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  • Guide to the Cambridge C2 Proficiency Writing Exam – Part 2: Report

Guide to the Cambridge C2 Proficiency Writing Exam-Report | Oxford House Barcelona

  • Posted on 31/05/2023
  • Categories: Blog
  • Tags: C2 Proficiency , Cambridge Exams , CPE , Writing

Are you preparing for the Cambridge C2 Proficiency (CPE) writing exam? If those pre-exam jitters have started to appear, don’t worry! Allow us to help you overcome those fears, as we talk you through the Cambridge C2 Proficiency report.

By the end of this blog, you’ll know what a typical Cambridge C2 report question looks like, what to include in your plan, what grammar and vocabulary you should incorporate and how you can best prepare for this part of the C2 Proficiency writing exam.

Of the four skills that make up the exam, writing is arguably the one you can prepare for the most. So, what are we waiting for? Let’s go!

What is a report?

According to the Cambridge C2 Proficiency exam page :

Guide to the Cambridge C2 Proficiency Writing Exam – Part 2: report |  What is a report-C2 Proficiency | Oxford House Barcelona

The report is one of six options you can choose from in the C2 Proficiency Writing paper Part 2, along with the mandatory essay that you’ll complete in Part 1, which we covered in our Guide to the Cambridge C2 Proficiency Writing Exam – Part 1: Essay blog post.

Report format

  • Word count: 280–320.
  • Register: formal.
  • Main purpose: inform, compare, comment on, recommend, analyse.
  • General structure: title, introduction, two main paragraphs – each with a subheading, and conclusion.
  • Common themes: the success (or failure) of events, the quality (or lack) of facilities, the availability (or unavailability) of features.

What does a report task look like?

Below is an example task from the Cambridge website. We’ve underlined the key features of the question which will help you know what to include.

Guide to the Cambridge C2 Proficiency Writing Exam – Part 2: report | Report Example Task | Oxford House Barcelona

So, underlined in red is the general theme of the task, and what you’ll talk about in your introduction and use as inspiration for your title. In yellow, you can see who the target reader is, and this will give you ideas on how formal your writing should be. In blue, you can see the bulk of your report. In this case, the two or three ideas which will form your main paragraphs, each with their own subheading. Finally, everything underlined in green is the basis of your conclusion.

How should I structure a report?

As shown through the underlined sections in the task, a report can be separated into parts. Therefore, the structure should be easily organised into these corresponding sections.

  • Introduction
  • Subheading 1
  • Main paragraph 1
  • Subheading 2
  • Main paragraph 2
  • Subheading 3 (conclusion)

What should I include in each section of my report?

Reports are purposeful. So, the title should be simple and straightforward. This will give the reader a clear indication of what they are going to read. In your introduction you should set out what you aim to achieve. Here are some useful phrases you can use:

The aim/goal/purpose of this report is to…

This report is intended to show/analyse/evaluate/discuss…

A report is usually based on a fictional event, and in this case, with an instruction to include your opinion in the evaluation. Therefore, you have some freedom to be creative when talking about what you are actually reporting on. This means you can be a bit crafty ! Now could be the time to use all those fantastic collocations and set phrases that you have up your sleeve !

Here are a few of the typical topics we see in reports and some go-to collocations:

Education – to pursue higher education, to broaden one’s horizons, to enhance critical thinking, to foster lifelong learning, to acquire knowledge.

Jobs – to secure gainful employment, to climb the corporate ladder, to embrace professional development, to excel in one’s career.

Facilities – state-of-the-art facilities, cutting-edge research facilities, meticulous attention to detail, substandard construction.

In terms of the grammar which is appropriate for a C2 report, here is a golden opportunity to use those amazing grammar points you have on tap . Here are a few ideas:

Negative inversions – Not until later did the job seekers discover the lack of networking opportunities at the job fair. Little did the organisers anticipate the overwhelming crowds at the job fair.

