essay b2 cambridge

How to Write an Essay for B2 First (FCE) Writing

Luis @ kse academy.

• noviembre 24, 2019

As you probably know already, Cambridge English exams usually have some or all of the following parts: Reading, Writing, Use of English and Listening. In this post I am going to talk about the FCE Writing B2 part and, more specifically, about how to write an essay for FCE Writing . We will see a good example of an essay for FCE and you can check out a full FCE Writing Guide where you can find more examples of emails , letters and other types of writings.

Essay Sample Answer

Este artículo también está disponible en castellano.

What are the parts of the FCE Writing?

The First (FCE) Writing has only two parts. For each part, you must write a composition which will depend on the instructions you receive for each task. For the  first part , you will always be asked to  write an essay , as it is the only option provided. However, in the  second part , they allow you to choose one out of 3 options. These include  different types of writing , which are : letters/emails ,  articles ,  reviews and  reports . Each piece of writing must have between 140 and 190 words , approximately.

Since they are different types of writing , the language and structures to use will also differ. But that’s what I’m here for, to explain to you exactly how to write each part. And today, I’m starting with  how to write an essay .

How to Write an Essay for FCE Writing

An  essay is an opinion writing with which we analyse a topic , a situation or an issue from different points of view , providing different arguments and expressing our opinion about it. For this reason, an  essay must have the following features:

• Purpose: What we usually do with an essay is to analyse and assess a topic, situation or issue which, in some way, is interesting or controversial. It is normally set as a writing task after a class debate. In the exam, you have to imagine the debate, obviously.
• Tone and style: Given that you’re writing about a  serious or controversial issue , an essay is written in a formal style, so we must stick to an objective tone and style . Our language must be formal, thus avoiding words that are simply too common or generic (E.g.:  things, stuff, get,   etc.) and contractions (E.g.:  can’t, don’t, won’t,  etc.).
• Structure: Like every piece of writing,  an essay must present a defined structure . For starters, we can choose either to give it a title or not. Personally, I would say that it is more appropriate to have an essay with title . Then, the body must be divided into introduction, idea 1, idea 2, idea 3 and conclusion. This means that, in general,  essays must have 5 paragraphs ,   although it is not entirely necessary.
• Opinion:  There are countless ways of expressing your opinion in an essay, so you must choose the one that suits you best. However,  it is advisable to remain impartial throughout your writing and give your opinion only in the last paragraph , as a conclusion. But, as I say, it is optional. The most important thing is that you justify everything you say in your essay.
• Coherence: Coherence is essential in every type of writing, but especially in an essay. As it tends to be an argumentative text, you must avoid writing incoherent paragraphs that have nothing to do with one another. Your ideas must  follow a logical order and be well connected with appropriate linkers .

FCE Writing Essay Example

Now that we are familiar with the  characteristics of an essay for First (FCE) Writing , let’s take a look at an  example of an essay at B2 level , both at the task and at a sample answer.

Instructions of an Essay

In the following image you can see the instructions of an essay which involves a typical topic, that of the environment:

In these instructions, we must pay attention to the following:

• The  first paragraph introduces the topic: … different ways in which you can protect the environment.
• The  second sentence is usually the same in every task:  Write an essay using  all the notes…
• In the box , you are given the main topic as a question and they give you something to talk about:  recycle, using bicycles and walking, your own idea . As you can see, you have to come up with the third idea, something connected to the topic which is not provided in the exam task.

Given the model task above, each paragraph will correspond to a different idea, apart from the introduction and conclusion. Again, it is only natural to have 5 paragraphs. So, the best way to know how to write an essay for FCE Writing is to take a look at an  example of an actual essay for FCE Writing :

At first sight, the essay has  a title and 5 paragraphs (introduction + idea 1 + idea 2 + idea 3 + conclusion). And if we stop to read the essay more carefully, we’ll notice the following things:

• The paragraphs are visual and well defined , which is very important.
• The title summarises the topic  of the essay. Another option is to use the question ( What can people do to help protect the environment? ) as title. However, it usually tends to be too long, so I prefer to summarise it into a shorter heading.
• Introduction: it introduces the topic in a general way and it leads to the second paragraph (first idea).
• Paragraph 2: it deals with idea 1.
• Paragraph 3: it deals with idea 2.
• Paragraph 4: it deals with idea 3.
• Conclusion: we express our opinion to conclude and summarise the essay.
• It uses connectors to define the development of the essay:  firstly, second, finally, etc.
• It doesn’t use many contractions or pet words.
• One of the things that
• In the last few decades,
• For this reason,
• First, / Second, / Third,
• By doing so,
• For example,
• In conclusion,

This is a good example of an essay for FCE Writing . By the way, you must bear in mind that it has been written to simulate a strong B2 level, without reaching C1.

FAQ: Do I get penalised for writing over 190 words?

This is the most typical question in this part of the exam and the answer is « yes and no «. Let me explain myself. Cambridge English examiners don’t count the number of words and penalise you based upon that fact alone. There’s a rumour going around among teachers and pupils that says that for every 10 words over 190, they take «this many» points off, but it is not true. However, think about this: if you’ve written 50 or 100 words more than asked, you are probably including irrelevant information to the task , right? Now that’s a reason for losing points. In the same way that if you  write under 140 words you are probably missing essential information , don’t you think?

For this reason, I always recommend writing up to 10 or 20 words over the limit. In this way, you won’t lose any points for including irrelevant information.

FCE Writing Guide with examples (pdf)

Although I intend to write more posts on how to do each piece of writing for FCE, if you don’t want to wait any more, simply download the official KSE Academy FCE Writing Guide . In this guide you will learn:

• How to write an essay  and 3 examples.
• How to write an article  and 3 examples.
• How to write a review  and 3 examples.
• How to write a report  and 3 examples.
• How to write an email or letter  and 3 examples.
• Over 300 useful expressions for every FCE Writing .

Would you like to see a sample of this guide? Here it is!

