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Cambridge C1 Advanced (CAE): How to Write an Essay

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Introduction

An essay in the C1 Advanced Writing paper is usually written for an academic tutor and may be written as a follow-up to a class activity, such as attending a seminar or watching a documentary. The main purpose of the task is to underline relevant salient issues on the stated topic, and to support an argument with subsidiary points and reasons. An essay should be well organised, with an introduction, clear development and an appropriate conclusion. It should hold the target reader’s attention and communicate complex ideas using an appropriate range of vocabulary and structures. Source: Cambridge English C1 Advanced handbook for teachers

Essays are part of the first section of the CAE Writing paper. The task is mandatory, which means that you always have to write an essay unlike the other texts ( emails/letter , proposals , reviews , reports ) where you can choose which one you would like to tackle in the exam.

Essay writing is not that difficult…

…if you know what you are doing. For most students, essay writing feels like this huge obstacle that they won’t be able to clear when, in fact, it is not as bad as you might think.

Just like every other writing task in C1 Advanced you can apply a specific structure because the different tasks share the same characteristics. Obviously, the topic changes and the input you get from the question differs, but, essentially, it is like repeating the same task over and over again. For this, you can become pretty good at essay writing in a short time just by practising regularly until most of it becomes almost automatic for you.

Long story short, in this article I’m going to take you by the hand and guide you through all the different aspects of essay writing. We’re going to see what a typical essay task looks like, the structure and language and, of course, common problems and mistakes you should avoid on your way to mastering essays.

What a typical essay task looks like

As mentioned earlier, essay tasks in C1 Advanced look very similar to each other and once you understand what those common features are, you will see that everything becomes a lot easier. A typical task might look like the one below:

Every essay writing task looks like this with the content changing, but the structure staying exactly the same.

There are also a few things highlighted for you in bold which are definitely important for you to consider when you plan and, later, write your text.

First of all, in the bigger box there is always the question you have to answer and three option s to choose from and, as the rubric tells you, you have to pick two of them . These two points need to be discussed and compared and then you explain (with reasons!) which option you think is better, more suitable, nicer or whatever the task asks you to do (Here: Which facility is it more important for local authorities to give money to?).

Apart from that, you are also gifted a few ideas in the smaller of the two boxes . You can use these in your essay (You don’t have to.), but make sure that you don’t just copy them word for word. Instead, paraphrase them and make them your own, or simply come up with your own ideas.

If you have ever written a Cambridge B2 First essay , you will immediately see the similarities between the tasks, but in C1 Advanced there is less support for you and you have to make more decisions on your own before you can even start to make a plan for your text. Read the whole task very carefully and then choose wisely based on what feels best for you in any given case .

Formal or informal language in an essay?

I’ll keep this short for you because this works in every single task: Keep your language formal , which means no contractions ( I’m , don’t , etc.), no colloquial expressions ( Hey, what’s up? , I liked it heaps ., etc.), and no slang or phrasal verbs that convey informality ( I’m bursting vs. I have had enough to eat; carry on vs. continue).

How to organise your essay

OK, we know now what we have to do and what kind of language we have to use so it’s time to look at the organisation and structure of a good essay.

When organising a piece of writing you should always think about what it is that you have to include in your text. In a C1 Advanced essay there are basically four things:

• First topic point
• Second topic point

From that, we can make four paragraphs and this applies to every single essay you are going to write to practise or in the official exam.

Let’s have another look at our example from earlier. The three options are museums, sports centres and public gardens. Museums and sports centres are both buildings and probably similar to talk about so I’m going to choose sports centres and public parks, just because we can contrast them better in my opinion.

Adding our two topic points to the list from before, this specific essay structure looks like this:

• Sports centres
• Public parks

So there you go. I think that the process up this point is fairly simple and from there most students jump right into the deep end and start to write their essay – but not so fast!

Plan before you start writing

One of the most crucial yet most undervalued tools for excellent writing is a good plan. Unfortunately, I see too many students skip this step and they often end up revising their texts over and over until they run out of time and the result is still not satisfactory.

Please don’t make the same mistake. It takes around five minutes to make a plan which helps you organise your thoughts and ideas in a way that makes sense. You will be able to focus on your language and arguments instead of worrying about possibly forgetting to include content while saving you time. It works and you should do it as well.

To make your plan just take the list we created above and add a couple of thoughts to each point so you know what you want to write about.

• Introduction (panel discussion, local authorities, sports centres & public gardens –> Which one is more important?)
• Sports centres (public health, wide variety of activities, social aspect)
• Public parks (green lung of the city, place to relax from city life, social outdoor activities)
• Conclusion (sports centres better choice –> more variety, more social, greater health benefits)

It took me 4 minutes to create this plan. I used the idea from the task for sports centres (“Sports centrs mean healthier people.”), but I paraphrased it (public health) while the idea for public parks seems too vague for me so I left it out. Remember that it is optional to include these thoughts in your essay. if you feel that you have better ones, go for it.

The different parts of an essay

So far, we’ve looked at a typical essay task and we put everything in order. The next step, of course, is to put our pen to paper and turn our ideas into a great essay. Please be aware that these are simply my recommendations and if you feel that they are helpful, you’re welcome, and if not, modify them or change whatever you think makes more sense for you.

The introduction to your essay serves several different purposes. It presents the topic/question to the reader and puts it in context, introduces the topic points you are going to discuss and creates interest and anticipation in the reader.

All of this sounds like an awful lot of stuff to include, but with a little bit of practice you’ll find out that it is a fairly repeatable process. Once you’ve got the hang of it, you’ll produce one great introduction after another without having to think about it too much.

With all that being said, let’s look at a possible introduction for our example task.

In recent years, public funding for local facilities has become more problematic for many towns, which has become more obvious to me after listening to a panel on the financial needs of several different local facilities like sports centres and public parks. As these places battle for funds, the main question is which ones deserve the money more.

Let’s have a closer look at this intro. At the beginning the whole issue is put into the context of the financial problems many local authorities have experienced. Sports centres and public parks as our two topic points are included as well and, last but not least, a question is asked to create a little more interest in the reader.

With all our boxes being ticked we can now move on to the next part of the essay.

After you finish your introduction, you can turn your attention towards the main topic paragraphs. These are called ‘the body’ of you essay. I always compare it to a hamburger where the introduction and the conclusion are the bread bun while the patty, lettuce, tomatoes and sauce are the body. You want to make your essay tasty so make sure that the body is just as great as your intro.

Your topic paragraphs should be longer than the introduction and conclusion, but at the same time balanced and about the same length between the two of them. Remember, however, to stay within the limit of 220-260 words total.

A couple of characteristics that are useful and important for every topic paragraph are the following:

• Start with a topic sentence that makes it clear what the paragraph is about.
• Always support your arguments with reasons and/or examples .
• Avoid being too personal unless you give your own opinion at the end of the paragraph.