Conditional structures with alternatives to ‘if’ – Had there been more companies in attendance at the job fair, participants would have had a wider range of job opportunities to explore. Were the job fair held in a more convenient location, a greater number of professionals would have attended.

Impersonal passive – It is often noted that valuable networking connections can be made during the job fair. It was expected that a variety of job opportunities would be showcased at the job fair.

When it comes to writing your conclusion , you should be as direct as in your introduction. This is the opportunity to explain the findings of your analysis. Time to wrap up what you’ve discovered and include your recommendation. Here are several phrases to include:

Based on the findings of this report, I would suggest/recommend (+ gerund)…

It would be highly advised to…

It would be strongly encouraged to…

In the example task taken from the Cambridge website, the target reader is a college website. So, this tells us that the readers will likely be college students, teachers and parents of students. Therefore, we can use a formal to semi-formal register . This means contractions are okay, you can use phrasal verbs where necessary, but you should avoid colloquial expressions and idioms.

What else can I do to prepare?

Well, now you have the foundations of a plan, and some ideas of how to build your house, it’s up to you to decorate the walls! Reading is a fantastic way to boost your vocabulary and consolidate grammar doubts. With summer approaching, there’s no better time to get stuck into that novel you’ve had since Christmas!

Now, you’re ready to practise! Time to get writing! But, one more thing … don’t forget to check, double-check and then triple check your report once you’ve finished! Don’t let silly mistakes cost you valuable points!

More helpful C2 Proficiency resources

Guide to the Cambridge C2 Proficiency Listening Test

Passing Cambridge C2 Proficiency: Part 3 Reading and Use of English

Passing C2 Proficiency: A Guide to Reading Part 6

Shadowing: A New Way to Improve Fluency at C2 Level

Looking for further support?

If you’re interested in preparing for the C2 Proficiency exam but don’t know where to start, get in touch with us here at Oxford House today! We offer specific courses that are designed especially to help you get ready for the exam. Let our fully qualified teachers use their exam experience to guide you through your learning journey. Sign up now and receive your free mock test!

Glossary for Language Learners

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

Jitters (n): signs of nervousness.

Make up (pv): make an amount of something complete.

Bulk (n): large size.

Set out (pv): start an activity with a specific aim.

Crafty (adj): clever, especially in a secretive way.

Have something up your sleeve (id): have secret plans or ideas.

Go-to (adj): used to describe the best person, thing or place for a particular purpose or need.

On tap (id): available.

Findings (n): results, discoveries.

Wrap up (pv): complete something successfully.

Get stuck into (id): start something enthusiastically.

pv = phrasal verb

adj = adjective

English Vocabulary For Getting A Haircut

  • By: oxfordadmin
  • Posted on 17/05/2023

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C2 proficiency exam format.

C2 Proficiency is made up of four papers developed to test your English skills. You can see exactly what is in each paper below.

The formats below are the same for both the paper-based and computer-based exams and digital exams. Please note, during March 2024 we will be moving from our current computer-based exam delivery to Cambridge English Qualifications Digital, which will offer you even more benefits. Information on the switch and what this means for you can be found on our Cambridge English Qualifications Digital page.

  • openbook Reading and Use of English
  • compose Writing
  • playlist Listening
  • megaphone Speaking

openbook What’s in the Reading and Use of English paper?

The C2 Proficiency Reading and Use of English paper has different types of text and questions. In one part, you may have to read one long text or three or more shorter, related texts.

Part 1 (Multiple-choice cloze)

Part 2 (open cloze), part 3 (word formation), part 4 (key word transformations), part 5 (multiple choice), part 6 (gapped text), part 7 (multiple matching), compose what’s in the writing paper.

In the two parts of the C2 Proficiency Writing paper, you have to show that you can write different types of text in English.

Removal of set text questions in C2 Proficiency Writing

From January 2024 we are removing the optional set text questions in the C2 Proficiency Writing papers. The reason for this change is that only a few candidates choose those questions and often do not perform to the best of their ability.