Did you find this useful?  Why not share it with other teachers and students of English? Don’t forget to subscribe to our newsletter and to follow us on Facebook, Twitter, Pinterest, Instagram, y YouTube. 🙂

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B2 First (FCE) Essay Writing Guide

The Cambridge B2 First (FCE) essay is easier to write than you think! Follow these steps to write the perfect essay.

Post Contents

What is the Cambridge B2 First Essay?

• Part 1 of the writing test – there are 2 parts total
• 140-190 word limit
• You have about 40 minutes to plan and write your essay
• You must answer a question using two notes and your own idea
• The topic requires general knowledge only
• The essay is always formal because it is written “for your teacher”

Step One: Look at the Task (1 minute)

To begin, all B2 First essays have a similar format . This is great because you know exactly how to write the essay before seeing the question.

Read the essay question carefully and HIGHLIGHT any keywords you need to write about.

Tip: If you don’t understand the question or notes, DON’T PANIC. Try your best to write the essay. You will still get points for grammar, vocabulary, and structure.

Sample exam test from Cambridge English .

Step Two: Write a plan (5 minutes)

A lot of my students dislike writing a plan. However, a plan helps you organize your thoughts and helps you write a better B2 First essay. Your essay needs 5 paragraphs . We will use the sample task from above as an example:

Paragraph structure for an essay

Introduction.

• Rivers and seas
• Your own idea

Next, to create a plan, write a few words for each paragraph . DO NOT write whole sentences. This takes too much time. Try to focus on keywords and short phrases .

Tip: “Your own idea” DOES NOT mean your opinion. You need to think of another topic related to the question to talk about. Some ideas for this task could be: recycling, agriculture, industry, etc.

Additionally, you can prepare a list of linking words and related vocabulary . Getting these words written down before you start helps you remember to use them.

Look at the example plan below. You can draw something similar on a blank piece of paper.

Tip: Time yourself – see how long it takes for you to write a plan. Try to reduce that amount of time as much as possible.

Step 3: Write your essay (32 minutes)

On the official test, you must write with a pen . No erasable pens or pencils are allowed. I suggest writing your plan and essay with a pen every time you practice .

Let’s take a look at each paragraph of the essay.

The introduction to your essay should be 2-3 sentences long . It introduces the essay topic in a general way .

Tip: DO NOT include your opinion in the introduction. Your opinion goes in the conclusion.

If you are unsure how to write an introduction, try this structure and look at the example :

Structure of the introduction  

• 1 sentence about the topic in general
• 1-2 sentences about the topic more specifically, including a question if you like.

Example Introduction

On every continent, the amount of trash and waste is increasing each year. Rubbish causes damage to ecosystems all over the world. Is there a way for countries to reduce their carbon footprint and save our planet?

Body of the essay

The body of the essay has three paragraphs . These paragraphs talk about one idea with supporting examples .

For each paragraph, you need to write a topic sentence. A topic sentence is the main idea of the paragraph . DO NOT copy the notes. Instead, try to rewrite the idea in your own words. This is called “paraphrasing.” 

Your paragraphs should be 3-4 sentences .

Tip: Start each paragraph with a linking word .

Structure of a body paragraph

• Linking word and topic sentence
• Supporting sentences

Example body paragraph

Firstly, countries can decrease pollution and environmental stress by offering more public transportation. Cars and other vehicles which require petrol produce toxic fumes. If more electric buses and trams were available, fewer people would need to drive their cars.

Follow the same structure for each body paragraph.

Tip: Remember that “your own idea” is NOT your opinion . Write about an additional topic related to the question that you wrote down on your plan.

Finally, you get to say your opinion! In the conclusion, you need to summarize the topic and give your opinion on the question. A conclusion should be 1-2 sentences long.

Structure of the conclusion

• Transition word and a sentence summarizing the topic
• A sentence that gives your opinion

Example conclusion

To sum up, countries around the world must make changes in order to protect the environment. In my opinion, offering more public transport, reducing overfishing, and creating recycling programs are necessary for a cleaner planet.

Step Four: Review your writing (2 minutes)

This is another important step that students often miss. Take two minutes after writing your essay to check for spelling and grammatical errors.

Since you wrote in pen, simply cross out the incorrect word or words LIKE THIS and rewrite them.

How can I get a higher mark on the FCE essay?

Now that you know how to write an essay for the Cambridge B2 First exam, let’s look at how to get the best mark possible .

Increase your mark on your B2 First essay

• Include 5-8 linking words – these words introduce paragraphs and connect ideas
• Use a variety of grammatical structures – you should have both simple and complex forms. Try to use perfect and future forms, conditionals, comparatives, relative clauses and passive
• Use formal vocabulary – do not use slang or simple words like “good, big, small, bad.” Also, do not use contractions. Write “cannot” instead of “can’t”
• Make the essay interesting to read – the examiners read hundreds of essays so make yours easy to read and engaging
• Use the correct amount of words (140-190) – it’s ok to be a few words over the limit, but not too many

Final Advice

The best way to improve your writing skills … is to write! Try to write a few essays each week and ask your teacher for feedback . I have had students who entered my class with very poor writing skills and with practice, they were able to pass the exam after only 10 weeks!

I help students prepare for the FCE exam with private lessons via Zoom. Email me at [email protected] or check out my private lessons page to learn more.

If you want more practice for the B2 First , try these Speaking exam tips , free writing checklist , and Reading part 1 practice.

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Breakout English

B2 First (FCE) Writing Part 1 – Improve an Essay

Writing is the part of any English exam where you should aim to get a high score and B2 First FCE Writing Part 1, an obligatory essay, is no different. It’s also the most trainable part of the exam in a classroom. While other skills often take lots of time, effort and practice, writing can be taught through models, which learners can then take and replicate. Of course, it’s important to write your own material, but the format and many expressions are transferable for essays regardless of the topic. With this material, we aim to demonstrate areas where B2 First candidates often go wrong with writing an essay. With a few tweaks, you should be able to reproduce a high quality essay every time.

Essays may not be fun, but they are important. The Cambridge B2 essay might be the first time you need to write an essay for an exam, but it won’t be the last. This task continues to be obligatory at C1 and C2 levels. If you are doing a Trinity or IELTS exam, you’ll also need to write an essay. Basically, there is no escape. You either learn to write a good essay or you don’t pass your writing exam (I recommend learning it).

