragraph, more background information is provided in greater detail. Your first, often the strongest main point is expanded upon. Bring in and refute any arguments against your point of view.
Paragraph 1: The first possible action is to improve physical education teaching in schools. Local students have at times complained that… (Describe the first point/argument from the notes)
The second paragraph provides your second key point, lying it into the theme of your essay. Again, bring in opposing points of view and support your second key point with Information and background.
Paragraph 2: A second option would be to attempt to change the overly competitive attitudes that seem ingrained in many of the sports… (Describe the second point/argument from the notes)
3. Paragraph 3 (optional)
This is optional and can be linked to the second paragraph. It explains the final point and links to the others.
The final paragraph is used to summarise or conclude your essay. It shows how the two key points you have presented compare or relate to each other. It also clearly re-states your initial position from the introductory paragraph.
Conclusion: In summary, either approach would be a step in the right direction. In my view, it would be wise to prioritize dealing with reducing competitiveness first because I believe it would help young people feel better about the sports they already do. They could then, in turn, influence their friends to join in.
Get Your (CAE) Essay Checked!
For and against or just one side.
There are two approaches you can choose to write your essay professionally .
For and against
One side only, practice tests online, c1 advanced (cae) essay: example asnwers, cae essay sample 1.
Your class has attended a panel discussion on facilities which should receive money from local authorities. You have made the notes below:
Which facilities should receive money from local authorities?
- sports centres
- public gardens
Some opinions expressed in the discussion:
- “Museums aren’t popular with everybody!”
- “Sports centres mean healthier people.”
- “A town needs green spaces – parks are great for everybody.”
Write an essay discussing two of the facilities in your notes. You should explain which facility it is more important for local authorities to give money to, giving reasons in support of your answer.
Student’s CAE Essay Answer:
In regard of a recent discussion about the facilities, which are financially supported by local authorities, I would like to write a few of my personal thoughts. Whether we are talking about sports centres or public gardens, there is no doubt that they are both a good thing to have in the city and should both be supported somehow. The only question then is which one of these is more important, what are the pros and cons of each one?
[1 st body paragraph ]
Let me start with the sport centres as I think these are a bit more problematic. Obviously, in our times where lots of people spend days sitting in their office staring at a computer, some sort of physical training is very important. We have to balance that shift in our lifestyles. The problem I see with supporting the sports centres is the number of activities that you can do at these days. There is almost countless list of either individual or team sports that we can think of, and each centre is usually designed for a specific type or at least a group of sports similar in its nature. Therefore I think that it is too difficult to support them equally and we can’t say which activity is better than the others either. Another reason for not financing sports as much as green parks is their commercial use. What I mean by that is that we usually pay for everything the centre offers us to do and therefore they are more able to last from their own money than gardens.
[2 nd body paragraph]
Regarding of the green spaces, the situation is much clearer I think. Every city needs gardens where people can sit and relax, but nobody is going to pay a tax for just walking around.
These factors lead me to my conclusion, that the public gardens are definitely a facility which should be financed from public money, whereas in the case of sports centres, the situation is questionable.
CAE Essay Sample 2
Your class has attended a panel discussion on the action governments can take to promote health and fitness among young people. You have made the notes below.
Action to promote health and fitness among young people
- improve teaching in schools.
- improves attitudes to competitiveness.
- improve the image of sports.
Some opinions expressed during the discussion
- ‘There need to be specialist sports teachers for children and students of all ages.’
- ‘Some young people are put off by the pressure to compete.’
- ‘A lot of young people don’t think it’s cool to take part in sports.’
Write an essay for your tutor, discussing two of the actions in your notes. You should explain which action you think is more important, giving reasons to support your opinion.
We often hear about the many benefits of health and fitness. However, less often do we hear concrete suggestions for how to improve participation rates, particularly among young people. In this essay I will discuss two possible actions that governments could focus on in order to promote health and fitness to youth today.
The first possible action is to improve physical education teaching in schools. Local students have at times complained that the curriculum is rigid and emphasizes repetitive activities instead of team sports and enjoyment. Better role models and more adventurous options could lead to improved attitude and participation. Naturally, employing specialist sports teachers would incur considerable cost.
