You’ve got 90 minutes to publish two texts. Each text should really be about 220-260 words long (see the relevant questions section at the end when you yourself have concerns about the word count). Part 1 is often an essay, while in part 2 a choice is had by you of 3 tasks (letter/email; proposal; report; review).
The examiners assess you on 4 elements:
- Content – Did the task is done by you you were asked to accomplish?
- Communicative achievement – Do you utilize the right tone and degree of formality?
- Organisation – Did you link paragraphs together? Can there be a logical flow?
- Language – Do you show your sparkling vocabulary off or did you merely use First Certificate words? Did you make a lot of grammar mistakes?
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 made the decision Grammarly, a free writing aid, was not useful – here is the story of how one Russian student convinced us to change my mind.
You have got 90 minutes to publish 2 texts. Both texts will undoubtedly be concerning the length that is same and are usually worth the same quantity of points. Obviously, you should spend the amount that is same of for each! Personally, I’d spend as much time planning as possible, as it makes everything else easier. The exact time split is determined by how fast you write, but try something such as this:
- Planning – 10 minutes (i have made a video concerning the planning process – it’s in section 8 below.)
- Writing – 25 minutes
- Checking – 10 minutes
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A lot of students hate planning and think it’s a waste of valuable exam time. But do chefs walk into a kitchen and just start cooking? Of course not – they lay out their ingredients, make sure their utensils are clean, and have their recipe nearby.
Your plan is the recipe you’ll use to cook up a piece that is great of. Think about how paragraphs that are many want then get some good ideas about the content of every. But even as of this stage that is early should start planning the language you want to use. Ask yourself questions like:
- Where can I use a form that is passive?
- Where can i personally use an inversion?
- What CAE-level vocabulary do I’m sure concerning this topic, and where can I prefer it?
- How can I link in one paragraph to another?
Thinking about solutions before you begin writing could be the easiest method to resolve problems!
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The very first thing you’re assessed on is your content. That basically means reading the duty carefully and doing what you are told to do! In part 1 you are given three bullet points but they are asked to talk about TWO of them. (You’re also given some opinions on the subject if you prefer, you don’t need to. which you can use) listed here is an example of the three bullet points and a task:
Because I feel like I have more to say about those topics if I were planning my answer, I’d probably choose ‘giving rules’ and ‘setting an example’ as my two points. (Exactly how much would I talk about ‘offering advice’? Nothing! Because i ought to only come up with two things!)
Another important point is to state which will be far better. I’d probably write one paragraph about ‘giving rules’, in addition to paragraph that is next be about ‘setting an example’ – I would personally make sure to give factors why it had been an even more effective way to influence younger people.
What about part 2? Again, you need to browse the relevant question carefully and work out sure you include everything it tells you to.
Here’s the sorts of task which will show up:
Here is a plan you might follow:
- Evaluation of this programme
- Probably the most useful components of the programme
- Year suggested changes for next
Not very imaginative, but you’d be guaranteed to get marks that are full terms of content!
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Which is better English:
Dear Sir or Madam
Well, this will depend whom you’re talking to! Should your task is always to write a written report for your ‘serious’ organisation you should use a tone that is formal. If you should be writing a magazine article for teenagers you will be more informal.
It is a large topic and there’s not enough space to get into it at length here. I’ll list a couple of external resources that can help, but a good coursebook will provide you with a lot of guidance.
The primary tip is to be consistent – students often write a report that is 95% formal, and then throw in certain exclamation points, slang, contractions, and vocabulary that is informal. Which is bad! It suggest you don’t have control over your tone.
Find out about formal vs informal English:
You ought to invest some time making certain you realize the essential difference between a letter and an essay, and between a written report and a proposal. Here are a few tips that are quick
You will need to give your opinion in an way that is interesting. CAE essays are often academic in tone, so practice of formal writing will be helpful.
Write a message because of the same opening/closing as a letter. During these you come up with your personal experiences. Your writing shall have a purpose, like giving an answer to a newspaper article you don’t agree with.
Use headings for every single paragraph. The task shall let you know a number of the content you ought to include and you will be able to utilize your imagination to include some more ideas. You may be asked to gauge 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.
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Cambridge love linking words and cohesive devices. They are bits of text like ‘firstly’, ‘whereas’, ‘in addition’, ‘however’, and so on. Properly used, they shall create your writing flow and also make your text easier to read. You can not do well in CAE without using these phrases.
Here’s a typical page with some ideas about cohesive devices – attempt to include them in your writing. Here is a different one with tips for the IELTS exam.
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Organising a text, using linking words, and getting most of the content points is a great start, but also for a higher grade you’ll need to use advanced vocabulary and much more difficult sentence structures.
In the planning stage associated with the exam think about which high-level words you know for the topic and think for which paragraph you need to use them. For instance, if the subject is about transport you might use phrases like ‘mass transit system’, ‘to commute’, ‘congestion,’ and ‘pressed for time’.
You will need to make use of a variety of structures – passives, inversions, cleft sentences, questions, sentences with semi-colons. can any one write my paper The greater amount of variety the better!
Also a number of sentence lengths. This picture explains what I mean:
So as opposed to writing like this:
Lots of politicians say they are going to improve bus and train services. Having trains will work for those who have to go to work. This means they don’t really need to take the motor car to the office. It is probably faster. If everyone takes a train to work there won’t be any traffic jams.
You can produce this:
How come progressive politicians pledge to prov >mass transit systems inside their cities? The solution is obvious: Not only do pressed-for-time commuters benefit, but there is however also less pollution. Let congestion be a plain thing of history; let flowers bloom next to every tram stop.
In those three sentences there was one question; one colon; one semi-colon; one ‘not only but additionally’; one imperative. So good, right? You can easily write like this if you practice of course you aren’t afraid to help make some mistakes as you go along.