The challenge with essays is not only the style, which should be formal and academic. Exam candidates also often have issues with content in First (FCE) Writing Part 1. The B2 essay question is always the same, and it’s not particularly complex, but sometimes it still causes issues regarding what content points to include. At the same time, an uninspiring question can easily lead to an uninspired answer. That becomes a problem when your essay isn’t interesting to read. Keep in mind that whoever corrects your essay has probably read 95 other essays on the same topic, so it a good idea to stand out!

The Materials

With this activity, you analyse a sample essay contrasting living in a city vs the countryside. To use it in the classroom, have students discuss the issues with the essay in pairs. You can even have them use the Cambridge writing scales to give it a mark. Then, feedback in open class and finish with your students writing their own improved version. I like to do this task just after receiving a round of previously assigned essays from students as a sort of extended test-teach-test activity.

Check here for more First Certificate essay questions to use in class.

EXAM PART: First (FCE) Writing Part 1 – Essay

EXAM SKILLS: Improving content and communicative achievement in essay writing

TOPIC:  Lifestyle (living in the city vs living in the countryside)

TIME: 30 minutes + 45 minutes writing (in-class or for homework)

PREPARATION: One copy of the worksheet per student

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• B2 First (FCE)
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An opinion essay

Learn how to write an opinion essay.

Do the preparation task first. Then read the text and tips and do the exercises.

Preparation

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Information will soon be so easy to find on the internet that people will not need to remember anything. Do you agree?

Nowadays all the information we could ever need is available online and some people say that means the end of having to learn anything.

It is true that these days everything you want to know is a few clicks away as long as you have internet access. However, not everyone has working internet all the time, for example in certain buildings or remote locations, so we do need to be able to remember information. Moreover, it takes time to look up everything you need to know online, whereas remembering something is immediate. The human memory is a much more efficient system.

Another problem is the quality of the information online. How do we know if it is accurate or reliable? We need to think about other facts we know and remember how to compare information from different websites. Knowing (and remembering) how to find certain information will be more important than knowing the information itself.

Finally, the internet is a good tool but it is not a useful replacement for our brains. If we did not remember anything, we would all spend even more time on our phones and computers than we already do, which is not good for society.

In conclusion, the internet offers us many things but it is still important to use our knowledge and memories. We need our memories to function without the internet and we also need to know how to use the internet properly.

• Read the question carefully. Respond to all ideas in it or all parts of it.
• Plan your ideas first and then choose the best ones.
• Introduce your essay by restating the question in your own words.
• Show understanding of both sides of the argument.
• Use linking words to connect your ideas.
• Draw your conclusion from the main ideas in your essay. Don't introduce new ideas at the end.

What do you think about the question? Would it be better or worse if we never learned anything and just used the internet instead?

Language level

It would be worse. If we only look for information on the internet, for everythingg and every time when we have a question about something we will become ''rusty robots''.

In other words, our minds, without exercising the creativity and memory of our brains, will be almost completly out of purpose. What's more, we will be lazy and with a slow capacity of thinking properly.

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It is evidently known that in recent days, the exchange of information is progressive over the network of various channels which we call it as Internet. Experts have made some definite predictions about the availability of data and information on the above mode of communication in near future. This particular development is totally agreeable. With respect to the technological advancements pertaining to the above, the human life shall be prepared to be compatible with the communication platforms on the network of servers. The key strengths will mainly focus on speed of communication, less errors and information accuracy. This aspect of technological development will eventually replace the traditional modes of information storage. This requires no effort in preservation of information on physical devices as all the core information will be stored in virtual servers. On the other hand, the above paradigm shift in terms of data centralization will certainly replace human brains. This attempt will not trigger any living beings to memorize information physically. It is quite obvious that our brains are limited and restricted with space constraints. Hence, this technology of information storage will drastically replace these drawbacks. Overall, this phenomenal trend of networking has provided a seamless mode of gathering, interpreting and storing information. At the same time, the consequences will be tremendous and noticeable as it will lead to an era where in people across the globe can surf and search their expected piece of data with-in no time. Practically, they don’t have to bother about any challenges related to failure of storage elements. Finally, this pattern of information storage is promisingly going to be accepted.

I think the use of the internet is not only in conflict with learning, but It has made the speed of learning faster and more comfortable.

On the one hand, With the advent of the internet and access to data whenever we want, we were able to free our minds from memorizing a lot of unnecessary data. It caused that instead of spending our time to remember the formulas and data, we use our time for a deeper understanding of the concepts. Concentration on understanding was a big step in order to make us more clear about how to apply scientific concepts practically, and It made the evolutionary process of turning scientific concepts into experimental tests go faster. Going through this evolutionary process quickly, in turn, caused, firstly, the faster growth of modern technologies and, secondly, the creation of many new data, concepts, and sciences. And now the data volume is so much that not only you can never remember or learn them, but you have to choose the best one that works for you. Somehow, the internet has changed how to learn. It has focused on analyzing the options and choosing the best one to learn Instead of memorizing a bunch of content.

On the other hand, Theoretically speaking, One of the laws In the world is that everything can be useful or harmful in turn. This law also applies to the internet. In fact, how to use the internet determines whether it is useful or harmful. Like many other tools that have been invented such as smartphones, smartwatches, electric cars, and so on we have spent time learning how to use them. In order to get the best out of the internet and don't waste our time, we must take the time to learn how to search. The searching skill is the most important one that helps us find better results.

In conclusion, Given the two analyzed reasons above, I agree with the idea that easy access to Information makes people get rid of memorizing lots of data. But this has nothing to do with the quality or quantity of learning.

I think it depends on the type of information. Some information are easier to remember, and hence it's more efficient to have them in memory instead of looking for them online. However, some complex information is offered online, and it will be impractical if we tried to remember it. Additionally, I believe that learning is not just about acquiring knowledge. It's about learning how to think with this knowledge available and solve problems efficiently. That's why the internet is considered a valuable tool to promote learning, not to replace it.