A second option would be to attempt to change the overly competitive attitudes that seem ingrained in many of the sports competitions for youngsters. When adults such as parents and teachers focus on winning above having a good time, it puts undue pressure on the participants. They may feel a sense of failure if they lose and also be less inclined to try a new sport.
In summary, either approach would be a step in the right direction. In my view, it would be wise to prioritize dealing with reducing competitiveness first because I believe it would help young people feel better about the sports they already do. They could then, in turn, influence their friends to join in.
C1 Advanced (CAE) Essay: Writing Topics
Cae example topic 1.
In class you have had a discussion about inequality and work. You have made the notes below:
Do the privileged few get a head start in life?
- Stability in the home
- Work contacts and opportunities
- Time to hone one´s skills
Write an essay discussing two of the points given and explain the reasons behind your answer.
CAE Example topic 2
Recently, you have held a discussion in a university plenary about work-life balance. You have made the notes below:
Work is the pillar of society though it is obvious that people need to disconnect. Where is the balance?
- Fulfilling one´s potential
- Supporting family members
- Using one´s time productively
Write an essay using two of the points and say what might be the most effective way of achieving a healthy work-life balance
CAE Example topic 3
You have discussed young people and their future work prospects in class. You have made the notes below:
What might be the most effective strategy to prepare young people for work?
- Work placements
- Workshops in schools
- Establishing links with local businesses
Write an essay discussing two of the points and say which should be implemented into the national curriculum.
C1 Advanced (CAE) Essay: Tips
- PLAN your essay.
- REVISE your essay to correct mistakes.
- The final paragraph is the best place to express your opinion clearly
- Add quotations, statistics, facts. examples and other relevant data to support your points.
- The tone and register can be formal or semiformal depending on your treatment of the topic. If your essay is written in a formal register, only bring in informal expressions when you use a direct quotation to support your argument.
- Punctuation is important in essays and can be a powerful tool for expressing subtle or emphatic points. Short sentences make for a peachy style but get irritating if they are over-used, long sentences need careful use of commas, semi-colons and desires to achieve flow and rhythm.
C1 Advanced (CAE) Essay: Writing Checklist
After writing your text, you can check it yourself using the writing checklist below.
How to do that? Simply check your text/email by answering the questions one by one:
- Have I covered all the key information required by the task?
- Have I written only information which is relevant to the task?
- Have I developed the basic points in the task with my own ideas?
- Have I achieved the main purpose(s) of the text (for example, explaining, persuading, suggesting, apologising, comparing, etc.)?
- Have I used a suitable mix of fact and opinion?
- Have I used a suitable style and register (formal or informal) for the task?
- Have I used paragraphs appropriately to organise my ideas?
- Have I used other organisational features appropriately for the genre of the text (for example, titles, headings, openings, closings, etc.)?
- Is the connection between my ideas clear and easy for the reader to follow? (For example, have I used appropriate linking words, pronouns, etc. to refer to different things within the text?)
- Are the ideas balanced appropriately, with suitable attention and space given to each one?
- Have I used a wide range of vocabulary?
- Have I avoided repeating the same words and phrases?
- Have I used a range of simple and more complex grammatical structures?
- Have I correctly used any common phrases which are relevant to the specific task or topic?
- Is my use of grammar accurate?
- Is my spelling accurate?
More than Practice Tests
C1 advanced (cae) essay: marking criteria, c1 advanced (cae) essay: useful phrases, words & expressions.
We will finish it with useful advanced vocabulary (words to use in an essay) mostly used to organize information. Although it is taking a shortcut, if you learn several expressions/words for each paragraph in each type of text that could be on your exam, you will certainly be able to create a very consistent essay with a perfect structure.
To start essay: Introduction
It is often said that … ….is a hotly-debated topic that often divides opinion. ….is a topic that is often discussed but rarely solved. Many people feel that … We live in an age when many of us are… More and more families/people are choosing to … The trend nowadays is towards +ing Over the past/last ten years or so, … Recent research indicates that the number of …is increasing. Statistics indicate that— Hardly a week goes by without another report of .. appearing in the media. This raises the issue of whether …………….. Although most people would generally agree that …………… few
…. clearly/undoubtedly has an impact on… It is common knowledge that… plays a crucial role in… It is undoubtedly the case that… There is little doubt that… … is widely believed to contribute to… It is generally considered that… Recent research suggests that… Studies have shown that… has an impact/influence on… Few people would contest/dispute the fact that…
Another factor to consider is… On the other hand/In contrast… It is often claimed that… All the evidence suggests that…
Stating your opinion
As I see it, It seems to me that ………… I would also say that …. I am convinced that …………… I am inclined to believe that ……………… There is no doubt in my mind that ……………… One of the drawbacks of ……. is ………. However, one of the benefits is that …………
As regards the causes for this, ………….. Concerning the causes for this, ……… As for the causes, ………..