This is not rocket science, but let me show you what I mean in a couple of examples.

It is widely known that sports centres provide many different benefits to the local community. Someone on the panel mentioned that, from a public-health standpoint, it is crucial to offer opportunities to exercise in order to keep everyone healthy physically as well as mentally due to the social character of sports. In addition to that, exercise comes in many different shapes and forms, from team sports to individual activities like swimming, so there is something for everyone to enjoy in a dedicated group of people. While green spaces in a town or city have their own benefits, it can be difficult to maintain such large areas in order to keep parks pleasant and inviting to everyone. Nevertheless, considered by many as the green lung of a city their use as a refuge from hectic city life cannot be debated, and groups of people as well as individuals can be seen following their favourite pastime or socialising with others, which makes the discussion about allocating funds even more difficult.

At the beginning of each paragraph it immediately becomes clear what to expect as I mention sports centres and public parks (green spaces, parks). I managed to include all the points from our plan and I supported my arguments with some examples . Also, you can see that, for example, I didn’t use the word ‘I’ in these paragraphs at all even though my opinion on each point is pretty clear. Instead, I used more general statements (“It is widely known that…”, “considered by many as…”, “…can be seen”) which help convey your opinion without simply stating it .

Last but not least, both parts are balanced in terms of their length, but I don’t want you to think that they have to be perfectly equal. If there is good reason to give one part a little bit more attention over the other, that’s fine. For example, you can say in your essay that one of the ideas is more complex than the other, which tells the examiner that you actually thought about this instead of just having messed up your text. Be clear about it and think it through before you even start writing.

Finally, the conclusion of your essay is there to summarise and to give your opinion on the topic as well as to answer the question in the task (Which facilities should receive money from local authorities?). Your opinion can be nuanced and doesn’t have to be simply black or white as long as you can justify what you say.

In our example, a conclusion might look something like this:

Taking into account all the positions from above I come to the conclusion that funding should be allocated to both facilities as they provide essential resources to the local community. However, due to their more social character and possibly greater public health benefits I would give more funds to sports centres.

There you have it. The conclusion summarises the findings from the body of the essay and I answered the question giving my opinion. That’s really all you have to do in order to finish off your text well.

Time to start practising

With all the information provided in this article I hope you feel ready to start your journey to become an excellent essay writer. As you can see, the structure is clear and the tasks are always similar. Practise regularly in order to improve until essay writing becomes second nature for you.

Lots of love,

Teacher Phill 🙂

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Writing an essay

Topic outline.

The purpose of an essay is to present an argument or point of view and give examples or reasons to support it.

The topic will be a question or an issue which people generally have different opinions about.

The essay could present both sides of the argument, or just one, depending on the instructions given in the task. 

An essay should be written in a formal or neutral register and should be well organised, with an introduction, main body and a conclusion. It should include language appropriate for expressing opinions, agreeing and disagreeing. The vocabulary required will depend upon the topic.

• think about the audience that the essay is for
• the tone of most essays should be neutral or formal
• your essay should clearly present opinions related to the topic
• include a range of grammatical structures and related vocabulary
• avoid writing very simple sentences with the same grammatical structures and simple repetitive vocabulary.

An essay should be well organised, with an introduction, main body and a conclusion. It should include well-developed ideas.

You should use linking words/phrases which suit a more formal type of writing (e.g. furthermore, however, in conclusion, etc.) to link ideas in sentences and paragraphs.

One way to structure your essay is to have a balanced argument focusing on one side of the argument, then on the other side of the argument:

• Introduction – briefly outline the argument that the essay will discuss. Engage the reader to make them interested in the topic, for example, ask a rhetorical question to make a point and create a stronger effect.
• Present one side of the argument. Support your ideas with examples and/or reasons.
• Present the other side of the argument. Support your ideas with examples and/or reasons.
• Conclusion – this should briefly summarise what you have said and what you think about the argument. You can link your conclusion back to the beginning and/or encourage the reader to decide what they think about the same viewpoint.

Alternatively, an essay can be one-sided. You present one side of the argument, supported with examples and/or reasons. In this case, the organisation of your essay would be the same as above, with either one extended paragraph for the main body, or two or more shorter paragraphs each presenting a different reason to support your point of view.

• Example of an essay

• Cambridge Libraries

Study Skills

Wolfson college academic skills: academic writing.

• Transition to Wolfson
• Finding Information on Reading List
• Literature Searching
• Keeping up to date
• Critical reading and evaluation
• Speed reading
• Reference management
• Note making
• Research Data Management
• Academic writing
• Finishing a long document in Word
• Publishing your research
• Using AI for Academic Purposes
• Reflection and setting goals
• Responding to and using feedback
• Time management
• Digital wellbeing
• Working remotely
• Exam and Revision Tips

Your writing style will have no doubt changed significantly over the last few years and will still be developing. Your style will also be responsive to the task: an exam answer is very different to an essay. Your department will be able to advise you on specific expectations in your discipline but there are many general principles which be useful to all students, some of which we cover here. 

The writing process is book-ended by two other key skills which we cover elsewhere:

• First, you will need to take effective notes that so that you can refer to them during writing. If they are well-formed, they will act as the basis of your written work. Learn more under the  Note Making  section of this guide.
• Finally, it is essential that you correctly credit the work and ideas of others that you have used in your writing. To learn more about this read our pages on  Referencing  and  Avoiding Plagiarism .

This section focuses on essay writing in the Arts, Humanities and Social Sciences. Scientific disciplines will provide guidance on specific writing styles for their subject area.

• Read the assignment carefully and identify key words within the question. 
• Work backwards from the due date of the assignment. After you have the number of days you have available to write your assignment, divide the time into pre-writing activities such as reading, reviewing your notes and free writing, drafting activities such as organising your arguments and editing activities such as checking grammar, punctuation and references. 
• Spend some time planning and organising your essay before writing. Having a clear road map for your work can ensure your writing flows clearly and you do not drift away from addressing the question you set out to write. 
• Don't forget to schedule some down time while you are writing. Creating some distance from your work will help keep you refreshed and allow you time to see new perspectives and process further information.
• If you are experiencing writer's block, try freewriting for 10 minutes. During this time, do not worry about grammar or structure; the goal should be to get your thoughts out on a piece of paper or the screen. Free writing can help unlock some of the factors contributing to the block, and since you will have some words after the 10 minutes, it may kick start a new writing cycle for you.

Below you will find a series of videos that provide a survey of academic writing and a closer look at introductions, paragraphs and conclusions. While there may be a heavier emphasis on the writing done in the Arts, Humanities and Social Sciences, the general concepts of strong academic writing presented will also apply to other disciplines.

• Academic Writing- An Overview
• Writing an abstract
• Reducing your work count

None of the below will cut all the words you need in one go. But they may help you spot sytlistic tendancies than mean your style is unnecessarily verbose.