Nowadays we are witnesses how far technology has developed in a short time. A huge of information is backing up on internet and if you have access of surfing you can find any information that you are looking for. However, there are some relevant aspects that should be taking into account when we are talking about using always internet instead of learning. In this sense, the purpose of this essay will be to explain why it is not a good idea. Firstly, as you know, most of the information on internet is fake. For that reason, it is impossible the learning process can be replaced by internet use. If you are looking for reliable information you have to learn how it works. In other words you need of learning even if you want to use internet all the time because you have to discern what of all information is useful for you purpose. For example, if you are a student and want to write an essay about a specific topic you likely have to search for the best information if you want to get a job position or scholarship. Secondly, there is a high demand for professionals who have specific skills in the field that they are pretending to be involved. That’s why learning always is a must for satisfying the requirements of companies and institutions. For instance, in the education field, the main aim is the learning and knowledge which are essential on a daily life to be an expert in your field of action and these skills can’t be acquired through internet surfing. To sum up learning and knowledge are fundamentals in a current world that is demanding professionals highly qualified even in our daily live and the internet is far away of satisfying the required skills that you get every day through the practice, research and networking.

I think it become worse and dangerous for our society, we need to control it making rules. Without internet, many skills and knowledge could´nt be used.

I believe that, The internet become even more dangerous for young people who barely discovered the world around them, If they count on it for seeking information without parental supervision, it would be a disaster!

In nowadays,there are many ways to reach information.The Internet is just one of them but maybe most promising one.The Internet helps us to find information easily and efficently.

However there are some negative sides of Internet.For instance realibilty of information.There are no real control on Internet.I reckon there will not be soon.This reduces the trust in internet.This is why People will always need another source to be make sure and need to remember information.

It is also necesseray for objectivity. You can not just have one source and expect true and impartial information. It is against nature of science.This is not how science works.People must have and process the information.In this way we expand our knowledge.When we make brainstorm we always end up with another information. If we don’t have and process the information how Science works?

I suppose in the future People will never trust completely to Internet. They will always need another source and they will need to interrogate source of information.In conclusion Internet is by far most promising invention People have ever invented.However Internet is not beyond our brain and imagination.We will always need to posses and process the information.

It is about my hometown: My hometown is a beautiful, attractive and cool. N'beika is one of the most famous places in Mauritania where attractive views and economic capacities are in. It is located in Tagant which is in middle of the map. Therefore, It is one the biggest cities in the country. As there are interesting geographical features such as: high Mountains, nice valleys, light hills and wonderful pools. Historically, N'beika played an important role in culture, trade exchange and fighting colonialist. Also it has saved historical landmarks, for example: manuscripts, books and cities which the most important is Gasr Albarka. In the north, there have tourist views and in the East big mountains with lovely valleys like Matmata where there are some Alligators in and other attractive animals. As well as from the south and the west there are some fields, forests and farms. Moreover, people are interested in agriculture, trade, development and education. Furthermore, there are many schools and Mahidras and three colleges providing well-deserved education to students. What's more, mall shops is offering demands and created jobs for unemployment. There are different favourite for people , some of them are crazy about football as youth, and some people like doing agriculture and development. Moreover, there are entrepreneurs doing a small business like selling clothes, pitch, barbershop... etc. In conclusion, N'beika is a gift of Allah that has given to people to spend nice moments in order to feel happy and to invest for everything we want due to gain lots of money .

I believe it is amazing updated technology which has helped us a lot in our lives. In todays era everyone has access to internet over the globe. you can easily find all the information on internet that is required to you. Even though learn many new skills which aren't even taught you from the help of internet. it is good help for book writer like us where we can be part of book writing communities or book writing resources to enhance our skills and provides more guidance to others.

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Cambridge B2 First (FCE): How to Write a Story

B2 First story writing in a nutshell

• Mandatory task:  no
• Word count:  140-190
• Main characteristics: engaging, interesting, well-structured
• Register: depending on the story
• Structure: beginning, main part, ending
• Language: adjectives/adverbs, past verb forms, direct speech, time expressions

A day to forget – a day to remember Jerry read the email and decided to go to the shopping centre immediately. He hadn’t slept well at all and was feeling quite nervous that morning and he didn’t want to let his grandma’s wish to buy some milk ruin his day. He dragged himself into his old and dirty car and set off in the direction of Central Mall. Not even ten minutes later, he had a flat tire so he spent the next hour putting on the spare before he was able to continue his dreadful journey. At the shopping centre, he walked absent-mindedly into a family and their son fell on his knee. “I’m sorry,” was the only thing he could say, but the boy’s little sister replied, “This is a gift for you,” and gave him a little piece of paper. Jerry simply stuffed it in his jacket pocket and walked off as quickly as he could. Back at home, he just wanted to go to bed, when he dropped the girl’s paper on the floor. Jerry couldn’t believe his eyes. It was a scratch card with a win of €50,000! “Not such a bad day after all,” Jerry thought with a smile and he poured himself a steaming cup of coffee.

Introduction

A story is usually written for an English language magazine or website for teenagers. The main purpose is to engage the interest of the reader. Effective answers have a clear storyline which links coherently to the first sentence, successfully uses the prompts provided and demonstrates a sound grasp of narrative tenses. from: Cambridge English B2 First for Schools Handbook for Teachers

Stories are part of the second task in the B2 First Writing exam and they are exclusive to B2 First for Schools. In this variant of the test, there are no report tasks but instead, candidates have the choice between articles , reviews , emails/letters and the topic of this article – stories.

Feel free to check out my other posts on the different B2 First writing tasks by clicking on any of the links below.

Stories might be the most underestimated task in the whole writing exam as they are only part of B2 First for Schools.

They are discussed fairly little in preparation classes even with teenagers who are more likely to run into this type of text in their test. I think that stories are fun to write because they are probably the most open task type in terms of creativity. On the other hand, this level of freedom can also pose a challenge for many so story tasks can be time-consuming and difficult.

What a typical story task looks like

As with all the other task types, stories can be broken down in the same fashion every time you want to write one.