One justification often given for ……….. is that…………….. Advocates/Proponents would claim that ……………… Those who object to …………….. often argue that ………………. Another objection is that …… However, it should not be forgotten that ………….. ……….. are opposed to ……………. on the grounds that …………….. From the point of view of …………….. According to ………………..
One factor which has led to ………… is ………….. One of the factors which has brought this about is ……… The problem often stems from ……………….. The situation has been exacerbated by ……………. ………….. has only made the situation worse. One consequence of ……………. is …………….
Proposing steps and measures
As regards the most appropriate response to this situation, one suggestion would be to ……… The first step to be taken would be to …….. To alleviate the situation people should ……….. In addition they ought to …………… This can only be dealt with if ………… To overcome this problem, ………….. Were the government to ……………, the situation would doubtless improve. Individuals can do a great deal to ………… The burden of responsiblity lies in the hands of …….. It is vitally important that ……… Legislation should be introduced to control …………….. It would be a grave error if we ……………..
To conclude an essay: Concluding
In light of the above, Taking all this into consideration/account,… As far as I am concerned, / in my opinion, / as I see it, etc. … is the most effective way to… due to the fact that… Despite the fact that… undoubtedly plays a role in… I firmly believe that… is more effective due to the fact that… its advantages outnumber/ outweigh those All in all it seems to me that ……….. The obvious conclusion to be drawn is that ………………….. All things considered! …………. On balance! , tend to believe that ………… The world would surely be a better place to live in if …………..
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Materials to help your students prepare for the Cambridge English: Advanced (formerly CAE - Certificate in Advanced English)
Cambridge English Advanced: Writing Part 1 – Essay
This lesson aims to help students prepare for the essay section of the Advanced Writing paper.
Cambridge English Advanced: Speaking Part 1 – Social interaction
This lesson aims to help students prepare for the social interaction section of the Advanced Speaking exam.
Exams: FCE or CAE cloze practice games
Three games to liven up exam class practice for the open cloze exam tasks, and to make sure students really know their way around the exam.
Cambridge English Advanced: Writing Part 2 – Report
This lesson aims to help students prepare for the report section of the Advanced Writing paper.
Cambridge English Advanced: Reading and Use of English Part 1
This lesson aims to help students prepare for part 1 of the Advanced Reading and Use of English paper.
Cambridge English Advanced: Reading and Use of English Part 2
This lesson aims to help students prepare for part 2 of the Advanced Reading and Use of English paper.
Cambridge English Advanced: Reading and Use of English Part 3
This lesson aims to help students prepare for part 3 of the Advanced Reading and Use of English paper.
Lesson Share: Writing: Article writing for CAE / CPE
A comprehensive set of notes and exercises for students on how to write articles for advanced exams.
Exams: Article writing: CAE and CPE
A comprehensive set of notes and exercises for students on how to write articles for advanced exams (CAE and CPE).
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CAE writing style guide: essay
Posted by Ben on Mar 12, 2013 in CAE style guides |
Part 1 of 5, you can find the other style guides by clicking here: CAE writing style guides .
This is a short summary of some style points to keep in mind when attempting the tasks in the Cambridge English: Advanced writing section.
Who is the audience? The audience is a teacher or professor.
What is the purpose of the writing? You need to develop an argument or opinion. Usually this is done in 5 paragraphs: introduction, reason 1 (with examples), reason 2 (with examples), addressing counter-arguments (with examples), conclusion.
Is it formal? Yes.
Should I use headings or bullet points? No.