As with all proofreading, reading aloud can help you spot awkward wording and clumsy phrasing. Eliminate problematic words or highlight phrases as you go, so that you can tighten them up later.

Rearranging content

Once you have a rough draft, to reverse outline your document. This way you can make sure that your ideas and arguments develop logically. Write down what each section is about and if you spot anything extraneous, it is a candidate for deletion.

If you are still well above yoru word count, rank the points you use to sunstantiate your argument. That way, you can eliminate ones which aren't as important as others.

If you don't want to eliminate a point, take the topic sentence or main idea of several less important paragraphs and create combined paragraphs with less detail than the more important arguments.

Removing extraneous words

Look through your work and seeif you find any adverbs, especially those that end 'ly'. These are often filler words that don't add anything beneficial. These might include actually, commonly, continually, correctly, finally, fully, greatly, perfectly, rigidly, sadly, totally, urgently. If they're not necessary, remove them!

In much the same way as advebs make their way into writing, multiple adjectives are used when one (or none) would suffice. Only use them if they add to the meaning of the sentence.

Writers sometimes clog up their prose with one or more extra words or phrases that seem to modify the meaning of a noun, but don't add meaning to the sentence e.g. kind of, sort of, basically, for all intents and purposes.

Excessive detail

Watch out for phrases or longer passges that repeat earlier writing. If the words don't buils on the conent, they are rarely necessary.

Many words imply one another: 'finish' implies 'complete' and so 'completely finish' is redundant in most cases. There are many other phrases like this: past memories, future plan, terrible tragedy. each individual, end result, final outcome, unexpected surprise, sudden crisis.

There are also illogical expressions such as 'very unique'. Since unique means one-of-a-kind, it doesn't need a modifier of degree such as: very, so, especially, somewhat, or extremely. There are no gradations; either it is unique or not.

Replacing vague phrases with specific words

Many commonly used phrases can be replaced with a single word. We often feel that they make writing more 'formal' but they can detract, rather than add to, meaning. For example:

• 'the reason for', 'owing to the fact that', 'in light of the fact that' 'given that', considering the fact that' could be replaced with because, since or why
• 'in the event that' or 'under circumstance in which' could be replaced with if
• 'it is necessary that' can be replaced with must or should
• 'on the occasion of' or 'in a situation in which' could be replaced with when
• 'in reference to', 'as regards', 'concerning the matter of' could be replaced with about
• 'in anticipation of', 'at the same time as', 'following on from' could be replaced with before, when or after.

Identify negatives and change them to affirmatives

Expressing ideas in negative means you must use an extra word and and it makes it harder to figure out your meaning.

e.g. If you do not have more than five years of experience, do not call for an interview if you have not already emailed Human Resources.

can be revised as: Applicants with more than five years’ experience can call for an interview. Otherwise, email Human Resources.

• Breaking down the question
• Structuring your writing
• Refining your writing

It is important to understand what you are being asked to do before you begin writing. Regardless of the task, you will be marked more highly for answering the question than simply showing how much you know about a topic. Ask yourself the following three questions when you start a new task:

• What are you being asked about? Identify the topics that you need to focus on and take care to note that there may be multiple topics in any one task. Alternatively, it may be an open-ended task, and you need to define the parameters. If this is the case, make sure that you explain why you have limited your answer in this way. For example, you may choose to limit your answer to a few examples. Why have you selected them? Also, make clear that you understand the context in which these few examples sit.
• What are you being asked to use? Identify sources, materials, theories and examples that you are expected to refer to. You may be told these in the question itself, the reading list, or need to identify them from the work you have already done on this topic.
• What are you being asked to do? Identify the verb or question word in your task such as compare, describe, contrast, evaluation, explain, examine, summarise, or analyse. If you aren't sure what they mean, download this list of instruction words and their definitions. Try breaking the question down into sub-questions. This will focus your reading and help to formulate the structure of your essay.

If you are not sure what the words mean in the question, have a look at this list of instruction words and their definitions.

Use Manchester University's Phrasebank . This aims to provide you with examples of some of the phraseological ‘nuts and bolts’ of writing organised according to the main sections of a research paper or dissertation. The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people’s ideas and this does not constitute plagiarism. It gives you alternative ways of saying the same thing.

The top level sections are:

• Being cautious
• Being critical
• Classifying and listing
• Compare and contrast
• Defining terms
• Describing trends
• Describing quantities
• Explaining causality
• Giving examples
• Signalling transition
• Writing about the past

Find out more

Wolfson and cambridge university support for writing.

• If you need support in thinking through the structure of an essay, brainstorming ideas, considering flow and clarity, and other matters related to the mechanics of writing you can book an appointment with one of our Wolfson College Writing Consultants .
• If you are thinking about writing for publication, Wolfson offers workshops as part of the regular  WolfWorks programme  during the Lent Term.
• The college offers a proofreading service for dissertations and theses prior to submission. Please contact the  Academic Skills Librarian  for further information.
• If you looking for some time to get some writing done, Wolfson runs   Write Here, Write Now at Wolfson Sessions .   These provide a space for students to come together to work silently for an hour, then take a collective break and discuss what they are writing on, and then carry on writing for an hour and then take a break and so on. These are very productive sessions, and the peer support works well.
• As part of Academic Writing Month 2023 we asked members of the Wolfson Community to describe their writing process and provide a tip they would give to writers. We have collated the videos on our YouTube channel under  Academic Writing Month 2023 . 
• If you need support with your style, The Royal Literary Fund Fellow provides writing support two days a week.  Contact Vitali Vitaliev, the Royal Literary Fund Fellow  for a 50-minute in-person appointment. He is based at Magdalene College but works with our students too. The Royal Literary Fund also produces an  online essay writing guide .
• There are a number of  online writing resources  provided by the University's Language Centre, but which are useful for all students.
• Cambridge's MMLL has produced a very useful  dissertation toolkit .

External Writing Support 

• Very detailed academic writing support from  Purdue University  from establishing arguments to active and passive voice. Also sections on English as a second language and writing for job applications.
• Manchester's  Academic Phrasebank  gives you a range of alternative ways of expressing your ideas. You can approach it by the part of the  Sections include being critical, giving examples, comparing and contrasting, writing conclusions and signalling transition between topics.
• The Skills Hub at Sussex University  has resources on report writing, as well as essay writing.
• Leeds University  has a series of pages to work through on academic writing.
• Monash University has produced a practical online guide to Excel at Writing   for both undergraduates and postgraduates.

Unless otherwise stated, this work is licenced under a  CC-BY-NC-SA 4.0  licence by Wolfson College Cambridge.

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2023-2024 Cambridge Judge MBA Essay Tips and Example Essays

Aug 9, 2023

• Who is Cambridge looking for?
• How should I answer the Cambridge essay questions?
• Get Admitted to Cambridge Judge
• Cambridge Deadlines

UPDATE : This article was originally posted on August 24, 2020. It has been updated with new information and tips below.