You should analyse the task carefully in order to collect as much information as you can. This way, the writing process itself is smooth sailing from start to finish.

At first sight, this could be like any other task for an article or a review, but we need to look a little bit more closely to see what is unique about stories.

As always, you should go through task analysis step by step and ask yourself a few specific questions that will help you get all the information you need.

• What is the topic of my story?
• What exactly do I have to include in the story?
• Who is going to read my story?

The first question is fairly straightforward and can always be found by looking at the sentence given in the task.

In our example, the story needs to be about someone named Jerry you received an email and decided to go to the local shopping centre. All we get is a name a a little bit of a kickstart to the plot, but that’s it.

Every story task looks similar so always focus on the given sentence to find out more about the topic.

The second question is more specific and goes into more detail. Again, let’s see what we can extract from our example task.

The very first thing we have to include is the sentence about Jerry and the email. There is always a sentence which must be used as the very first sentence of your story. Don’t forget or change the sentence. Start your story with it as it is.

There are, however, two more ideas that you always have to write into your story. In this case, we must include a request and a present. The role these things play in your story is entirely up to you, but they should play a central role and be important parts of the plot.

The third and final question looks at the reader of the story. Remember that you never write for the examiner or your teacher but always for someone specified in the task.

Here, we write for the readers of an international magazine for teenagers, which means that teenagers from different countries are going to read your story.

As B2 First for Schools is designed to cater to people in that age group so we are writing for peers. Therefore, we can use rather informal language, but as you will see later on, register is not the most important aspect of a story compared to, for example a letter of application where a formal style is one of the key features. Stories already include so much useful language that choosing the correct register is secondary.

Remember, every story task looks similar and you can go to the same places in each task to find key pieces of information that you can use to set yourself up for success . Simply ask yourself the three questions described in this part and you shouldn’t have a problem with task analysis.

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How to organise a story in B2 First for Schools

When we try to put our story in a well-organised structure, we can simply look at every story ever written in the history of humankind and we will find that 99% of them look like this:

This pattern can be further broken down by splitting the main part into two or even three paragraphs, but we’ll get to that in a second. First, keep the above structure in mind for the future.

At the beginning of a story, we are usually introduced to the main character(s) and learn a little bit about the background of the plot. We might also find out about how the main character(s) feel right before the action starts.

The main part includes the main actions and parts of the plot. Here, the story progresses the furthest, but we normally don’t come to a conclusion yet.

The ending does what the name suggests. It brings the plot to a conclusion and ends the story in an appropriate and satisfying way. You don’t want to keep your readers guessing too much because there won’t be a sequel. You are not writing The Avengers Part 87 but a standalone story.

Now, however, let’s go back and see how we can apply all of the above to our specific task.

Luckily, the first sentence is already there for you, but we obviously need to be a little bit more creative. Think about how Jerry might have felt in this situation and what might have happened in the lead up to him reading the email.

I usually like to introduce the two topic points in the main part of the story, but they could already appear in the beginning. Again, this is completely up to you, which makes stories exciting and stressful to write at the same time.

Either way, in order to fill the main part of your story with life, try to come up with ideas of what could have happened on Jerry’s way to the shopping centre and when he was there.

Finally, we need to bring everything together in a good ending. You can try to end the story in an unexpected or funny way, but it is definitely more important to come to a meaningful and logical ending at all.

I find it quite often with my own students that they simply cut off the plot at the end of the main part, which leaves the reader not fully informed. So, make the reader (and examiner) happy and give your story the ending it deserves.

Always make a plan for your story

If I could give my students just one piece of advice for the writing exam in B2 First, I would tell them to always make a plan before starting to write.

It only takes a few minutes, but can save you a lot more towards the end on the test when you are in time trouble and don’t know what to do.

A plan helps you stay on task and all you have to do is follow it and fill the page with life.

My plan for our example looks like this:

• Beginning: nervous; hadn’t slept well; request in the email –> buy milk for grandma
• Main paragraph 1: flat tyre; had to change it; wasted time
• Main paragraph 2: at the shopping centre; accident with family; little girl gave him piece of paper
• Ending: piece of paper was scratchcard; won €50,000

Just from my plan, you can already guess what the story will look like even though I didn’t add a lot of information. Making the plan took me three minutes, but I only need to connect the dots now and get started.

The different parts of a story in B2 First

In this part, I’m going to take you deep down the rabbit hole. We are going to go through the different parts of a great story with the help of our example task.

You will learn more about good content as well as useful language in each part.

As I mentioned earlier, the beginning of a story fulfills two tasks. It introduces the reader to the main character(s) and sets the scene. We can include previous events and background information so we can started.

One of the main criteria in a story is the correct use of narrative verb forms . These are different past verb forms, each of which has a distinct function in a story. We want to use past simple for the main events, past continuous for background actions and past perfect simple and continuous for things that happened before the main events.

Sounds complicated, but with some practice you’ll get better at it. If the names of these verb forms don’t ring a bell at all, you should definitely look into them as they are not only important in the writing test but also in Reading & Use of English and Speaking .

In addition to this particular grammar point, we want to make the beginning interesting from the get-go using some engaging adjectives/adverbs and other helpful expressions.

A day to forget – a day to remember Jerry read the email and decided to go to the shopping centre immediately. He hadn’t slept well at all and was feeling quite nervous that morning and he didn’t want to let his grandma’s wish to buy some milk ruin his day .

I gave my story a nice title. Every good story has a title so yours should have one as well, but don’t worry too much. It can be short and doesn’t have to be anything amazing. Just make sure that you include it.

I also used a mix of verb forms ( blue ) to show the main events, background actions and things that had happened before the main storyline.

On top of that, I included a few adjectives and adverbs which help make the story come to life ( red ).

Keep these things in mind when you start your story and you will be off to a good start.

The main part of a story is what the name says: the most important part which includes the majority of information.

Here we find most of the main events and the plot progresses between the beginning and ending.

Your focus in this part should lie on a logical order of events while keeping the reader engaged and interested.