Set texts for C2 Proficiency January 2022 – December 2023:

  • Jane Austen: Northanger Abbey (any edition) Teachers may choose to prepare candidates for questions on this set text by studying the film directed by Jon Jones (2007) as well as, or instead of, the novel.
  • David Nicholls: Us (any edition) Teachers may choose to prepare candidates for questions on this set text by studying the BBC television mini-series directed by Geoffrey Sax (2020) as well as, or instead of, the novel.

Candidates should not attempt the optional set text question in Part 2 unless they have the necessary understanding of the text to answer the task.

Teachers are best placed to judge which, if any, of the set texts and/or film/television versions may be appropriate and stimulating for a given teaching situation.

playlist What’s in the Listening paper?

The C2 Proficiency Listening paper has four parts. For each part you have to listen to a recorded text or texts and answer some questions. You hear each recording twice.

Part 1 (Multiple choice)

Part 2 (sentence completion), part 3 (multiple choice), part 4 (multiple matching), megaphone what’s in the speaking paper.

The C2 Proficiency Speaking test has three parts and you take it together with another candidate. There are two examiners. One of the examiners (the interlocutor) conducts the test and the other examiner (the assessor) listens to what you say and takes notes.

Part 1 (Interview)

Part 2 (collaborative task), part 3 (long turn and discussion).

how to write report cpe

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Tim's Free English Lesson Plans

Use them, share them, comment on them, and share my link in return.

This is a handout with as much language and advice possible for approaching the CPE writing part 2 report tasks. I made it for my December candidates, fingers crossed they actually read it!

You can download the handout here:  CPE Report

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Author: Tim Warre

Barcelona based English Teacher, blogger and sometime actor and director. View All Posts

7 thoughts on “ CPE Report ”

That’s not even 10 mintues well spent!

Ok. Any constructive criticism?

very good scheme abot constructing the report but i am curious what are your toughts about making letter in CPE exam?

Thank you Tim, I’ll gratefully share this page with my C2 students. You ask for comments- I especially agree with the “Have you included” section- so often students think they are doing their best but do not take the opportunity to show off specific grammar or vocabulary points that demonstrate c2 ability.

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ChatGPT can help you write a standout CV in seconds, job experts say: It's 'the ultimate resume-writing cheat code'

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The secret to writing the perfect resume could lie with ChatGPT .

Since its launch in November, more jobseekers have tapped the viral AI-powered chatbot to help write cover letters, tweak resumes and draft responses to anticipated interview questions.

Out of more than 1,000 current and recent jobseekers polled in a ResumeBuilder.com survey last month, nearly half (46%) reported using ChatGPT to write their resume or cover letter.

Of those candidates, 70% said they saw a higher response rate on their applications when they submitted an AI-generated resume than a non-AI resume, and 59% were hired.

ChatGPT's advanced AI capabilities allow it to generate eloquent, human-like sentences in seconds — and it's free. You can ask the chatbot to write a customized resume based on a job description and it will produce a nearly complete document just missing a few basic details, like your name and address. 

While some hiring managers warn that ChatGPT could encourage candidates to lie about their skills and experience, others say that the chatbot, if used correctly, can help candidates craft a strong resume and stand out in the hiring process.

'There has to be an element of distrust' 

At this point, ChatGPT is "essentially undetectable" by most recruiters and hiring managers, says ZipRecruiter CEO Ian Siegel — and it's not a tool he expects jobseekers to be penalized for using, either, as long as ChatGPT isn't doing 100% of the work. 

"Jobseekers have been using other assistive AI tools like Grammarly to correct the spelling, style and punctuation on their resumes for years without issue," he adds. "ChatGPT is really no different." 

At a minimum, the chatbot can help you pass the initial scrutiny of an applicant tracking system or human observer who spends mere seconds scanning your resume, Siegel says. In the best-case scenario, ChatGPT can provide specific examples or suggestions for re-wording your experience and skills, which confers "an extraordinary advantage," he adds.