With its location in the Silicon Fen, Cambridge Judge is at the top of the list for an increasing number of applicants who seek to pursue (or continue pursuing) a high-impact, global career. 

However, with a practical yet innovative curriculum that gives students ample opportunity to incorporate hands-on learning into their MBA experience, competition to join Cambridge’s elite MBA is more difficult than ever. 

That’s why we’ve prepared this guide to help you use your Cambridge admissions essays to stand out. We’ve rounded up our best tips and links to Cambridge Judge MBA sample essays to ensure you give your Cambridge Judge application your best shot. 

1. Who is Cambridge looking for?

(Photo courtesy of @cambridgejudge on Instagram)

“The MBA is a broad management degree designed to develop deep understanding, practical application and vital interpersonal and leadership skills. Inspired by the University of Cambridge tradition of tutorial discussion and debate, the MBA delivers a lively and engaging learning experience in an intensive one-year programme.” Cambridge Judge Admissions

Every year, Cambridge literally searches the globe (more than 40 countries are represented) for the outstanding professionals given the honor of joining its annual class of just over 200 students for its 1-year MBA program. With a strong emphasis on diversity, there is no “typical” Cambridge student, yet the average admitted student does tend to have a mean GMAT score of 690.

Beyond the impressive statistics, though, Cambridge is looking for candidates who want to make a positive impact on the world through their careers. That’s why, in addition to strong academic performance (demonstrated through the GMAT and university grades), Cambridge seeks candidates who possess the following qualities:

We want people who have:

• excelled in previous academic achievements (top 25 percent of class in undergraduate degree)
• are highly motivated and ambitious, thrive under pressure, and have already exhibited clear progression within their career
• have had some international experiences through their work and have a global outlook
• are confident, creative, innovative, with strong interpersonal and collaborative skills
• an interesting and varied life outside their work

If this sounds like a community in which you’d be right at home, you’ll first have to prove you’ve got what it takes by successfully answering Cambridge’s admissions essay questions. 

2. How should I answer the Cambridge essay questions?

2.1. Essay 1 Tips

Essay 1: Please provide details of your post-MBA career plans. The statement should not exceed 500 words and must address the following:

• What are your short- and long-term career objectives? How will the Cambridge MBA equip you to achieve these?
• Looking at your short-term career goal, describe the research you have done to understand how this industry/role/location recruits MBA talent and what they are looking for in a candidate.
• How confident do you feel about meeting your short-term career goal? What skills/characteristics do you already have that will help you to achieve them, and what preparation are you doing now?

This question is essentially a traditional goals essay, a common type of essay required of applicants at many elite business schools, with a unique twist. 

In this essay, you have a big task. In around 500 words , you need to discuss:

• Context for your goals
• Your specific-post MBA goals
• Why you have chosen these goals and how you are prepared for them
• Why you believe an MBA is necessary to reach these goals
• How a Cambridge MBA will help you reach these goals
• What actions you will take between now and starting at Cambridge to help you reach your goals

Each of these elements must be included and must build off of each other. 

First of all, many candidates think they do not need to specifically state their goals, or that it’s better to leave “their options open.” If you are applying to elite business schools, however, you must have and present absolute clarity about your goals. 

TOP TIP : If you’re having trouble figuring out what your post-MBA goals are, we’ve prepared this post to help you decipher this essential part of the application process! 

However, goals without context can be a little confusing to decipher or understand (or they can just seem a bit lackluster). For this reason, we suggest starting your essay with context. 

For example, a client last year initially started his essay by saying: 

“I want to become a Business Development Director at a Brazilian company.”

While interesting, it’s better to give a little bit of context to help these goals come to life. Check out the final version of the same essay’s introduction:

“In the 1970s, the phrase “think global, act local” came into use, suggesting that to have global impact, one must be active locally. With this mindset, I focused my career on Brazilian multinational companies to start creating global change at home. While at Company 1, I led a diverse global team, which showed me that clear communication is essential. I later accepted a finance position at a real estate company where I learned how new technologies can impact traditional local industries and that leaders must adapt to these trends to maintain competitiveness. Most recently, I joined Company 2 to participate in its daring globalization plan. At Company 2, I have learned how challenging it is to formulate effective global strategies to thrive in diverse markets. I have also developed management skills since becoming Financial Coordinator, learning how important establishing a culture of collaboration is to providing stability for organizations.

I now seek to take the next step to becoming a “global” leader by becoming Business Development Director at a Brazilian company pursuing globalization, giving me the experience to assume my long-term goal of CEO of one such company.”

Second, discuss how you are prepared for these goals, and if you haven’t already, why you are motivated to achieve them. Since Cambridge specifically asks you to state which skills and characteristics you already possess that are relevant to achieving your goals, make sure not just to speak in generalities here. Instead, use clear examples that demonstrate you have a strong track record that will directly contribute to your success in achieving your career goals. 

In this section, you should also discuss the research that you have already done on the industry and how recruiters are selecting people. This is important because Cambridge wants to see that you have clearly prepared for your goals and that you will use their MBA wisely and give them a good reputation. Be sure to mention how you found the information that you have. This section can serve as a great transition between what experience you already have and what you still need to gain in terms of skills and knowledge.

Third, you should clearly demonstrate why you need an MBA. 

An MBA is not a catch-all degree that serves a purpose for all career paths. As such, you need to demonstrate that the goals you have set for yourself require the additional training an MBA can provide. 

Be thoughtful about this particular section. If you don’t need to improve in any meaningful way, you might be presenting the argument the admissions committee needs for why you can’t actually benefit from an MBA. 

Furthermore, if you show fluffy or unsupported reasons you need to hone your skills, you’ll also likely see your application tossed aside in favor of an applicant who was able to clearly demonstrate how they plan to leverage their time at business school. 

Fourth, add how Cambridge can specifically help you grow in the areas you’ve identified. Mentioning that you want to go to Cambridge because of its ranking or 1-year format will not cut it here. 

Instead, show that you understand Cambridge’s uniquely innovative curriculum and have done significant, thoughtful research into how the opportunities both inside and outside of the classroom can help you grow. If you have space, it’s also highly recommended that you mention how you can contribute to the community. 

Finally, make sure that you fully answer Cambridge’s unique twist on this question by demonstrating what you are doing or plan to do before your MBA to prepare yourself to reach your stated goals. 

For example, Renato, after clearly articulating how he plans to benefit from Cambridge’s curriculum, states: “To expand my strategic vision and network, I plan to be active in the Technology SIG, create bonds with leaders within the Silicon Fen, and maintain close lifelong relationships with Judge’s faculty and students. I have already met many such alumni, such as ALUM1 and ALUM2, in my quest to integrate myself with the Judge community. Innovation can only flourish in a collaborative setting, and the Judge environment will enable me to connect knowledge and people.”

