Cambridge Writing Practice Samples

Model answers

Model answer — Question 31 (email) (51 words, 15/15 marks)

All three points are covered clearly: where the flat is (on Park Road, near the station), what the writer likes (a big kitchen and a balcony) and a request for help with a date. Robin is fully informed. The email has a natural opening and closing, and it uses simple linking words (because, and, too). Vocabulary is everyday and accurate, and simple grammar (present continuous for a plan, “Could you …?”, “I’ll …”) is used with good control.

Model answers

Model answer — Question 32 (story) (57 words, 15/15 marks)

All three pictures are clearly described: the preparation in the kitchen, the rain in the park and the picnic at home, so the reader is fully informed. The story is easy to follow because of basic linking words and time phrases (so, then, but, after ten minutes). Everyday vocabulary (sandwiches, basket, picnic, rain very hard, living room floor) is used correctly, and the past simple is well controlled throughout.

Weaker answer (band 3) — Question 32 (story) (38 words, 9/15 marks)

All three pictures are mentioned, but with little detail: the first is only “make food for picnic”, and the story doesn’t say that they leave the park and go home, so the reader is on the whole informed. The text is connected with basic, high-frequency words (and, after). Basic vocabulary is used reasonably appropriately, but the writer has little control of the past simple (make, go, eat, is), and there are errors with articles, agreement (They was) and spelling (wheather), although the meaning is still mostly clear.

Model answers

Model answer — Question 1 (email) (109 words, 19/20 marks)

All four notes are covered and developed, including a reason for choosing the second Saturday, so Jamie is fully informed. The friendly, enthusiastic tone suits an email to a friend. Each point has its own paragraph, joined with a variety of linking words (because, as, too, also). Everyday vocabulary is used well (easy to share, put up posters) with a range of simple and some complex forms such as “would be better” and “we’ll probably be”, although the language is safe rather than ambitious, which keeps Language at 4.

Weaker answer (band 3) — Question 1 (email) (97 words, 12/20 marks)

All four notes are mentioned, but the second one is not fully dealt with: the writer says which Saturday but gives no reason, so the reader is only “on the whole informed”. The tone is suitably friendly. The email is organised in paragraphs with basic linking (and, because, also). Errors are noticeable (for you email, very good idea, sandwichs, Everybody like, About tell) and some vocabulary is repeated, but the meaning is always clear, which places Language at band 3.

Model answers

Model answer — Question 2 (article) (116 words, 19/20 marks)

All the questions in the notice are answered fully: the place, what the writer does there and why it matters. The article speaks directly to readers (“If you ever visit…”, “Go and try it!”) and uses a title and a question to hold their attention. Paragraphing is clear, though the linking is mostly simple (but, when, now). Language includes a good range for the level, such as “end up just looking”, “used to take me” and “whenever I feel stressed”, with no errors.

Model answer — Question 3 (story) (110 words, 20/20 marks)

The story follows on clearly from the opening sentence, explains the box and reaches a satisfying ending, so the task is fully achieved. It builds a little suspense with the note and the locked shed before the surprise, which keeps the reader interested. Events are easy to follow thanks to time expressions (At exactly four, Suddenly). Past tenses are well controlled, including “must have left” and the past perfect “had been so busy” and “had completely forgotten”.

Model answers

Model answer (high band) — Question 1 (essay) (189 words, 20/20 marks)

Content: both notes are fully developed and the writer adds a clearly relevant own idea (people on low incomes), so the reader is fully informed. Communicative Achievement: the neutral, discursive register suits an essay, and the writer states a balanced opinion in the introduction and returns to it in the conclusion. Organisation: each paragraph has one clear purpose, linked with ‘On the other hand’, ‘A further point’ and ‘In conclusion’, and reference such as ‘This would mean’ connects ideas smoothly. Language: a good range of vocabulary (‘overcrowded’, ‘unreliable’, ‘make a genuine difference’) and grammar (second conditional, ‘there is a real risk that’) is used accurately.

Weaker answer (band 3) — Question 1 (essay) (174 words, 13/20 marks)

Content: all three points are addressed, including a relevant own idea (crowded buses), so the target reader is informed, although each idea is developed only briefly and the final opinion is vague. Communicative Achievement: the register is suitably neutral, but the opening (‘In this essay I will write my opinion’) and conclusion are formulaic and the argument does not really lead anywhere. Organisation: paragraphing is clear and basic linkers are used (‘First of all’, ‘However’, ‘In conclusion’), but there is little variety in cohesive devices. Language: everyday vocabulary is used appropriately, and alongside simple sentences there are some complex forms (‘people who go to work by car’, ‘which is a big disadvantage’, conditionals); errors with comparatives (‘more clean’), plurals (‘peoples’), prepositions (‘sit in the bus’), spelling (‘goverment’) and phrasing (‘the health of the people’) are noticeable but do not stop the reader understanding.

