In the minds of ESL exam candidates, e ssay writing is one of the most daunting tasks they are required to complete, regardless of the level of the exam, the administering body or the ease with which they themselves use the language. The same applies to students who are asked to write an essay by their teachers at school.  In the previous sample essays posted on the blog, the main point I stress is the need to become acquainted with this form of writing (as opposed to writing a letter, review or report, for instance), to get a feel of what authorial voice is and how to organize and progressively express the arguments you wish to make in a coherent manner.  Unfortunately, the best way to prepare for exam writing or learn how to write good essays for school is to read as many essays from as many sources as possible, then write as

This is the third in our series of sample short story posts which could be part of classroom assignments or a B2-level English exam (e.g. First for Schools or the former FCE exam, ESB or LRN) which requires candidates to write a narrative of approximately 200 words.  Note that even at B1 level (for the Preliminary for Schools exam) such topics can be very effective. Remember to pay attention to the various elements a short story should have as you read it: dialogue, use of adjectives and adverbs to create atmosphere, use of the senses, organization of paragraphs, conflicts that heighten the action, narrator, and the like.  For further information, read my post Writing Stories: Where to Start . It should help you tackle a story from the ground up and make you aware of the

Continuing the series of sample writing tasks for English language examinations at B1 or B2 level, let's turn to informal or friendly letters and emails.  There are a number of informal letters that candidates are expected to know how to write, each of which focuses on a specific goal. The most common types of friendly letters or emails are: asking for information / news giving information /news asking for advice giving advice invitations accepting / refusing an invitation letters of apology congratulating someone thanking someone Many more kinds of letters/emails exist (job applications or letters of complaint), but they wouldn't fall under the category of informal writing.  In this post, the writing task requires candidates to draft a letter to a friend that gives him or her advice on a particular issue.

  This is a short letter of complaint aimed at helping ESL/EFL candidates at B2 level tackle a writing task which asks them to write a letter or email complaining about a product or service. Before you read any sample dealing with complaints, you might find it helpful to take a quick look at some useful phrases to include in these kinds of letters, which I gathered in an earlier post of mine (click on the image below) on how to write letters of complaint.

Letters of application are something everyone needs to know how to write. Whether they are sent by post (like in the good old days, when everything done needed some legwork) or via email, they are necessary gateways to landing a full-time, part-time or temporary job.  On some B2-level English examinations, most notably the FCE, now known as First for Schools, the main areas that need to be covered in such letters are five: 

ESL/EFL exams may contain writing tasks that require students to write a review of a film or book.  This is an example of a film review intended to give candidates and teachers a springboard for vocabulary exercises and discussions about the organization of reviews.  The topic dealt with in this post is the following: 

This is the second in our series of short story posts which could be part of a classroom assignment or a B2-level English exam (e.g. First for Schools or the former FCE exam, ESB or LRN) which requires candidates to write a narrative of approximately 200 words.  Remember to note the various elements a short story should have as you read it: dialogue, use of adjectives and adverbs to create atmosphere, use of the senses, organization of paragraphs, conflicts that heighten the action, narrator, and the like.  For further information, read my post Writing Stories: Where to Start . It should help you tackle a story from the ground up and make you aware of the different things that should be included so that the story is worth reading. The assignment or rubric is the following: 

  This is a sample short story based on a typical B2-level English exam (e.g. First for Schools or the former FCE exam, ESB or LRN) which requires candidates to write a narrative of approximately 200 words.    It is, naturally, appropriate for creative writing assignments as well -- especially early October, with Halloween right round the corner -- that should give students and teachers alike the opportunity to get ideas. Ideally, it should be used to show students and ESL / EFL exam candidates what is expected of them when they encounter this type of question, even though it is rather lengthier than required.    As you read, note the various elements a short story should have: dialogue, use of adjectives and adverbs to create atmosphere, use of the senses, organization of paragraphs, conflicts that heighten the action, narrator, and the like.    For further information, read my post Writing Stories: Where to Start . It should help you tackle a story f...

Writing stories for fun, for school or for English as a foreign language (EFL) exams.   Stories, or narratives, are a part of several English language examinations such as Cambridge's First for Schools (formerly known as the First Certificate in English or FCE for short), the Learning Resource Network's LRN and the English Speaking Board's ESB.  Apart from exams though, many students are asked to write a short story as a school assignment and find themselves in a bind.  Add to this crowd those who enjoy writing or want to put pen to paper in the hopes of entering a competition or becoming the next book-to-film adaptation tycoons, but don't know where the launchpad is. Well, this post hopes to get the creative juices flowing.  

  The following sample letter has been written so that exam candidates for a B2 level English examination (FCE now called First for Schools, ECCE, IELTS - 5.5 / 6.0, MSU-CELC, ESB, LRN) can get some ideas about how to organize and argue their writing.  First take a look at how to use the sample essays and letters that appear on this blog by reading the following post: What do I do with the sample writing found on this blog? Remember: such topics can also be used to start class discussions, so teachers might also want to read on to get ideas about a class activity they could set up to improve students' oral skills. This particular question has been taken from a B2-level textbook preparing candidates for the Writing section of an English-language exam (particularly the FCE, now known as the B2 First or B2 First for Schools). In particular, this question deals with a transactional letter asking for information meaning that specific aspects nee...

When we want to either recommend a specific person or course of action for a B2 or C2-level English examination we have to be clear that we don't confuse these types of letters or emails with the typical, business recommendation letters prospective employers or administration offices at universities might require candidates to give. At the exam you are about to sit, you will probably be required to play the part of someone who has been asked to a)  nominate a peer for a position at school or at a club, or put someone's name forward for an award that is to be given or b) suggest, among many other things, the best place to go on holiday or some activities that should held during a specific event which is set to take place, how to spend money at one's disposal, and so on. The following post should help you organize such a letter or email (even an oral statement, if necessary) as well as give you some useful phrases you should keep in mind when writing your...