Though there are many ways in which you can prepare to reach your goals before your MBA, make sure to include clear, concrete examples of your plans in this area in your essay. 

End with a winning conclusion statement that reinforces your personal brand and ties the whole essay together. 

Need more guidance? 

Our MBA Resource Center has dozens of Cambridge MBA essays that worked to get our clients admitted to help you plan out a winning Cambridge Judge essay. 

Our library also includes guides for all top global MBA programs, detailed essay brainstorms, interview tips and mocks, CV templates, and recommendation letter guides. Click to join ! 

2.2. Essay 2 Tips

Essay 2: Tell us about a time when you made a professional mistake. How could it have ended differently? (up to 200 words)

With a general theme of self-awareness running throughout the application, the Cambridge Judge admissions committee’s first non-goals-related essay asks you to recount a mistake you made and reflect on what you could have done to obtain a better outcome. 

In general, I have noticed that our clients tend to want to avoid anything that makes them look bad. And this is a good instinct in general in an MBA application! However, by seeing you honestly express the mistake you made, how you overcame it, and what you would have done differently/what you learned from the experience, we’re able to see your capacity for self-awareness and growth in action. 

As always when it comes to tricky questions, we suggest you start brainstorming examples. You want to focus on examples where you made a mistake at work . You want to make sure you choose a mistake that you were responsible for . Choosing a mistake that was only partially your fault will look like you lack self-awareness and the ability to admit your failings. 

After selecting examples where you made a clear mistake, choose a few to deep-dive into. I would suggest that you think of examples that can fit the following format:

• Decision I had to make/issue I faced/project I was working on
• Mistake I made
• The results of my decision
• What I could have done differently and how this experience shaped me

If your examples don’t fit this format, I would suggest that you discard them. They are not likely to fit the STAR format of telling stories adequately or are not likely to answer all the aspects of this question. 

After placing your stories in this format, consider what you learned/how you grew from the experience and what each one tells the admissions committee about you. The best example should clearly stand out! 

When telling the STAR story, make sure you clearly convey the mistake, give a specific example of how you would do things differently and why you believe this would be a better approach, and share how the skills you built or the perspective you developed as a result of the mistake positively contributed to making you the better professional you are today. 

TOP TIP : Including so much information in such a short essay can be highly challenging. That’s why we’ve prepared this post , designed to help you tell your story in a compelling way, even when word count is tight! 

2.3. Essay 3 Tips

Essay 3: Tell us about the best team you worked with. What made the team successful? (up to 200 words)

When discussing what the MBA experience will be like with clients, I always like to joke that the only part of the program you’ll do alone is your final exams. All joking aside, the MBA is a highly team-focused, collaborative experience that demands excellent teamwork skills.  

This question gets right to the core of this issue, focusing on your capacity to work effectively in a team.  

First, to start writing this essay, brainstorm a list of potential achievements to focus on, making sure each has a clear team component. Since Cambridge does not state that you need to choose a professional example, feel free to brainstorm ideas from both your personal and professional lives. However, we suggest making sure your overall essay set is balanced, so choosing a personal example would complement your professional example in Essay 2.

Note: You don’t have to choose a specific story here; you could describe a team in general. However, using a STAR-format story here can be especially helpful in showing the team’s success, explaining effectively why the team was successful, and demonstrating how you contributed to that outcome. 

After brainstorming a list, select the example you feel best demonstrates your ability to thrive and grow in a team setting. I would suggest that you focus on a story that shows your team overcoming some type of challenge since this also goes a long way to demonstrating the team’s success and can make it easier for you when analyzing why this team worked so well. 

Finally, after sharing the team’s victorious outcome, make sure you clearly state 1-2 reasons why this team worked so well together. Was it effective communication? Mutual knowledge sharing? Picking up the slack when other members of the team struggled? There’s no right answer here as long as the reasons you choose directly connect to the example you share. Additionally, be sure to state what you learned about teamwork or in what ways the experience helped you become a better team player.

Ultimately, your example should demonstrate that you thrive in collaborative environments, so make sure that all elements of your essay retain a positive tone that shows your ability to thrive as a member of a team. 

2.4. Essay 4 Tips

Essay 4: Provide an example of when someone else positively impacted your life. What did you learn from this experience? (up to 200 words)

This is another example to demonstrate your self-awareness to the Cambridge admissions committee. 

As with essay 3, you are free to choose a personal or professional example here. You can choose a mentor, co-worker, friend, boss, teammate, or coach from a sports team – the possibilities are endless. The point here is not showing off your network; it’s sharing who you are as a person and your capacity to reflect on being on the receiving end of impact. 

For this reason, I think it’s important to first think about STAR stories that fit here. The question asks for a single example of a time that someone positively impacted your life. As such, start by thinking of some of the most impactful moments in your life and the people who facilitated these moments. You want to make sure to focus on examples with a clear beginning, middle, and end and a clear impact on you . 

Then, consider what you learned from each experience and how it has shaped you ever since. The learnings and how it’s impacted you can vary here – you can focus on internal results, like how it impacted how you see yourself, or on external results, like how you interact with the world around you or specific ways the experience motivated you to act or behave. 

Whichever you choose, make sure the learnings and impact are crystal clear since this part of the question is just as important as the example! 

Looking for Cambridge Judge MBA essay examples? 

Check out our real sample essays that got our clients admitted here .

3. Get Admitted to Cambridge Judge

Landing a spot at Cambridge is no easy task. You’ve spent years building a track record of professional success, dedicated yourself to getting a good GMAT score, and carefully developed your application strategy . 

Now is the time to make sure your accomplishments truly shine, and the only way to do so is to write a clear, compelling admissions essay . 

Ellin Lolis Consulting began with one mission: provide the best possible service to our clients and get them the best possible results . 

Serving our customers is at the core of our company, and we know that applying for an MBA can be a difficult, long process, but our goal is to take away as much of the stress as possible by acting as your ally in the process. 

So if you need much more than just a few comments on your essay, but instead want focused help shaping how you present your life’s greatest hits to one of the world’s toughest critics, you can count on us. 

In the words of our client Henrique , 

“Ellin helped me in the application process from the beginning on how to organize myself for the whole year. I truly believe that my interactions with her not only provided a foundation for the application creation, but also, and more importantly, structured my life at business school. I even got a scholarship. I really recommend her since she is really committed and hard-working, and made me feel comfortable and confident during the entire process. Thanks for the phenomenal service, Ellin.”

Get in touch and let our award-winning team of writers and storytellers help you make an unforgettable first impression. 

4. Cambridge Deadlines

Here are the deadlines for the 2023-2024 season. You can access the Cambridge application by clicking here .

Real MBA Essays That Got People In

School-specific sample essays that got our clients accepted

Get Access Now

98.9% Success Rate

With our expertise and 98.9% success rate in placing our consulting clients in at least one of their target schools, we can add more value to your application than you ever thought possible.