We achieve this, once again, by using the correct verb forms (mostly past simple as we are in the middle of the main events) as well as other stylistic features, some of which we’ve discussed earlier and others that you can see in the example paragraphs below.

He dragged himself into his old and dirty car and set off in the direction of Central Mall. Not even ten minutes later , he had a flat tire so he spent the next hour putting on the spare before he was able to continue his dreadful journey. At the shopping centre , he walked absent-mindedly into a family and their son fell on his knee. “I’m sorry,” was the only thing he could say, but the boy’s little sister replied , “This is a gift for you,” with a smile and gave him a crumpled piece of paper. Jerry simply stuffed it in his jacket pocket and stormed off as quickly as he could .

We’ve got quite a lot to unpack here.

First and foremost, if you take a step back and read the paragraphs without paying attention to all the colourful stuff, you will see that there is a logical and chronological progression. Jerry leaves his house, has a flat tyre, makes it to the shopping mall and runs into the family. The girls gives him the paper and he leaves.

I guess this all makes sense, but I still used certain expressions of place and time ( orange ) that support this idea that there is a sequence of events. Little remarks like ‘before’ or ‘next’ can make it so much easier for the reader to follow the story so make sure you use them.

Another feature that we haven’t discussed yet is direct speech ( green ). By using direct speech we can bring the characters to life and the reader can identify with them more easily.

Finally, I continued with good and engaging past verb forms ( blue ) as well as adjectives/adverbs ( red ) which bring colour to the things and people you describe.

The very last part of every amazing story is a great ending. Here, we tie everything together and bring the events to a conclusion.

It is your decision if you want to give your story a happy ending or not, but make sure that it ends in some way. Don’t just stop after the main part and leave your reader with questions. Send them off with a smile on their face or tears in their eyes.

Back at home , he just wanted to go to bed, when he dropped the girl’s paper on the floor. Jerry couldn’t believe his eyes . It was a scratch card with a win of €50,000 ! “Not such a bad day after all,” Jerry thought with a smile and he poured himself a steaming cup of coffee.

I tried to bring a little surprise to the ending of my story and turn Jerry’s terrible day into a good one.

You can find the different stylistic features I used in different colours again. Past verb forms are blue , direct speech green , expressions of place and time orange and other interesting language and punctuation red .

Don’t stop being awesome towards the end of your story. Stay consistent and use good language throughout the whole text. That’s what the examiners want to see and that’s you you will give them if you follow the tips in this article.

Useful language for stories in B2 First

In the last part, I showed you some of the main ideas to improve your story writing. Using these language features can give you an edge over other candidates and impress your examiner. Always remember that an examiner checks dozens of texts per day and it is important to stand out with your pieces of writing.

So, below I’ve listed the different types of useful language with a few examples in each category. Obviously, this is not a complete list, but you can add expressions and adjust them to your needs.

How your B2 First story is marked

The process of marking candidates’ writing tasks in B2 First is an involved and quite complicated process. There are different criteria the examiners have to look at and even for teachers, it can be almost overwhelming to work their way through all the information.

I wrote an article on the topic that I hope will help students and teachers alike to better understand the marking process and to use it in order to improve their writing and/or teaching skills and insight.

Simply click here to find out more.

Time to become a storyteller

In this article, I’ve shared with you everything I know about how to write an excellent story in B2 First for Schools.

Take my advice and start practising. If you have any questions or problems, feel free to leave a comment and I will reply as quickly as I can.

Lots of love,

Teacher Phill 🙂

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I am in fact glad to read this weblog posts which consists of lots of useful facts, thanks for providing such data.

Thanks a lot! Best explanatatory article I’ve read about writing a story. I’ll definitely check your other guides. Love the coloring and comments to each part!

Thank you so much!!! This is excellent…easily explained…everything included A must to have when teaching…FCE!!

Comments are closed.

• How To Write a Report: Cambridge B2 First

• Posted on 20/01/2021
• Categories: Blog
• Tags: B2 First , Cambridge Exams , Cambridge FCE First Certificate of English , FCE , Writing

Imagine the scene. It’s exam day. You’re nearly at the end of your Cambridge English B2 First exam . You’ve just finished writing Part 1 – the essay , and now it’s time to start Part 2. So you turn over the page to find three options:

– A review you know

– An article you’ve seen before

– But what’s this? A report??*

Don’t be intimidated. A report is another formal writing task. And it’s actually quite formulaic, which makes it a popular choice for students in Writing Part 2. It’s also a great opportunity to show you can communicate factual information, in a formal tone with clear organisation.

Excited to learn how to write a first-rate report? Good. We’re here to help you every step of the way and make sure you leave that exam full of confidence that you’ve passed.

*Remember you only need to choose one question to answer. Other titles may include an informal or formal email, and at B2 First for Schools there is a story option instead of a report.

Three steps to writing a report for Cambridge B2 First

Let’s begin by taking a look at a typical question for the report.

Step One: Make a plan

Before you put pen to paper and start your report, hold your horses . A plan is the best chance you have for success. Start by asking these two questions:

1. Who is the report for?

Take a look at the reader of your report. It’s normally a teacher, a superior or a peer group like the members of a book club. In this case your audience is a group leader . That means you should keep the tone nice and formal . Try to avoid contractions, colloquial language and keep it polite.

2. What do you have to do?

Look at the question and underline all the key parts. This will help focus your attention on the task in hand and decide how to organise your report.

There’ll normally be two or three things they want you to do and you’ll always be asked to give a recommendation or suggestion.

The structure is the bones of your report. It’s so important because it holds everything together. Here’s one way to organise your report but perhaps you have another idea?

1. Introduction

2. How technology is used in subject X

3. How technology is used in subject Y

4. Your recommendation for which lesson the teacher should watch

The trick is to keep the structure nice and simple. And always check you’re answering the question.

Brainstorm:

Now you have a clear outline, consider the main topic paragraphs and what you want to include. If you get stuck , think about your own real life experiences. How is technology used in your own lessons at school? Make some notes on your ideas.

Step Two: Write it

If you haven’t skipped the planning stage, writing your report should be easy. An important thing to add here is that reports often contain subheadings. In fact, in the B2 First exam they are strongly encouraged!