Just like the two previous lists with topics that cover the Description section of the MSU-CELC exam in English (if you'd like to take a look, go here and here ), this list moves on to cover the next section of the exam which asks candidates to talk about an event in their lives for approximately one to two minutes. If you are an MSU-CELP candidate, feel free to go over the topics but make sure to extend your answers to cover two minutes for all questions. This narrational task requires sequencing skills in addition to the usual dose of grammatical aptitude and lexical range. In plain English, a candidate must show they know how to use a variety of grammatical concepts correctly as well as vocabulary words, and also place events in a logical order, using time expressions and sequence words like "then", "eventually" or phrases such as "in the end", "all of a sudden". Click on the image for IELTS Speaking tips

This is the second list of MSU-CELC examination description questions (Tasks 1 and 2 of the oral exam).   Twenty more questions should help keep candidates on their toes before the exam. If you missed the first post with description questions, you can read it here . This list can also be used by other learners of English to improve their speaking skills. Teachers could use it as a discussion or oral exam practice tool. If you are an MSU-CELP candidate, feel free to go over the topics but make sure to extend your answers to cover two minutes instead of one. Click on the image for IELTS Speaking tips

The following list will help candidates practice answering description questions (Tasks 1 and 2 of the MSU-CELC examination ), but can also be used by other learners of English to improve their speaking skills and teachers as a discussion or oral exam practice tool. MSU-CELP candidates could also use the same topics but should extend their answers to cover 2 minutes. Click on the image for IELTS Speaking tips How to use the list Students should time themselves and be able to continue to speak for about one minute on the following topics. By practicing regularly, they should be able to know how long their answer should be to cover the time set aside for this task.

Writing a review presupposes making judgments and rating, say, a service, establishment or work of art. For ESL / EFL exam-takers, this means having to come up with a variety of words that qualify what is being described, something which might present problems since making more than one assessment in such pieces of writing is the norm. If words used to assess something are repeated, then candidates cannot expect to receive a satisfactory grade (at least in terms of their lexical ability and range). Using less formal words is also frowned upon. Therefore, this list should serve as a brief catalog of go-to words aimed at digging students out of the proverbial hole they might find themselves in during the Writing section of an English exam. The list has been divided into three categories: saying something is terrific, so-so and terrible.

The first post in this series of "Words to use instead of ..." dealt with the overly used word "nice" (read about it here ). Today, I'll tackle that bane of every ESL teacher's existence, that word they often hear when helping students work on their oral exams or read when correcting essays, the one every student so easily lets slip out when they can't think of what else to say: important. It's always "this must be done because it's very important " or "saving the planet is extremely important " or "graduating from a good university is very important these days." Examiners might be lenient the first time they hear this word, but imagine hearing it 5 times in answers to 6 questions asked? To put it more mathematically, in a 10 to 12-minute examination where an exam candidate uses the word in five out of six responses, the examiner hears the same word once roughly every two to two and a half minutes. Though it...

This is the third article in my essay-writing series which will clarify issues relating to the main body of an essay. In the two previous articles, I discussed the overall organization of an essay and how an introductory paragraph should be set down. I'd like to clarify once again that these articles can be useful to anyone who has to compose an essay but have main ly been aimed at giving test-takers a practical guide as to how they can manage to successfully complete the Writing Section of an EFL / ESL examination and so are in no way the definitive answer to all essay organization queries. Candidates who are studying to take the IELTS, MSU-CELC or CELP, ECPE, ECCE, ESB, LRN, TOEFL, CPE, FCE (First for Schools), PTE and need to write an essay in approximately half an hour can use the layout I propose to quickly structure their answer and not waste time having to come up with something more inventive.

Whet her you are preparing for a B 2, C1 or C2 language examinat ion in English, at some point during the test you are required to maintain discussion for about 1-2 minutes on your own. This is so mething students sometimes find difficult to do as they have very few ideas about what to say after having stated one or two basic points.  Regardless of the awarding body and certificate you are sitting an exam in (IELTS , Cambridge CPE or FCE/ First for Schools, ECPE or ECCE, MSU CELP or CELC, LRN, TOEIC, ESB, PTE) , you will have to find ways to ex pand you r answers to show that y ou can speak English w ith out needing a nyone 's help . To do this, you need to keep the examiner from having to ask you o ne o r two follow-up questions in order to el icit a longer res ponse from you. I n oth er words, if a task requires a can didate to speak for about two minutes on a t opic , and the candidate manages to speak for a min ute and 10 seconds only, the examiner wi ll have to ask a...

The following sample letter has been written so that exam candidates for a B2 level English examination (FCE now called First for Schools, ECCE, IELTS - 5.5 / 6.0, MSU-CELC, ESB, LRN) can get some ideas about how to organize and argue their writing.  First take a look at how to use the sample essays and letters that appear on this blog by reading the following post: What do I do with the sample writing found on this blog? Remember: such topics can also be used to start class discussions, so teachers might also want to read on to get ideas about a class activity they could set up to improve students' oral skills.

The following sample letter has been written so that exam candidates for a B2 level English examination (FCE now called First for Schools, ECCE, IELTS - 5.5 / 6.0, MSU-CELC, ESB, LRN) can get some ideas about how to organize and argue their writing.  First take a look at how to use the sample essays and letters that appear on this blog by reading the following post: What do I do with the sample writing found on this blog? Remember: such topics can also be used to start class discussions, so teachers might also want to read on to get ideas about a class activity they could set up to improve students' oral skills.