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• How to write a C1 Advanced Essay

• Posted on 26/02/2020
• Categories: Blog
• Tags: C1 Advanced , Cambridge Exams , Writing

The Cambridge C1 Advanced is an excellent qualification to aim for if you’re thinking of studying or working abroad. It’s recognised by universities and governments all over the world and also helps you prove your language skills to future employers.

One of the most demanding parts of the exam is Part 1 of the Writing paper, which includes writing an essay. For many of you, this won’t come naturally… especially in another language.

So, to give you the best chance at success, we’ve created this in-depth guide full of Cambridge C1 Advanced Writing tips and useful language to get you producing excellent essays in no time.

So, pick up your pen, and let’s get started!

If you’d like to get more help with the C1 Advanced, consider our exam preparation class!

C1 Advanced Writing Requirements

The C1 Advanced Writing exam has two writing parts, which you must complete in 90 minutes. Both parts have a word limit of between 220-260 words. We recommend getting lots of writing practice under these conditions!

Part 1 is always a discursive essay . It requires you to think about arguments for and against a topic.

Part 2 is a situationally based writing task. This could be a letter , an email , a report , a proposal or a review and you have three options to choose from.

Today, we’ll be looking at how to do your best in part 1.

Before you begin

When you turn over the paper and begin Writing Part 1, take some time to read the task instructions. Identify all parts of the question, underlining which parts are obligatory and noting which parts are optional.

Let’s take a look at an example question!

Remember, you don’t have to use the opinions expressed in the box, but they may help you to get the ball rolling . Also, you only have to talk about two of the options given, not all three.

Make a plan

Take ten minutes to lay out your ideas. Make a pros and cons list for each of the three options and then decide which two you feel most confident with. Here’s some things you might come up with, can you think of any more?

Structure your essay

The essence of a good essay is a clear structure.

Introduction

Here you want to introduce the topic in your own words. Your first line should also grab the reader’s attention, then you should paraphrase the question. Finally, try using a statistic or a rhetorical question. This will make them want to read on, right?

Paragraph 1

Discuss the first option you’ve chosen. Include a good topic sentence and remember to give reasons for your answer. Describe some of the advantages, and even some of the disadvantages too. This will give a well-balanced argument.

Paragraph 2

Here’s where you introduce the second option. Again, try to present both sides of the argument and give reasons for your ideas. Gradually work towards the conclusion.

State your final opinion. This should be a summary of the rest of the essay and point clearly to which option you think is the most important. Do not introduce any new arguments at this stage. The conclusion is where you tie-up any loose ends .

This is an advanced piece of writing, so make sure your choice of language reflects it. You will get marked for accuracy, however, occasional errors can still be present as long as they do not impede understanding. So don’t play it too safe . This is your opportunity to show what you can do, so take some risks and have fun with it!

In the writing paper you should use a range of vocabulary, including less common lexis. Brainstorm some vocabulary related to the topic. Take your time to think of nouns and compound nouns that you know at C1 level. Really let your vocabulary sparkle .

No one likes a broken record . Find synonyms for simple words. You want to use a variety of language, and try not to repeat yourself too much. Check out these different ways of saying the same thing:

advantage = benefit, positive, upside

disadvantage = downside, drawback

effect = influence, impact, result, outcome

problem = issue, challenge, difficulty, obstacle, setback, complication

important = valuable, essential, beneficial

expensive = costly, dear, high-priced, extortionate

cheap = inexpensive, affordable, economical

big = great, large, sizeable, considerable, wide, vast

small = slight, tiny, little

Quick tip: Visit Thesaurus.com to study more synonyms!

Experiment with different grammatical forms. At this level you’re expected to have a good grasp on the grammar. You should use a range of simple and complex grammatical forms with control and flexibility. So challenge yourself with some of these…

• Participle clauses
• Conditionals
• Modal verbs
• Passive with reporting verbs
• Cleft sentences
• Comparatives
• Relative clauses

Useful expressions

To make your essay flow it’s best to use some key phrases. These will link all your ideas together, and help it sound semi-formal. Take a look at the expressions below. Why not use some in your next essay?

Introduction:

It is often said that…

Many people feel that…

We live in an age when..

More and more…

Introducing & Addition:

Firstly, secondly, thirdly…

On the one hand…

In addition…

What is more…

For example…

For instance…

As a case in point…

Contrasting:

In contrast…

On the other hand…

Alternatively…

However…

Conclusion:

All things considered…

As far as I’m concerned…

In light of the above…

What the examiners are looking for

When writing your essay, bear in mind what you’ll be marked on:

Have you answered all parts of the question? Is everything relevant to the question?

Communicative Achievement

Is the style and tone appropriate? Remember it should be semi-formal and neutral.

Organisation

Does it follow a logical order? Have you used paragraphs and linking devices?

Are you using a variety of grammar and vocabulary? Is it accurate?

Now your masterpiece has come together. Remember to take time to check your work. Here’s the official Writing Checklist from Cambridge Assessment English . And our list of the most common mistakes:

• subject + verb agreement
• singulars / plurals
• question formation
• variety of tenses
• dependent prepositions

Some final tips

Avoid contractions (I’m, they’re, we’re) as this is a formal writing.

Don’t use first person pronouns (I, my, our, us).

Practise under timed conditions.

Use model answers to practise fixed expressions.

——

Looking for more help with your Cambridge C1 Advanced exam? Here are our other guides from our blog:

C1 Advanced Reading and Use of English – Part 1 , Part 2 , Part 3

And if you are not sure if you’re ready for the C1 Advanced, check out our article Am I ready for the C1 Advanced exam? to find out!

Glossary for Language Learners

Find the following words in the article and then write down any new ones you didn’t know.

Get the ball rolling (exp) : to start something.

Lay out (v): to explain something in detail.

Paraphrase (v): to say the same thing in a different way.

Tie-up any loose ends (exp): to resolve issues.

Play it safe (exp): to act cautiously.

A broken record (exp): when someone repeats themself.

Sparkle (v) : to shine.

Good grasp (exp): a good knowledge.

Bear in mind (exp) : to consider.

Masterpiece (n): an incredible work of art.

exp = expression

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Small Talk For Business English

• By: oxfordadmin
• Posted on 19/02/2020

Your Guide To Moving To The USA

• Posted on 04/03/2020

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How to write an essay? | C2 Proficient (CPE)

FCE, CAE, CPE

Practice tests online.

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

Practice, write & improve, c2 proficient (cpe) essay: writing guide.

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 students 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.

Remember that this is not the best time to express your opinion , it should be at the very end in the conclusion.

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.

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.

See full essay…

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.

A final checklist…

Get Your (CPE) Essay Checked!

C2 proficient (cpe) essay: paraphrasing key words.

As you already know, your task is to find four keywords that you have to analyze and comment on. A common problem is that students often are literally copying the text . As you can imagine, you won’t get a good grade for making shortcuts and examiners expect you to paraphrase these points.