It's important, however, to combine the chatbot's edits with your own editing and voice, and triple-check that the resume you create accurately reflects your experience. 

"You can't completely rely on ChatGPT, there has to be an element of distrust to make sure that you're getting quality information," says Steve Knox, VP of global talent acquisition at HR software firm Ceridian. 

'All you need to do is proofread and edit'

If you're building a resume from scratch, ChatGPT can help you build a customized template. 

Juan Pablo Gonzalez, a senior client partner at the global consulting firm Korn Ferry, recommends finding two examples of resume formats you admire, uploading them to ChatGPT and asking the bot to create a resume format for you based on the examples you provided. 

Or, if you have an updated LinkedIn profile, you can share a link with ChatGPT and ask the bot to create a resume for you based on the information in your profile, which should give you "a pretty serviceable first draft," Gonzalez says. 

"The biggest challenge people struggle with when writing their resume is organizing all of the information in a clear structure, and keeping the most important information down to one page," Gonzalez says. "ChatGPT can give you clear recommendations for exactly how to do this … all you need to do is proofread and edit as needed."

'The ultimate resume-writing cheat code' 

Once you have a solid draft of your resume, you can ask ChatGPT a number of prompts to edit your bullet points and be sure you're including all of the information and keywords potential employers are looking for. 

"ChatGPT will give you better, more intelligent insight when you're giving it personalized information to work off of, and using it to align your resume to a job you're interested in," Knox says. 

Here are specific prompts you can ask ChatGPT to supercharge your resume:

  • "I am going to send you a job description and resume. Can you optimize my resume for this job?" 
  • "Write resume bullet points for [insert job title here] and include metric-based achievements." 
  • "I am going to send you a job description. What are the keywords for [insert job title here] at [insert company name here]?" 

A growing number of career coaches are sharing ChatGPT resume-editing tutorials on TikTok — some with one million views and counting — including Madelyn Machado , a career strategist and reverse recruiter. She advises people to try the following prompt: "Can you create a resume for [insert job title here] with measurable results tailored to this job description?" Then, you can compare the results ChatGPT produces to your resume, and edit accordingly. 

ChatGPT, Machado concludes, is "the ultimate resume-writing cheat code." 

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FACT SHEET: President   Biden Cancels Student Debt for more than 150,000 Student Loan Borrowers Ahead of   Schedule

Today, President Biden announced the approval of $1.2 billion in student debt cancellation for almost 153,000 borrowers currently enrolled in the Saving on a Valuable Education (SAVE) repayment plan. The Biden-Harris Administration has now approved nearly $138 billion in student debt cancellation for almost 3.9 million borrowers through more than two dozen executive actions. The borrowers receiving relief are the first to benefit from a SAVE plan policy that provides debt forgiveness to borrowers who have been in repayment after as little as 10 years and took out $12,000 or less in student loans. Originally planned for July, the Biden-Harris Administration implemented this provision of SAVE and is providing relief to borrowers nearly six months ahead of schedule.

From Day One of his Administration, President Biden vowed to fix the student loan system and make sure higher education is a pathway to the middle class – not a barrier to opportunity. Already, the President has cancelled more student debt than any President in history – delivering lifechanging relief to students and families – and has created the most affordable student loan repayment plan ever: the SAVE plan. While Republicans in Congress and their allies try to block President Biden every step of the way, the Biden-Harris Administration continues to cancel student debt for millions of borrowers, and is leaving no stone unturned in the fight to give more borrowers breathing room on their student loans.