How should it start? It’s important to provide a kind of framework for the reader in your opening paragraph. If you have been asked to give your opinion on something, you should state what your opinion is (or give a hint) at the beginning. This shows that you have a clear goal in mind and a desired outcome for the reader (to be convinced by your arguments). Without this, you give the impression that you have just thought about things, and written some things, and you managed to convince yourself at the end. That is appropriate for a blog or journal entry, but not for an essay for your teacher.
How should it finish? You need to clearly state your opinion in your conclusion.
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Lesson plan essay cae exam
2020, essay cae exam
a lesson plan as an exercise for cae exam including writing and speaking
Amalia NK Haikali
Dr. Shazia N. Awan
Curriculum & Instruction Dept., Faculty of Education, Assiut University
Dr Mahmoud M S Abdallah
PREFACE Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports, summaries, critical reviews, etc.). Moreover, writing is an important skill that prospective English language teachers need to develop during their pre-service education (training) programmes. Course information based on new regulations (college bylaws, recently modified in 2013): Level: 2nd, year- 1st Semester Course Title: Writing (2) Code: Curr213 Number of Units: -Lecture (Theoretical Study): 1 hour -Workshops (Practical Sessions): 2 hours -Total: 3 hours Major: BA in Arts and Education (English Section) This Writing II course to 2nd-year EFL student teachers complements - and builds on - the Writing I course studied in the previous year by fresh student teachers. It gradually takes student teachers further from the basic mechanical writing skills studied in Writing I at the sentence and paragraph writing levels, into the more advanced essay writing process. Thus, it aims mainly to foster EFL student teachers’ essay writing skills, and help them to identify different ways, strategies and/or techniques used for writing a standard English essay (e.g. a comprehensive five-paragraph essay). In this regard, it provides many examples, samples and illustrations of how to write different types of essays, and how to use various techniques to develop paragraphs, and thus explore, reinforce and develop the main topic. More specifically, by the end of the course, EFL student teachers are expected to be able to: 1. Identify an English essay and its main components; 2. Write an English essay accurately and adequately; 3. Identify a topic paragraph in an essay; 4. Write a topic paragraph (and topic sentences or thesis) in an essay; 5. Identify different genres and types of essays; 6. Write different types of essays (e.g. expository, academic, descriptive, and narrative); 7. Practice essay writing skills (e.g. pre-writing strategies such as brainstorming and free writing; summarizing and skimming skills; developing ideas in paragraphs; providing sufficient/supporting details; drafting/redrafting; reflection and revision; electronic writing skills, etc.); and 8. Identify different genres of essays online (e.g. fiction and literature; factual and realistic pieces; functional products; expository essays; reflective diaries; and academic essays) Intended Learning Outcomes (ILOs): 1.1 Knowledge & Understanding: 1.1.9 The student teacher recognizes the difference between the paragraph, the composition and the essay. 1.1.10 The student teacher recognizes the various modes and genres of writing, such as comparing and contrasting, cause and effect, argumentative and expository writing. 1.1.11 The student teacher recognizes how to revise and edit essays and check them for unity, order and coherence. 1.1.15 The student teacher recognizes the difference between translating the text and the context and the various stylistic devices used in social, political, medical and cultural contexts. 1.2 Intellectual Skills: 1.2.6 The student teacher produces various writing genres (explanatory, expository, descriptive and narrative) accurately and fluently. 1.2.7 The student teacher initiates and terminates paragraphs or essays accurately. 1.2.8 The student teacher uses the process and product approach to writing paragraphs and/or essays. 1.2.9 The student teacher achieves unity and coherence in his/her writing through various devices. 1.2.10 The student teacher determines the audience or the purpose of an intended writing piece. 1.2.11 The student teacher prepares writing in a format (e.g. oral presentation, manuscript, and multimedia) appropriate to audience and purpose. 1.2.12 The student teacher revises and/or edits paragraphs and/or essays. 1.3 Professional Skills: 1.3.1 The student teacher enjoys English as an international means of communication. 1.3.2 The student teacher feels that learning English facilitates travelling abroad and communicating with native speakers. 1.3.5 The student teacher thinks that studying English dispels self-consciousness. 1.3.6 The student teacher thinks that English is a worthwhile subject. 1.4 General Skills: 1.4.1 The student teacher responds to specific situations and current conditions when implementing instructions. 1.4.2 The student teacher responds to the ideas and opinions of other speakers thoughtfully before uttering. 