You have 90 minutes to publish two texts. Each text should be about 220-260 words long (begin to see the relevant questions section at the bottom when you yourself have concerns concerning the word count). Part 1 is obviously an essay, whilst in part 2 you have a choice of 3 tasks (letter/email; proposal; report; review).
The examiners assess you on 4 elements:
With your writing before you continue with this guide, I strongly recommend you read about this free tool that will help you:
Last year I decided Grammarly, a free writing aid, wasn’t useful – here is the story of how one Russian student convinced me to change my mind.
You have got 90 minutes to publish 2 texts. Both texts will be about the write my essay same length, and so are worth the exact same wide range of points. Obviously, you really need to spend the same length of time on each! Personally, I’d spend as much time planning as possible, because it makes everything else easier. The time that is exact will depend on how fast you write, but try something similar to this:
A lot of students hate planning and think it is a waste of valuable exam time. But do chefs walk into a kitchen and just start cooking? Needless to say not – they set down their ingredients, make certain their utensils are clean, and also their recipe nearby.
Your plan may be the recipe you’ll use to cook up a great piece of writing. Think about how paragraphs that are many want then get some good ideas in regards to the content of each. But even only at that stage that is early should start planning the language you need to use. Ask yourself questions like:
Thinking about solutions before you start writing could be the way that is easiest to fix problems!
The thing that is first’re assessed on is the content. That basically means reading the task carefully and doing what you are told to do! In part 1 you might be given three bullet points but they are asked to generally share TWO of these. (You’re also given some opinions on the subject if you want, you need not. which you can use) Here’s a good example of the three bullet points and an activity:
If I were planning my answer, I would probably choose ‘giving rules’ and ‘setting a good example’ as my two points because I feel like I have more to express about those topics. (just how much would I talk about ‘offering advice’? Nothing! Because i will only come up with two things!)
Another important point is to express that will be far better. I would probably write one paragraph about ‘giving rules’, while the next paragraph would be about ‘setting an example’ – I would make sure to give explanations why it had been an even more efficient way to influence younger people.
Think about part 2? Again, it is important to see the question carefully and also make sure you include everything it instructs you to.
Listed here is the sort of task which will show up:
Listed here is a plan you might follow:
Not so imaginative, you’d be going to get full marks in terms of content!
Which is better English:
Dear Sir or Madam
Well, it depends who you’re talking to! In the event the task would be to write a report for your ‘serious’ organisation you should use a tone that is formal. If you should be writing a magazine article for teenagers you can be more informal.
This really is a HUGE topic and there’s not space that is enough get into it at length here. I’ll list a few external resources that might help, but a coursebook that is good give you a lot of guidance.
The key tip will be consistent – students often write a report that is 95% formal, and then throw in a few exclamation points, slang, contractions, and vocabulary that is informal. That is bad! It suggest you don’t have control of your tone.
Learn more about formal vs informal English:
You ought to invest some right time making certain you know the essential difference between a letter and an essay, and between a written report and a proposal. Here are some quick tips:
You ought to give your opinion in an way that is interesting. CAE essays are often academic in tone, so practice of formal writing shall be helpful.
Write a message with all the same opening/closing as a letter. During these you write on your personal experiences. Your writing will have an intention, like responding to a newspaper article you don’t agree with.
Use headings for each paragraph. The task will let you know a number of the content you need to include and you will certainly be able to use your imagination to include even more ideas. You may be asked to guage if some goal happens to be achieved and/or to suggest alternative courses of action. A proposal may have more scope for making suggestions and more importance of polite persuasive language.
Cambridge love linking words and devices that are cohesive. These are bits of text like ‘firstly’, ‘whereas’, ‘in addition’, ‘however’, and so forth. Properly used, they will create your writing flow and also make your text easier to read. You can’t do well in CAE without needing these phrases.
Here’s a web page with a few basic ideas about cohesive devices – attempt to include them in your writing. Here’s a different one with strategies for the IELTS exam.
Organising a text, using linking words, and getting most of the content points is a great start, but for a high grade you’ll need to use advanced vocabulary and much more difficult sentence structures.
Into the planning stage of this exam think about which high-level words you know for the topic and think in which paragraph you can make use of them. For instance, if the topic is all about transport you might use phrases like ‘mass transit system’, ‘to commute’, ‘congestion,’ and ‘pressed for time’.
Then you need to make use of a number of structures – passives, inversions, cleft sentences, questions, sentences with semi-colons. The greater variety the better!
Also a variety of sentence lengths. This picture explains what I mean:
So in the place of writing like this:
Plenty of politicians say they will improve bus and train services. Having trains is perfect for those that have to head to work. It indicates they don’t need to take the car to the office. It is probably faster. If everyone takes a train to focus there won’t be any traffic jams.
You are able to produce this:
Why do progressive politicians pledge to prov >mass transit systems in their cities? The answer is obvious: Not only do pressed-for-time commuters benefit, but there is however also less pollution. Let congestion be a plain thing of the past; let flowers bloom next to every tram stop.
In those three sentences there is one question; one colon; one semi-colon; one ‘not only but additionally’; one imperative. So good, right? You can write similar to this if you practice of course you are not afraid to create some mistakes as you go along.