Thanks to the Biden-Harris Administration’s SAVE plan, starting today, the Administration will be cancelling debt for borrowers who are enrolled in the SAVE plan, have been in repayment for at least 10 years and took out $12,000 or less in loans for college. For every additional $1,000 a borrower initially borrowed, they will receive relief after an additional year of payments. For example, a borrower enrolled in SAVE who took out $14,000 or less in federal loans to earn an associate’s degree in biotechnology would receive full debt relief starting this week if they have been in repayment for 12 years. The U.S. Department of Education (Department) identified nearly 153,000 borrowers who are enrolled in SAVE plan who will have their debt cancelled starting this week, and those borrowers will receive an email today from President Biden informing them of their imminent relief. Next week, the Department of Education will also be reaching out directly to borrowers who are eligible for early relief but not currently enrolled in the SAVE Plan to encourage them to enroll as soon as possible. This shortened time to forgiveness will particularly help community college and other borrowers with smaller loans and put many on track to being free of student debt faster than ever before. Under the Biden-Harris Administration’s SAVE plan, 85 percent of future community college borrowers will be debt free within 10 years. The Department will continue to regularly identify and discharge other borrowers eligible for relief under this provision on SAVE. Over four million borrowers have a $0 monthly payment under the SAVE Plan Last year, President Biden launched the SAVE plan – the most affordable repayment plan ever. Under the SAVE plan, monthly payments are based on a borrower’s income and family size, not their loan balance. The SAVE plan ensures that if borrowers are making their monthly payments, their balances cannot grow because of unpaid interest. And, starting in July, undergraduate loan payments will be cut in half, capping a borrower’s loan payment at 5% of their discretionary income. Already, 7.5 million borrowers are enrolled in the SAVE Plan, and 4.3 million borrowers have a $0 monthly payment.  

Today, the White House Council of Economic Advisers released an issue brief highlighting how low and middle-income borrowers enrolled in SAVE could see significant saving in terms of interest saved over time and principal forgiven as a result of SAVE’s early forgiveness provisions.

how to write report cpe

President Biden’s Administration has approved student debt relief for nearly 3.9 million Americans through various actions

Today’s announcement builds on the Biden-Harris Administration’s track record of taking historic action to cancel student debt for millions of borrowers. Since taking office, the Biden-Harris Administration has approved debt cancellation for nearly 3.9 million Americans, totaling almost $138 billion in debt relief through various actions. This relief has given borrowers critical breathing room in their daily lives, allowing them to afford other expenses, buy homes, start businesses, or pursue dreams they had to put on hold because of the burden of student loan debt. President Biden remains committed to providing debt relief to as many borrowers as possible, and won’t stop fighting to deliver relief to more Americans.

The Biden-Harris Administration has also taken historic steps to improve the student loan program and make higher education more affordable for more Americans, including:

  • Achieving the largest increases in Pell Grants in over a decade to help families who earn less than $60,000 a year achieve their higher-education goals.
  • Fixing the Public Service Loan Forgiveness program so that borrowers who go into public service get the debt relief they’re entitled to under the law. Before President Biden took office, only 7,000 people ever received debt relief through PSLF. After fixing the program, the Biden-Harris Administration has now cancelled student loan debt for nearly 800,000 public service workers.
  • Cancelling student loan debt for more than 930,000 borrowers who have been in repayment for over 20 years but never got the relief they earned because of administrative failures with Income-Driven Repayment Plans.
  • Pursuing an alternative path to deliver student debt relief to as many borrowers as possible in the wake of the Supreme Court’s decision striking down the Administration’s original debt relief plan. Last week, the Department of Education released proposed regulatory text to cancel student debt for borrowers who are experiencing hardship paying back their student loans, and late last year released proposals to cancel student debt for borrowers who: owe more than they borrowed, first entered repayment 20 or 25 years ago, attended low quality programs, and who would be eligible for loan forgiveness through income-driven repayment programs like SAVE but have not applied.
  • Holding colleges accountable for leaving students with unaffordable debts.

It’s easy to enroll in SAVE. Borrowers should go to studentaid.gov/save to start saving.  

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Teacher Phill

Cambridge C2 Proficiency (CPE): How to Write a Letter

how to write report cpe

  • Mandatory task: no
  • Word count: 280-320
  • Main characteristics: opinion, narration, factual information
  • Register: depends on the task
  • Structure: greeting & opening paragraph, main paragraphs, closing paragraph & salutation

Introduction

A letter is written in response to the situation outlined in the question. Letters in the C2 Proficiency Writing paper will require a response which is consistently appropriate for the specified target reader, and candidates can expect to be asked to write letters to, for example, the editor of a newspaper or magazine, to the director of an international company, or to a school or college principal. A letter to a newspaper or magazine may well include a narrative element which details personal experience; other letters may be more concerned with giving factual information. Source: Cambridge English Assessment: C2 Proficiency Handbook for teachers

A letter in Cambridge C2 Proficiency is not a mandatory task as it is one of the options in Part 2 of the writing test together with articles , reviews and reports . The only type of text that you have to write is an essay .

Letter writing is very straightforward

Most candidates don’t mind writing a letter in C2 Proficiency because we all communicate regularly via email and through other means so we are familiar with the typical layout and structure that letters require.

I often see very good results with my own students and in the internal exams we run at the school I work for or in the official exam, this is a very popular choice that seems to pay off for most.

So, we are going to work through an example together and see what it is that you need to be careful with from analysing a task all the way to writing your name at the end of the text.

What a typical letter task looks like

Task for a letter in C2 Proficiency always look fairly similar and are based around the idea that you want to respond to something that you have read about without giving you the source material itself. That means that you have to build you letter based on your opinion on the topic in the task. It is almost like an essay with more stylistic freedom, but before I get ahead of myself let’s have a look at an example task.

how to write report cpe

As you can see, there is not a whole lot of information. Instead, there is just an excerpt from a newspaper article and you should write a letter outlining your opinion on said statement.

To make our lives easier and to get out as much as possible of a task like this, we should always try to find the answers to the following three questions:

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

The topic of our letter is alternative medicine and the question if it is a waste of money or not. Unfortunately, there isn’t any more specific information availabl e so we will have to think about the different arguments and structure of the letter ourselves, but more on that in a moment. Finally, we are writing to a newspaper so there will be a wide variety of people reading what we have to say so that tells us that we should probably use a formal to neutral style of language , meaning that there shouldn’t be any colloquial expressions and we should try to avoid informal phrasal verbs.

How to organise your letter

Choosing a paragraph structure for your letter is one of the biggest steps towards success in C2 Proficiency. It gives you something to hold on to and in the next section we are going to fill it with life.

So, thinking about a letter we know that there is always a greeting and opening paragraph at the beginning as well as a closing paragraph and salutation at the end. In between, we add a few main paragraphs where we discuss the topic question, which leads us to this:

Greeting & opening paragraph

Main paragraphs, closing paragraph & salutation.

If you keep this basic structure in mind, you are already on the right track. As mentioned before, the number of main paragraphs can vary depending on your ideas for each individual task but I want to give you a rough shape that we can then fill out and refine.

Always plan your letter before you start writing

Those of you who have read any of my other articles on writing, be it for A2 , B1 , B2 , C1 or Proficiency , know that I’m a big fan of making a plan in order to set yourself up for a smooth ride. Not only does a good plan serve a storing space for your ideas so you won’t forget them once you start writing, but it also saves you tons of time as you will never have to rearrange paragraphs or rethink what you want to say. It’s all there and guides you through the process.

To create your plan, simply use the paragraph structure from earlier and organise your opinions and ideas within that framework. Let’s see what I came up with for our example task:

  • Greeting & opening paragraph : why I’m writing, I fully agree
  • Main paragraph 1 : acknowledge other side – for minor illnesses alternative medicine does no harm, gives people something to believe in, placebo effect also works
  • Main paragraph 2 : contrast – placebo effect doesn’t justify the cost; charlatans take advantage of people
  • Main paragraph 3 : some alternative treatments can be harmful; people put their last hope in these methods
  • Closing paragraph & salutation : ineffectiveness doesn’t justify use of alternative methods and people lose money

Making a plan like the one above is really simple, takes just a few minutes and makes your life so much easier. You should try it. It really helps.

how to write report cpe

The different parts of a letter

We are prepared and ready so the last thing we need to do is write the letter. Trust your plan and everything will be fine.