Model answers

Model answer — Question 2 (article) (190 words, 20/20 marks)

Content: all three questions are answered in full: where the place is, what makes it special and who else would enjoy it. Communicative Achievement: the eye-catching title, the direct question to the reader and the humorous ending hold the reader’s attention, which is exactly what a magazine article needs. Organisation: the paragraphs move logically from introduction to description, then reasons, then recommendation, with smooth links such as ‘From the street’ and ‘What makes it special, though’. Language: vivid, precise vocabulary (‘walled garden’, ‘dripping’, ‘arguing over crumbs’) and a range of structures, including cleft sentences and ‘whether … or …’, are used with very good control.

Model answer — Question 3 (email) (187 words, 20/20 marks)

Content: both of Jamie’s questions are answered with relevant, practical detail. Communicative Achievement: the friendly, informal register is consistent throughout (‘fly by’, ‘spoilt for choice’), and the advice is presented in a supportive way that suits a friend. Organisation: each paragraph deals with one of Jamie’s questions, introduced clearly with ‘You asked about …’ and ‘As for …’, and the email opens and closes appropriately. Language: a good range of functional language for advising and recommending (‘It would be a good idea to …’, ‘make sure you …’, ‘I’d also recommend …’) is used accurately, along with conditionals and natural collocations.

Model answer — Question 4 (report) (185 words, 19/20 marks)

Content: the report explains three clear reasons for the problem and makes a matching recommendation for each, so the manager is fully informed. Communicative Achievement: the neutral, factual tone and the reference to where the information came from are appropriate for a report to a manager. Organisation: clear headings, a stated aim and the sequence ‘Firstly … Secondly … Finally’ make the report very easy to follow. Language: vocabulary is precise and appropriate (‘membership fee’, ‘appeal to’, ‘quieter times of day’) and the grammar is accurate, including a second conditional in the conclusion; the range is good, though slightly less ambitious than it could be.

Model answers

Model answer (high band) — Question 1 (essay) (253 words, 20/20 marks)

Content: two of the three notes are discussed in depth and the essay states clearly which is more effective and why, so the reader is fully informed. Communicative Achievement: the register is consistently neutral and discursive, and ideas from the input are reworked in the writer’s own words rather than copied. Organisation: the argument builds logically, with the third paragraph opening on ‘This is precisely the problem that …’ to link the two points, and the conclusion draws a clear contrast (‘Flexible hours change when people work, whereas …’). Language: a wide range of vocabulary (‘at their disposal’, ‘off duty’, ‘sends a clear signal’) and complex structures such as the cleft sentence in the final line are used accurately and naturally.

Weaker answer (band 3) — Question 1 (essay) (259 words, 12/20 marks)

Content: two points are discussed and a preference is stated, but the reasons given for it (cost and the number of workers who benefit) say little about which measure would actually improve the balance, and the final sentence drifts towards productivity, so the reader is on the whole informed. Communicative Achievement: the conventions of a discursive essay are used effectively and the neutral register is consistent, but ideas stay fairly straightforward and the comparison is asserted rather than argued. Organisation: the essay is well organised, with a variety of cohesive devices (‘To begin with’, ‘As for’, ‘What is more’, ‘which means’) used to generally good effect, though the paragraphs discuss each point separately and are only linked at the end. Language: there is a range of vocabulary, including some less common items (‘a demanding job’, ‘it must be admitted’), and simple and complex forms such as conditionals and relative clauses are used with control; occasional errors (‘a big difference on’, ‘would not need going’, ‘flexible working hours is’) do not impede communication.

Model answers

Model answer — Question 2 (letter) (233 words, 20/20 marks)

Content: all three parts of the task are covered and developed: personal experience, an evaluation of both reasons in the article, and two concrete suggestions. Communicative Achievement: the tone is that of an engaged but courteous reader, persuasive without being aggressive, and letter conventions are handled correctly (‘Dear Sir or Madam … Yours faithfully’). Organisation: each paragraph has a clear function, and phrases such as ‘There is some truth in the claim’, ‘Nor am I convinced’ and ‘What is lacking, in my view’ guide the reader through the argument. Language: precise, natural vocabulary (‘take up a pair of trousers’, ‘far less bleak’, ‘hardly unique to my generation’) and a range of structures, including negative inversion, are used with full control.