Let see a few examples of real-life paraphrasing so that you know what it is supposed to look like and what to avoid:

Original text:

..as are vehicle exclusion zones or parking restrictions in busy pedestrian areas. However, it – also makes sense to encourage motorists to become less reliant on their car. This can | be achieved by making public transport more efficient and promoting the benefits of car- sharing with work colleagues, thus reducing weekly fuel bills.

Example (incorrect):

The first argument makes particular mention of creating vehicle exclusion zones…

The second argument points out that travelling by car can be reduced if the government makes public transport more efficient…

as you can see the students repeated the words vehicle exclusion zones and then later makes public transport more efficient – this is clearly not a terrible mistake but it could be done better.

Example (correct):

The first argument makes particular mention of creating vehicle exclusion zones…  areas where motorists are prohibited from driving

The second argument  points out that travelling by car can be reduced if the government makes public transport more efficient… improves the efficiency of public transport

hopefully, you can see how these changes have made the sentence the students own and how this would definitely impress the examiner.

C2 Proficient (CPE) Essay: Sample Answers

Cpe essay sample 1.

Read the two texts below. Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Teenagers as consumers It is virtually impossible to escape the influence of the media these days, and particularly if you are a teenager with access not just to television and radio, but also the internet at all times of the day and night. Advertisers look upon teenagers as a blank canvas whose tastes and needs are there to be moulded by them through their advertisements. Advertisers and marketing people have become adept at reading the teenage mind, making young people believe that they need to own certain items in order to be accepted by their peer group, or simply to look cool.

Teenagers: a driving force Advertising responds to young people’s delight in what is new by developing sophisticated and innovative, often humorous advertisements which can be seen on television and cinema screens and on billboards around our towns and cities. The tastes of this generation of young people have had an impact on advertisers worldwide. However, it is the energy of the young, above all, that has influenced the world of marketing and has kept it on its toes, pushing the creative boundaries to become almost an art form. That is the power of young people.

Model answer

These texts both deal with the relationship between teenagers and advertising.

The first one focuses on how advertisers exploit young people, taking advantage both of teenage preoccupation with the media and of their susceptibility to peer pressure combined with a wish to appear ‘cool’. The second text is less critical of the relationship between marketing and young people. It presents the young as having a very positive influence on the quality of modern adverts, helping to make them much wittier and more original than ever before. This text maintains that teenagers’ impact on advertising derives partly from their predilection for what is intriguingly new but also, more particularly, from their own creative energy. This energy has been channelled into advertising, raising it arguably to the level of an art form.

While I appreciate the arguments put forward in both texts, I tend to feel more in sympathy with the approach of the first one. I suspect that advertisers are quite cold-heartedly prepared to exploit the youth market, keen to capture the attention – and the cash – of the new generation and well aware of how young people are perhaps more easily influenced than their more cynical elders.

I would accept that advertising can be very creative and I personally often find an advert in a magazine or a TV commercial attractive to look at or enjoyably humorous. It does not seem unreasonable to suggest that many people with artistic talents are attracted to the advertising profession. However, I do not see that as having any direct connection with teenagers. Those who create the most original adverts are certainly likely to be young but in their twenties or early thirties rather than their teens. Moreover, the appeal of the more sophisticated advert is surely just as powerful for the older generation as for teenagers.

CPE Essay Sample 2

Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Killing for nothing Under no circumstances should capital punishment be condoned. It is a barbaric form of punishment, which serves no useful purpose as it obviously does not act as a deterrent. In the USA, for example, the use of capital punishment increased greatly during the eighties and the nineties but with no corresponding effect on the crime rate. Another argument says that it effectively deals with people who are a danger to society. But in any case, they spend years, even decades, on death row while their appeals are used up, and might as well just be sentenced to life imprisonment with no possibility of parole.

Innocents die The system by which people are convicted is simply not as foolproof as some people would have us believe, and the odds against an innocent person being killled are just too high. While the risk of this happening remains a very real possibility, the death sentence is unacceptable. In this age of DNA evidence, many people in American prisons awaiting execution have been found to be innocent. The other problem is prejudice. Even if a person is found guilty and convicted of a crime, they are likely to get a worse sentence if they are from an ethnic minority, and disproportionately large numbers of these people are executed every year in the States.

Both extracts above take a negative stance on the hotly debated issue of death penalty.

The first author tries to dispel the myth of the death sentence “acting as a deterrent”. He claims that the long standing use of this harsh punishment in the USA has not proven its effectiveness in curbing crime rates. However, his argument is unconvincing because criminality could have been worse if death penalty was not in effect. Nevertheless, the writer correctly remarks that there is no need to take someone’s life in order to protect society since we can achieve the same result by simply giving them a life sentence.

The second extract persuasively strengthens the argument against this irreversible penalty by citing the numerous incidents of innocent people who have been wrongly convicted and sometimes even executed, only to find out that more recent genetic material proves that they were innocent. The author also claims that the well-documented “prejudice against ethnic minorities” is a reason to abolish the death sentence. Even if we accept the latter argument as a fact, we can not so easily jump to the conclusion that the suspicion of some judges having preconceived ideas should strip our legal system of one of its most powerful weapons.

Personally, I feel that the death penalty should remain in effect for extreme cases of serial killers or insane criminals who show no remorse for their actions. Since, nowadays, we have at our disposal the invaluable assistance of genetic evidence we can reach verdicts that are beyond any shadow of a doubt while at the same time, we retain a strong disincentive in the ammunition of our legal system.

C2 Proficient (CPE) Essay: Writing Topics

Cpe example topic 1.

Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Shifting sands

Nowadays, in some cultures, there may often be confusion between generations about what is acceptable behaviour in certain situations. Older people sometimes complain, for example, about the real or imagined rudeness of others, such as in the use of electronic devices in public places. However, the younger generation does not regard electronic communication as intrusive, but rather as fundamental to their way of life. Only increased mutual understanding is likely to resolve potential conflict or confusion in any society. In this case, as in all others, it pays to be aware of other people’s points of view.

Follow my leader?

Should we always aim to do what society expects of us? No, what society needs is individuality. Worrying about what other people think inhibits enthusiasm and creativity. Nothing new is ever achieved by conforming to expected social norms. This is not only true for society’s innovators: everybody needs a strong sense of their own worth as an individual. This is essential for psychological well-being and the ability to function effectively in one’s personal and professional life. Paying too much attention to society’s conventions can be counter-productive in these and other ways.

CPE Example topic 2

Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible and include your own ideas in your answers.

The Financial Costs of Stress

Research carried out by the Health and Safety Council estimates that stress and mental illness continues to be neglected by many businesses, both small and large. And the economic impact of this is huge, costing employers around £26bn a year. Stress at work can lead to a lack of concentration, fatigue and low motivation, all of which will cost the company in terms of low productivity, customer satisfaction and the very reputation of the company itself. Employers are being urged to become more “emotionally intelligent” and to improve the way they deal with stress and mental illness.