I am going to show you step by step how I would go about it so you get a better idea of what you should do to score higher marks in C2 Proficiency.

Every letter starts with a greeting and an opening paragraph where we state why we are writing or we react to a letter we’ve received. In C2 Proficiency, it is always the former, but, as we have to give our opinion on the topic in the task , we can do that straight away and let the reader know in the opening paragraph.

Going back to our example task from earlier about alternative medicine, a beginning might look like this:

Dear Sir/Madam, I am writing in response to the article on alternative medicine published on August 1st and would like to share my opinion with you and the other readers. I would definitely agree that alternative medicine, for the most part, is a waste of money and time and that it would be wiser to use the full range of scientifically tested and proven methods to combat one’s health issues.

You can see that I didn’t have to do anything out of the ordinary to get started . I state the purpose of the letter (“I am writing in response to …”) and give my opinion (“I would definitely agree …”) without simply copying the wording from the task but rather paraphrasing and using my own words. That’s all you need to do and just like that we can move on to the next part.

Letters in Cambridge C2 Proficiency are a little bit like very opinionated essays with a lot more bias on our part. However, it is always a great idea to show good organisational skills by acknowledging the other side of the debate as well. That’s why I like starting with a paragraph outlining what someone disagreeing with me might say before I present my side of the argument.

Having said that, I do understand that for some, alternative approaches to minor ailments are preferable as they usually come with no side effects and have been used for generations. What worked for our grandparents has to work for us nowadays as well, doesn’t it? People like the idea of believing in something and being in control of their healing process and alternative medicine gives them exactly that. If it is the herb itself or just the placebo effect that’s at work, is secondary as long as it eases the suffering.

In the paragraph above I describe why some people prefer alternative medicine to established Western medicine. I introduce the paragraph with a contrasting expression (“Having said that, …”) to highlight that what comes next doesn’t reflect my opinion as stated in the opening paragraph. Cohesion and coherence are the name of the game in C2 Proficiency writing so make sure that all your ideas are well connected and logically organised.

In addition, I try to include a variety of vocabulary (alternative approaches, minor ailments, side effects, healing process, placebo effect, eases the suffering) related to the topic to engage the reader and keep their attention.

Following this first main paragraph, I tend to add two more paragraphs in which I support my own ideas on the topic. For me, it looks better if there are two paragraphs supporting my argument against only one for the other side. Of course, feel free to structure your letter as you want, but I think the way I do it makes sense.

However, the placebo effect doesn’t justify the often hefty price tag attached to these kinds of treatments and there are plenty of charlatans, like faith healers and snake oil salesman, who try to prey on the vulnerable with their promises of fast and lasting improvements through overpriced treatment sessions or products. Many put their last hope and money into these quacks, herbs and potions only to have them shattered leaving them with an empty bank account on top of their broken bodies and minds. None of this helps people and should rather be considered criminal behaviour.

In these two paragraphs I focus on two aspects: the price of many alternative treatments and the, in my opinion, criminal energy many self-proclaimed healers and therapists squeeze money out of people who are often desperate and clinging to the last shred of hope they have left. The sections contrast the first main paragraph very well and show what I think about the topic.

Remember, a letter like this is all about your opinion so you can use strong arguments and the language to drive your point home .

To round off your letter you should always write a last paragraph which summarises your stance on the issue in the task.

To cut a long story short, I think that everyone can do with their money as they please, but the ones that are to blame are those defrauding people who just want to live a life free of pain and worries. Governments should introduce more oversight to ensure that money isn’t flushed down the toilet anymore but instead used to truly help people. I look forward to following subsequent articles on related issues. Yours faithfully, Teacher Phill

I restate my opinion very clearly here and even paraphrase the quote from the task (“… that money isn’t flushed down the toilet anymore …”). Lastly, I express that I would like to read more on the topic and end the letter with a typical salutation.