Model answer — Question 3 (proposal) (255 words, 19/20 marks)

Content: the current offer, two specific and realistic suggestions, and benefits for both businesses and residents are all covered. Communicative Achievement: the proposal uses a suitably formal, persuasive register for a public body, and the recommendations are justified with practical detail (empty warehouses, low cost, the timing of wild flowers). Organisation: clear headings and a logical sequence make the proposal easy to follow, and the conclusion returns to the purpose of the task. Language: vocabulary is precise and well chosen (‘a destination in its own right’, ‘a much-needed source of income’), and there are no errors; the range of structures is a little narrower than in the other models, which keeps Language at band 4.

Model answer — Question 4 (review) (259 words, 20/20 marks)

Content: the review describes the series, evaluates how it makes ideas accessible with specific examples, and gives a clear recommendation for non-specialist viewers. Communicative Achievement: the engaging opening and balanced judgement suit the readers of a magazine, and the writer evaluates rather than simply describes. Organisation: paragraphs move from overview to strengths, weaknesses and recommendation, and ideas are linked smoothly (‘which is exactly why’, ‘These are minor complaints, however’). Language: a wide range of vocabulary (‘lapses into jargon’, ‘talks down to its audience’) and sophisticated structures such as ‘only once viewers are curious … does the presenter explain’ are used accurately and for effect.

Model answers

Model answer (strong) — Question 1 (essay) (273 words, 20/20 marks)

Content: both key points of each text are summarised accurately (physical damage and loss of atmosphere; unfairness and conservation funding) and evaluated, with original ideas such as a ballot for low-cost tickets. Communicative Achievement: the neutral, discursive register is sustained and the writer’s position is clear and nuanced. Organisation: the essay moves logically from summary to evaluation to a conclusion that resolves the opening question, with varied cohesive devices (‘Equally’, ‘Yet’, ‘Ultimately’). Language: precise, natural vocabulary (‘the preserve of the affluent’, ‘self-defeating’, ‘lever’) and complex structures are used with full control, and the input is paraphrased rather than copied.

Weaker answer (band 3) — Question 1 (essay) (278 words, 12/20 marks)

Content: the main points of both texts are summarised accurately and the writer’s position is clear, but the evaluation is uneven: the argument that visitor income funds conservation is reported but never weighed, and the idea of cheap or free tickets is left undeveloped. Communicative Achievement: the neutral register suits a discursive essay and the ideas come across clearly, but the argument stays fairly straightforward and some wording is borrowed from the input rather than paraphrased (‘the only realistic’, ‘manage crowds more intelligently’). Organisation: the essay is well organised and coherent, moving from summary to evaluation to conclusion, though the linking (‘According to’, ‘Having said that’, ‘In conclusion’) is predictable rather than flexible. Language: there is a good range of vocabulary (‘gradually destroying’, ‘fragile’, ‘vulnerable’) and complex sentences are generally well controlled, but there are errors (‘a certain amount of tickets’, ‘everyone still have’, ‘available only for the rich’) and little of the precision or sophistication of a top-band answer.

Model answers

Model answer — Question 2 (article) (315 words, 20/20 marks)

Content: all three elements are covered – the journey is described, the gains are explained through vivid examples, and the realism of slow travel is weighed honestly. Communicative Achievement: the engaging opening, personal anecdote and rhetorical question suit a travel magazine and hold the reader’s attention. Organisation: the article builds from anecdote to reflection to a broader conclusion that echoes the title. Language: a wide range of vocabulary (‘erasing everything in between’, ‘Honesty compels me to say’) and varied sentence structures are used with precision and flair.

Model answer — Question 3 (letter) (312 words, 20/20 marks)

Content: the letter responds directly to the article, explains several things libraries offer that online services cannot, and makes concrete suggestions for change. Communicative Achievement: the formal but persuasive tone is appropriate for a letter to an editor, and the opening and closing state the purpose clearly. Organisation: each paragraph has a single function, and the turn from defence to proposals is signalled by ‘That said’. Language: precise and sophisticated (‘outlived their usefulness’, ‘fundamentally misunderstands’, ‘took for granted’), with complex sentences handled naturally.

Model answer — Question 4 (report) (319 words, 20/20 marks)

Content: all three parts of the task are fully addressed, and the recommendations follow logically from the weaknesses identified. Communicative Achievement: the impersonal, factual register suits a report for a charity’s board, and evaluation is balanced and specific. Organisation: clear headings, a brief introduction and a bulleted list make the report easy to follow. Language: a good range of report language (‘On the whole’, ‘To address this’, ‘of real value … alike’) and precise vocabulary (‘invasive scrub’, ‘patchy’, ‘take ownership of’) are used accurately.