Introduction

Remember that a report is a document that presents information in a clear and organised way. Think about science reports or statistical reports. They have strong introductions that clearly state their aims.

Useful language:

• The aim / purpose / intention of this report is to…
• In this report I will look at…
• This report is based on…
• This report is intended to…

Here’s what a clearly defined report intro might look like…

Just make sure you don’t copy words from the question exactly, and instead try to paraphrase .

Main body of report

This is where we get to the main body of the report. Again, we want to keep it really clear and organised and one way to do that is with bullet points or numbering .

However, don’t overdo it. If you use bullets and numbering in one section, avoid using them in the next. You want to show off that you can write well in English and use a wide range of vocabulary and structures. You also want to use some fancy, formal sounding linkers to connect your ideas.

• Currently…
• To begin with…
• Firstly, Secondly, Thirdly…
• It appears that…
• According to…
• One way…
• Another way…
• Furthermore / In addition…

Now move on to your second paragraph. Try to stay general and avoid personal anecdotes. Don’t start talking about what you like to do at school in your technology classes or what you had for dinner last night. Instead, keep things relevant to the task.

A good way to do this is by using passive reporting verbs:

• It is generally believed that…
• It is thought that…
• One way in which technology is used…
• X is considered to be…

Remember to expand on your points giving reasons for your ideas. And if you do everything right, your second paragraph may look something like this.

Recommendations

Here’s the fun part! This is where you can look back at your ideas and give your own opinion. Make sure you mention the ideas from the previous paragraphs and don’t forget to give reasons why.

• All things considered…
• I would recommend / suggest + ing…
• I would recommend / suggest + object + infinitive (no to)…
• Based on all the findings…
• Although both… , I think that…
• It would seem that……

Let’s look at this sample answer.

If you run out of things to say – remember you can mention the weaknesses of the other option.

Step Three: Check it

Now hopefully you’ve written a report to be proud of. The only thing left to do is to refine it before the time is up !

Make sure you’ve:

• answered all parts of the question, including making a recommendation/suggestion
• used formal language and no contractions like I’m, It’s, haven’t etc.
• written subheadings for each paragraph
• used correct spelling and punctuation
• linked your sentences with connectors eg. However, Because, Although, Furthermore, etc .

Sample report questions

Now you’re a master in report writing, why not put everything you’ve learnt into practice? Try one of these sample report questions.

Glossary for language learners:

hold your horses (exp): used to tell someone to stop and consider carefully their decision or opinion about something.

the bones of sth. (n): the structure or main idea of something.

get stuck (v): to be in a position where you’re unable to move.

skipped (v): missed out to move on to the next thing.

paraphrase (n): to say something in a different way but so it means the same.

overdo (v): to do too much of something.

show off (pv): to show your abilities and accomplishments.

expand on (v): to develop an idea.

run out of (pv): to deplete / to be used up.

time is up (exp): the time allowed is finished.

exp = expression

pv = phrasal verb

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8 English Words You Need For 2021

• By: oxfordadmin
• Posted on 07/01/2021

5 Tips For Reading The News In English

• Posted on 03/02/2021

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Cómo escribir un essay Cambridge B2: estructura y guía paso a paso

Tanto si te presentas al Cambridge B2: First como al Cambridge C1: Advanced, sabes que en la primera parte del writing caerá un essay. ¿Sufres el síndrome de la hoja en blanco? ¿No sabes cómo escribir tu essay B2 o sientes que no tienes tiempo suficiente para terminarlo? Entonces necesitas leer esta entrada, en la que escribiremos juntos un ejemplo de essay Cambridge B2 paso a paso. Pero antes, respondo a algunas preguntas que puedes estar haciéndote sobre cómo escribir un essay B2.

Diferencia entre essay y article B2

Una de las preguntas que mis alumnos suelen hacer más a menudo es la diferencia entre essay y article . Esta es sobre todo es de tono y estilo: un article B2 expresa un punto de vista personal sobre un tema de una manera más cercana y desenfadadas, en la que el autor o autora suele hablar en primera persona y atraer a su lector con preguntas retóricas, afirmaciones sorprendentes y otros recursos que lo «enganchen».

En un ejemplo de essay Cambridge B2, por el contrario, emplearemos un tono más distante y académico (evitaremos hablar en primera o segunda persona). Además, trataremos de incorporar puntos de vista diferentes al nuestro.

¿Cuánto tiempo y espacio tengo para escribir mi ejemplo de essay B2?

Para saber cómo escribir nuestro ejemplo de essay Cambridge B2 debemos tener en cuenta su extensión   (140-190 palabras)  y el tiempo del que vamos a disponer para escribirlo (80 minutos para las dos tareas del  writing,  con lo cual  tienes 40 minutos para tu  essay) .

Ahora bien,  ¿qué pasa si excedo las 190 palabras? Nada.  No obstante, cuando sobrepasas ese límite por un margen amplio, inevitablemente terminas escribiendo sobre cosas que no son relevantes para la tarea, y eso sí lo penalizan. Por otro lado, si te enrollas demasiado, el tiempo no te alcanzará. Los diseñadores de la prueba lo tienen todo muy bien calculado.

Cómo escribir este ejemplo de essay Cambridge B2

1. responde a la pregunta del essay.

Lo primero que haremos para escribir este ejemplo de essay Cambridge B2 es leer el enunciado, en el que encontrarás una pregunta. Trabajaremos con este enunciado (pero puedes encontrar más aquí ):

Después, lo que tenemos que hacer para comenzar el essay es responder la pregunta.

Como suele ocurrir con los temas de Cambridge, es muy probable que no hayas dedicado mucho tiempo a este y no tengas una opinión formada. ¿Qué hacer entonces? Sencillo: vamos a escribir lo que nos salga de la punta… del boli. Brainstorming de toda la vida.

Esto es lo que me ha salido de la punta del boli:

Después , agregaremos las ideas que ya nos dan en el enunciado, y que debemos obligatoriamente incluir:

• friendlier at local businesses
• broader at department stores

Después de esta fase de brainstorming, queda claro que me inclino más por las tiendas de barrio que por los grandes almacenes. Esta será la respuesta a la pregunta del essay.