That is all you have to do to write a great letter in C2 Proficiency. With a little bit of planning the paragraph structure you want to use and the content of each of those sections you can set yourself up for a successful writing session where you can focus on using the best language possible, engaging the reader and writing in a cohesive and coherent way.

If you are interested in practising with yours truly, I offer writing feedback as well as online classes and I would love to hear from you so I can help you on your journey to pass Cambridge C2 Proficiency.

Lots of love,

Teacher Phill 🙂

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Direct Address

Why elementary school teachers should consider doing report cards a little bit differently..

It’s time to change the way we write report cards to young students, as early as kindergarten. Instead of writing about them, we educators should write to them.

Businesses have learned that performance reviews are most effective when  written in the second person rather than the third person—to you rather than about you. This is a seemingly small linguistic shift. Ozlum Ayduk and Ethan Kross, professors of psychology, found that in the context of self-talk, it’s powerful to use someone’s name. But this understanding has not yet trickled down to report cards, our earliest forms of assessment and feedback.

Let’s imagine a second grader who just completed their first term at a new school. The teacher writes in the report card, “Bonnie is distracted and drawn to talking with friends frequently during math class.” Another section reads, “Bonnie calls out frequently during read-alouds, and while I appreciate her ideas, raising a quiet hand is the expectation in class.”

Perhaps these excerpts remind you of your own childhood report cards? They reminded me of my own. This language, which I modeled after countless elementary report card narratives, is ineffective and unconstructive.

Here is what second-grade Bonnie’s feedback could sound like: “Bonnie, I notice that you are eager to talk with friends during math class, and I am worried that you miss a lot of our lessons. I am wondering how we can assure you focus. We tried a new seating arrangement, but I’d like you to work with me on additional solutions.”

In this example, the teacher has respectfully addressed the student directly. The teacher empathizes and acknowledges efforts already made, and includes the student in finding solutions. While certainly not foolproof, this strategy, which honors the child’s perspective and role in their own learning, is sure to land differently with both student and guardian.

Researchers in the field argue that feedback to students from teachers is crucial to motivation and learning. But that feedback, when written exclusively in the third person, soars past students to guardians.

As a former elementary school teacher, I turned to my community for their perspective on the matter. Most shared that they had never heard of reports being written to students, rather than about them. Those who have seen a second-person model of feedback teach secondary grades (sixth grade and higher), and two of those teachers said they ask students to self-assess and collaborate on their scores.

All but one of the elementary (K–5) teachers I surveyed said their reports were written in the third person.

A teacher-authored article titled “Why I Don’t Let My Kids Read Their Report Cards” from the website Today’s Parent shares the opposing point of view: “I spend a lot of time writing report cards to give families a clear picture of how their child is progressing. But those comments are written for parents. Younger kids won’t fully understand what the comments mean and will often stop at the letter grades—which means they miss out on the important context of how that grade was achieved.”

While it’s true that for many teachers, the report card comments are written for guardians—that’s what schools mandate—it baffles me that we don’t interrogate this process. If it’s context that’s lacking, let’s give students the context. Let’s construct our feedback for them, in addition to their guardians. With sufficient professional development and feedback on language, this shift could improve student motivation and concepts of self-growth.

Asked about the idea of second-person report card narratives, Dr. Rebecca Silverman, an associate professor at Stanford’s Graduate School of Education and a mother of three, said, “Even young children appreciate when teachers acknowledge their growth, especially when they put in a lot of effort to learn something new or be able to do something that was initially hard for them.”

It’s true that families still need to hear from teachers about their children’s progress via report cards. But their young age shouldn’t exclude children from hearing directly from their teachers as well. Dr. Meryl Lipton, a behavioral pediatric neurologist, commented, “Students as young as kindergartners would benefit from refocusing the audience of report cards. This creates important opportunities for self-growth and furthers communication between student and teacher.” If report cards are our earliest performance reviews, then let’s shift our perspective to include students in their own feedback.

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