1. Lecturing 2. Discussion 3. Collaborative learning 4. Blended learning 5. Online learning 3- Teaching and Learning Methods 1. Online tutorials 2. Private interviews 3. Self-paced learning 4- Teaching and Learning Methods for Low Learners 5- Evaluation: Both forms of evaluation (i.e. formative and summative) are employed with student teachers throughout the whole semester. Writing tasks in workshops; oral/written presentations; formative assessment in workshops; and discussion in lectures a) Tools -Provisional scores are assigned for each student teacher every week in each workshop based on certain tasks. -A final total score is assigned for each one by the end of the semester based on total performance in both lectures and workshops. -Some time is devoted to online interactions with tutors and among student teachers themselves outside the frame of the formal schedule (e.g. a Facebook group or an online Blog). b) Time Schedule • Semester work + Oral production: 20 marks • Final semester exam: 80 marks • Total: 100 marks c) Grading System
Mahmuda Nasrin , Peter Davidson , M. Krzanowski , Clare Anderson , Kibiwott P Kurgat
This paper aims to re-examine the present Communicative Language Teaching (form now on referred to as CLT) 2method and its implications in Bangladesh. The present CLT method is acting as a tool which segregates the society into groups and classes: one is the very small powerful dominant class with a very good command of English and the other is the dominated class with less competence in English, hence with less power in the society (the way it was during the colonial period). Has the CLT then made the English language itself a profitable commodity for the policy makers and the upper classes?
Maria Carolina Lisboa Correia
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Tag: topic sentences
Formal writing: cae essay.
Image credit: LitReactor
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This is a lesson plan designed to help students tackle the CAE writing part 1 formal essay task. It walks students through structuring their essays correctly. Download the handout and Powerpoint below:
In this day and age a worrying percentage of children are showing signs of obesity. The past few years have seen a steep decline in the number of school-aged children taking part in team sports or getting regular exercise. What is the most effective way to tackle this problem and encourage children to be more active?
In this essay I am going to talk about the problem of children not getting enough exercise. I will start by talking about parental influence and then I will discuss the role schools can play.
Hardly a week goes by without another article on the topic of childhood obesity appearing in the media. This is clearly a growing issue which must be addressed urgently. There are a number of ways in which this problem could be tackled.
Language for introductions
- In this day and age…
- … is a hotly-debated topic that often divides opinion.
- … is a growing issue in today’s society
- We live in an age when many of us are…
- More and more families are choosing to have only one child.
- The trend nowadays is towards having smaller families.
- Over the past ten years or so the media have frequently carried reports of ……………
- Recent research indicates that the number of teenagers who smoke is increasing.
- Hardly a week goes by without another report of …………….. appearing in the media.
- Although most people would generally agree that …………… few would deny that ……..
Language for topic sentences
- …. clearly/undoubtedly has an impact on…
- It is common knowledge that… plays a crucial role in…
- It is undoubtedly the case that…
- There is little doubt that…
- … is widely believed to contribute to…
- It is generally considered that…
- Recent research suggests that…
- Studies have shown that… has an impact/influence on…
- Few people would contest/dispute the fact that…
- Another factor to consider is…
- On the other hand/In contrast…
- It is often claimed that…
- All the evidence suggests that…
Language for supporting ideas
Language for introducing supporting ideas:
- For example,
- For instance,
- An obvious example of this is…
- A clear example of this is…
- This is illustrated by…
- As a case in point…
It goes without saying that ______________________________________ A clear example of this is ___________________________________________ In addition, ________________________________________ Nevertheless, _____________________________________________________________
Language for conclusions:
- In light of the above, / Taking all this into consideration/account,…
- As far as I am concerned, / in my opinion, / as I see it, etc.
- … is the most effective way to… due to the fact that…
- Despite the fact that… undoubtedly plays a role in… I firmly believe that… is more effective due to the fact that…
Credit to Cork English Teacher for some of the language from the handout.
Structuring a Paragraph
Image credit: Savvy in Second: Stoplight Paragraphs: Helping Structure Writing
This is worksheet to help students structure their paragraphs correctly when writing formal essays. I prepared it with CAE students preparing for writing part 1 in mind. Download the handout below: