CPE ESSAY WRITING
An essay is the first part of the writing and it is obligatory. The question always has a discursive focus.
Discursive writing is a style used in academic writing and it requires the high level of language competence.
You are required to base your essay on input material which will take the form of two texts, each approximately
100 words long. The texts will be based on a variety of authentic, contemporary sources
How many words?
You need to answer the question with between 240-280 words.
C2 Proficient (CPE) Essay: Structure
Introduction
Make a plain reference to the topic of the two texts.
1 st body paragraph
Topic sentence + Paraphrase point 1 + Paraphrase point 2
2 nd body paragraph
Topic sentence + Paraphrase point 3 + Paraphrase point 4
3 rd body paragraph
Your opinion
Conclusion
Closing remark – No new ideas.
Here is a straightforward way to write a perfect essay.
We will use the example extracts below in our writing guide advice. The texts are either
contradictory or complementary.
Step 1: Read the topic and find two key points of each extract.
Examinations are not fair.
Making judgments about the ability of students based on examinations that take place just once or
perhaps twice a year is simply not fair. So many students fail to show their true ability due to
anxiety, stress and a number of other factors. Many students who do well in exams do so simply by
cramming facts into their heads the week before the exam, to be forgotten by the following
weekend. Surely assessment of the work done in class and at home throughout the school year
would be a fairer system?
Classroom assessment is idealistic.
It’s all very well to talk about teachers judging their students work in the classroom, and a student
working alone at home on their projects; but everyone knows that continuous assessment doesn’t
work like that. Teachers are only human, and tend to be softer on their students than an examiner
would be (or, in a worse scenario, harder on a student they don’t like). Parents or older siblings
help students with the projects they have to do at home, even if it’s just coming up with ideas for
them. Exams may not be fun, but at least we get to see what each individual student is capable of.
Extract 1. Key points:
1) Unfair to judge a year’s performance just once or twice a year.
2) This unfair system forces students to temporary parrot-fashion learning
Extract 2. Key points:
3) Continuous assessment depends too much on the teacher who may be too lenient or too strict.
4) Parents and siblings may give an unfair advantage to students over others who don’t have help at
home.
Step 2: Introduction: Make a plain reference to the topic of the two texts.
The introduction should inform the reader about the subject of the essay.
Introduction: The methodology for assessing students’ knowledge is crucial and is reflected in
their performance and future in education. Such an issue is analyzed in the two contrasting passages
that this essay touches upon.
Step 3: Body paragraphs (1 & 2) = Main Body
Here we have to prove to the examiners that we have fully understood the text. In
the second and third paragraphs, we paraphrase 4 key points and comment briefly on them.
Remember that this is not the best time to express your opinion, it should be at the very end in
the conclusion.
Body paragraph (1) = Topic sentence + Point 1 + Point 2
Paragraph 1: [Topic sentence] The first author considers the annual assessment of students’
performance as inadequate. [Paraphrase the first (1) point] Knowing that your only chance to prove
your competence relies on a couple of questions that need to be answered within a suffocating time
limit cannot but fill you with anxiety. [Paraphrase the second (2) point] To make matters worse,
even when the students manage to cope with the stress it is doubtful whether they gain any
academic benefit. All they do is switch off their critical thinking and employ their parrot fashion
learning. When the exams are over they ‘delete’ all this array of incongruent information.
Body paragraph (2) = Topic sentence + Point 3 + Point4
Paragraph 2: [Topic sentence] Conversely, the second text sees the exams as the only reliable
means of school assessment. [Paraphrase the third (3) point:] If the students were continually
evaluated throughout the year they would be at the mercy of the bias of their teachers. If the
professors are positively predisposed they will inflate the marks and if they have any sort of
conflict with their pupils they could use the marks as a form of punishment. [Paraphrase the fourth
(4) point] Moreover, the project work that has often been hailed as the creative alternative of barren
exams may prove to be a hoax. More often than not it is other family members that do the work and
the students undeservingly reap the rewards.
Step 4: Body paragraph (3) = Your opinion
Opinion: [Topic sentence] While I agree that the exams entail counterproductive stress that may
spoil the true meaning of education, I cannot overlook the fact that they are an objective and
trustworthy method of evaluation. If the written tests accounted for a proportion of the pupils’
overall mark and the rest was completed with projects and class participation we could successfully
combine the profits of these too seemingly contrasting methods.
Step 5: Conclusion: Closing remark – No new ideas.
In summary, what you really want is to show the examiners that you understand the text and the
key points, so it should be a balanced analysis of the text you have just read. Do not give any new
information, tell them what you have already told.
Conclusion: All things considered, the examinations can contribute to an objective assessment of
school performance as long as they are combined with elements of continuous assessment.
A final checklist…
the 4 key points are addressed a variety of language is present
all abovementioned points are the length is appropriate (i.e. word
paraphrased and evaluated count)
your own ideas are expressed no errors or slips
The methodology for assessing students’ knowledge is crucial and is reflected in their performance
and future in education. Such an issue is analyzed in the two contrasting passages that this essay
touches upon.
The first author considers the annual assessment of students’ performance as inadequate. Knowing
that your only chance to prove your competence relies on a couple of questions that need to be
answered within a suffocating time limit cannot but fill you with anxiety. To make matters worse,
even when the students manage to cope with the stress it is doubtful whether they gain any
academic benefit. All they do is switch off their critical thinking and employ their parrot fashion
learning. When the exams are over they ‘delete’ all this array of incongruent information.
Conversely, the second text sees the exams as the only reliable means of school assessment. If the
students were continually evaluated throughout the year they would be at the mercy of the bias of
their teachers. If the professors are positively predisposed they will inflate the marks and if they
have any sort of conflict with their pupils they could use the marks as a form of punishment.
Moreover, the project work that has often been hailed as the creative alternative of barren exams
may prove to be a hoax. More often than not it is other family members that do the work and the
students undeservingly reap the rewards.
While I agree that the exams entail counterproductive stress that may spoil the true meaning of
education, I cannot overlook the fact that they are an objective and trustworthy method of
evaluation. If the written tests accounted for a proportion of the pupils’ overall mark and the rest
was completed with projects and class participation we could successfully combine the profits of
these too seemingly contrasting methods.
All things considered, the examinations can contribute to an objective assessment of school
performance as long as they are combined with elements of continuous assessment.
C2 Proficient (CPE) Essay: Useful Phrases & Expressions
Sentence openers
The first text suggests that…..
The second text raises the issue of …..
The writer is of the opinion that….
Additionally, it is argued that…..
The two texts contrast differing views of…..
According to the first passage…….
Personally, I …………….
The second text put forward……
I believe that………
In conclusion , it is my opinion that……
Linking points and arguments
As opposed to
In the sense that…..
For this reason……..
Making generalizations
On the whole….
In general…..
For the most part….
As a rule……
It is often that….
It is usually the case that…..
People to regard…..
The reality is that…..
Being specific
With respect to…
In the case of…
As regards…
In terms of….
With the exception of…..
From the ….. point of view….
They are seen as…..
As far as ……are / is concerned……
Raising an argument
Considering…..
On the question of….
No one would dispute…….
Giving one side
One argument in favour of this is ….
In support of…..
It is true that……
Giving the other side
At the same time….
In actual fact…..
On the other hand….
In contrast to….
Set/ weighed against this is…..
Attitude
Personally…
Unfortunately…
Obviously…
Evidently…
Presumably…
Naturally…
fortunately..