Speak up about Stress

Many people find it difficult to talk about their feelings, particularly if we’re feeling weak or vulnerable. However, when suffering from stress it’s vital you seek help. It’s important to feel you can talk honestly with a close friend, a loved one, a work colleague or a doctor about what’s going on. Stress is easily diagnosed and there is plenty you can do to successfully treat and manage stress. One of the most effective of these is to share your feelings with those you trust. Remember that accepting help and support is not a sign of weakness. Close relationships are vital to helping you get through this tough time.

C2 Proficient (CPE) 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 included references or examples where necessary to support any ideas or information?

Communicative Achievement

• 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 according to the requirements of the task and my communicative purpose(s)?
• Have I used a suitable style and register for the task and genre?
• Have I followed writing conventions which are particularly relevant to the task and genre?

Organisation

• Have I organised my ideas clearly and coherently, using the most appropriate and effective structure for the task?
• Have I used other organisational features appropriately for the genre (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 and other cohesive devices?)
• Are the ideas balanced appropriately, with suitable attention and space given to each one?
• Have I used a wide range of vocabulary, appropriate to the topic and genre?
• Have I avoided repeating the same words and phrases?
• Have I used a range of simple and more complex grammatical structures appropriately?
• 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

C2 proficient (cpe) essay: tips.

• Summarise the key points in your own words
• Use an academic writing style (formal or neutral register).
• You must organise your ideas well, using an introduction, paragraphing and appropriate linking devices.
• You need to draw conclusions based on the information given throughout the whole of your answer

C2 Proficient (CPE) Essay: Marking Criteria

C2 proficient (cpe) essay: useful phrases & expressions.

We will finish it with some useful vocabulary mostly used to organize information. Although it is taking a shortcut, if you learn several expressions for each paragraph in each type of text that could be on your exam, you will certainly be able to create a very consistent and well-organized text.

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 generalisations

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…. .

Personally… Unfortunately… Obviously… Evidently… Presumably… Naturally… fortunately..

Would you pass C2 Proficient (CPE)?

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Guest Essay

Scientists Just Gave Humanity an Overdue Reality Check. The World Will Be Better for It.

By Stephen Lezak

Mr. Lezak is a researcher at the University of Cambridge and the University of Oxford who studies the politics of climate change.

The world’s leading institution on geology declined a proposal on Wednesday to confirm that the planet has entered a new geologic epoch , doubling down on its bombshell announcement earlier this month. The notion that we’re in the “Anthropocene” — the proposed name for a geologic period defined by extensive human disturbance — has become a common theme in environmental circles for the last 15 years. To many proponents, the term is an essential vindication, the planetary equivalent of a long-sought diagnosis of a mysterious illness. But geologists weren’t convinced.

The international geology commission’s decision this week to uphold its vote of 12 to 4 may seem confusing, since by some measures humans have already become the dominant geologic force on the earth’s surface. But setting the science aside for a moment, there’s a reason to celebrate, because the politics behind the Anthropocene label were rotten to begin with.

For starters, the word Anthropocene problematically implies that humans as a species are responsible for the sorry state of the earth’s environments. While technically true, only a fraction of humanity, driven by greed and rapacious capitalism, is responsible for burning through the planet’s resources at an unsustainable rate. Billions of humans still lead lives with relatively modest environmental footprints, yet the terminology of the Anthropocene wrongly lays blame at their feet. Responding to the vote, a group of outside scientists wisely noted in the journal Nature Ecology and Evolution that “our impacts have less to do with being human and more to do with ways of being human.”

What’s more, inaugurating a new geologic epoch is an unacceptable act of defeatism. Geologic epochs are not fleeting moments. The shortest one, the Holocene — the one we live in — is 11,700 years long and counting. The idea that we are entering a new epoch defined by human-caused environmental disaster implies that we won’t be getting out of this mess anytime soon. In that way, the Anthropocene forecloses on the possibility that the geologic future might be better than the present.

By placing Homo sapiens center stage, the Anthropocene also deepens a stark and inaccurate distinction between humanity and the planet that sustains us. The idea of “nature” as something separate from humankind is a figment of the Western imagination. We should be wary of language that further separates us from the broader constellation of life to which we belong.

Before the recent vote, the Anthropocene epoch had cleared several key hurdles on the path to scientific consensus. The International Commission on Stratigraphy, the global authority on demarcating the planet’s history, established a dedicated working group in 2009. Ten years later, the group formally recommended adopting the new epoch. But the proposal still had to be approved by a matryoshka doll of committees within the commission and its parent body, the International Union of Geological Sciences.

By all accounts, the process leading up to the vote was highly contentious. After the initial vote was held, scientists in the minority called for it to be annulled , citing procedural issues. This week, the committee’s parent authority stepped in to uphold the results.

Ultimately, what scuttled the proposal was disagreement about where to mark the end of the Holocene. The Anthropocene Working Group had settled on 1952, the year that airborne plutonium residue from testing hydrogen bombs fell across broad stretches of the planet. That ash, scientists reasoned, would leave a sedimentary signature akin to the boundaries that mark ancient geologic transitions. But scientists at the stratigraphy commission objected — what about the dawn of agriculture or the Industrial Revolution? After all, the human footprint on the planet long predates the atomic age.

“It’s very obvious to me that human activity started long before 1952,” Phil Gibbard, a founding member of the Anthropocene Working Group who is the secretary-general of the commission, said when we spoke on Thursday. “It just didn’t make sense to draw a rigid boundary within my lifetime.”

In recent years, philosophers have bandied about alternative names: the Capitalocene , the Plantationocene and even the Ravencene , a reference to the raven who figures widely in North Pacific Indigenous mythology as a trickster figure, reminding humans to be humble amid our destructive capacity. For my part, I’m partial to “post-Holocene,” an admission that the world is vastly different than it was 10,000 years ago, but that we can’t possibly predict — or name — what it might look like in another 10,000 years.

In the end, it might be too late to find a better term. The “Anthropocene” has already entered the popular lexicon, from the cover of The Economist to the title of a Grimes album. The scientists who coined the term do not have the power to extinguish it.

Whatever we choose to call these troubled times, what matters most is that we keep an open mind about what the future holds and maintain an appreciation for the complexity of the issues we face. The scars humanity leaves upon the earth are much too fraught to be represented with a single line drawn across time.

Looking ahead, we should follow the geologists’ lead and keep a healthy skepticism of the A-word. After all, nothing is more hubristic than reckless tyrants who names the world after themselves — think Stalingrad, Constantinople or Alexandria.

Geologists will continue to disagree over what to call the present era. The rest of us must continue the difficult politics of caring for a planet that can (still) support a panoply of life.

Stephen Lezak is a researcher at the University of Cambridge and the University of Oxford who studies the politics of climate change.

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