Para argumentarla, elegiremos una de las ideas que han salido en el brainstorming y nuestro desarrollo de las ideas que nos han dado en el enunciado.

2. Hacer un guion: la coherencia en mi ejemplo de essay Cambridge B2

En el segundo paso para escribir nuestro ejemplo de essay Cambridge B2, organizaremos las ideas en un outline a manera de guion. Además, desarrollaremos estas ideas explicándolas y proporcionando ejemplos.

Cuando tengas que escribir tu essay, no te devanes mucho los sesos. Tira de tu experiencia personal (o la de tu cuñado) como comprador/a en tiendas locales y grandes almacenes.

En el caso de nuestro ejemplo, empezaremos copiando la pregunta del essay. Después, continuaremos con una disadvantage del comercio local y luego escribiremos las ventajas. Este es el orden lógico si la idea que queremos transmitir es que preferimos comprar en local businesses (que es la respuesta que hemos dado a la pregunta del essay en el paso anterior).

Como ves, a mí me gusta representar la jerarquía de las ideas que quiero plasmar siguiendo una estructura diagonal. Así me resulta más fácil verlas.

3. Redactar tu essay: cohesión en mi ejemplo de essay Cambridge B2

El siguiente paso en la redacción de este ejemplo de essay Cambridge B2 es convertir las ideas del paso anterior en párrafos.

Recuerda que cada párrafo debe tratar una sola idea y que las diferentes oraciones deben seguir una secuencia lógica y estar bien cohesionados. Para ello he de emplear los conectores adecuados.

Ahora bien, a estos párrafos les hace falta algo, ¿no? Vamos, que parece que no tienen nada que ver el uno con el otro.

Aquí viene el segundo nivel de cohesión: hay que unir los párrafos entre sí para que formen parte de un todo coherente y el lector no se pierda. Para ello usamos el signposting , que no es otra cosa que emplear conectores (signposts, transition signals, llámalos como quieras) al principio de cada párrafo:

Antes de continuar, quiero que te fijes en lo siguiente:

• La idea principal está siempre al comienzo del párrafo.
• No escribo oraciones demasiado largas

En el último párrafo he metido alguna otra cosa que no iba en el guion original. No pasa nada: hazlo si ves que el párrafo se te ha quedado muy pobre y puedes añadir algo que explique mejor la idea principal. Pero tampoco te pases.

4. Escribir la conclusión de tu essay

Ahora que hemos puesto punto final a la última disadvantage , continuamos con el penúltimo paso para escribir este ejemplo de essay Cambridge B2: escribir la conclusión. Para ello, haremos un resumen de los argumentos expuestos y emplearemos conectores, tanto para la coherencia interna del párrafo como para la coherencia del essay.

Y para que nos quede una conclusión de 10, dejaremos al lector con algo que pensar:

5. Escribir la introducción

Por último, para terminar este ejemplo de essay Cambridge B2 escribo la introducción. La de jo para el final porque, personalmente, me parece lo más difícil. Si no es tu caso, puedes escribirla antes del paso anterior o después de haber respondido a la pregunta del essay.

La introducción sirve para atraer a tu lector. Este, sea en la vida real o sea tu examinador de Cambridge, es una persona ocupada y tienes que ponérselo fácil para que lea.

Para escribir nuestra introducción, seguiremos la forma de un embudo que comienza con afirmaciones de carácter genérico sobre el tema del essay . Haremos un poco de brainstorming:

• Department stores are present in every large town and most middle-sized ones
• Popular with elderly people and millenials

Después, terminaremos este embudo con la thesis statement , la oración central de tu essay que dará pie a la argumentación que le sigue. Por esto mismo, la thesis stamentent debe contener las palabras clave que aparecen en las oraciones principales (iniciales) de cada párrafo.

De acuerdo: quizá no sea un recurso muy original. Pero funciona.

6. Revisar y pulir

Después de haber seguido estos pasos para para escribir este ejemplo de essay Cambridge B2, solo queda revisar lo que hemos escrito. Nuestro essay ha quedado así:

Ahora hay que comprobar y corregir los fallos de organización (cohesión y coherencia) gramaticales, léxicos y ortográficos. De ello te hablo en este pdf descargable .

Y, si eres perfeccionista como yo, puedes tratar de pulir algunas cosas. SI TE SOBRA TIEMPO.

Que no es mi caso en este momento y probablemente no será el tuyo el día del examen. Así que acostúmbrate a la no perfección y haz tuya esta frase que me enseñó Lola, mi gurú:

Better done than perfect.

Te dejo con esta máxima espiritual. Y con los takeaways o ideas que quiero que te lleves después de haber leído este artículo.

Your takeaways

Para saber cómo escribir un essay B2, s igue los siguientes pasos:

• Responde la(s) pregunta(s) del writing. Haz brainstorming si es necesario.
• Escribe un guion en el que argumentes tus respuestas con explicaciones y ejemplos.
• una secuencia lógica
• la puntuación
• conectores para la cohesión interna
• el signposting para la cohesión entre párrafos.
• Escribe una conclusión que resuma los puntos tratados y deje al lector con algo que pensar.
• Escribe la introducción. La forma embudo suele funcionar muy bien: unas cuantas frases genéricas sobre el tema (que sigan una secuencia lógica) y terminen con la pregunta misma del essay o una reformulación de la misma.
• cohesión y coherencia;
• léxico y ortografía.

¿Conoces a más gente que necesita mejorar su writing? Compártelo en tus redes.

¿Te ha gustado este artículo? ¿Qué debería mejorar? Déjame tus comentarios.

Si quieres leer más consejos como este, suscríbete a mi comunidad de Successful Writers  aquí abajo 👇🏽

2 thoughts on “Cómo escribir un essay Cambridge B2: estructura y guía paso a paso”

Thank you very much. You have explained it flawless.

Thank you for your feedback. I’m glad you’ve found it useful 🙂

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