This is the second sample article I'm posting that conforms to the writing section requirements of the ECPE ( Examination for the Certificate of Proficiency in English) of the University of Michigan as of 2021. As seen in the first post to deal with articles , there are a number of points candidates need to bring to the table when it comes to writing. The main ones are: argumentation organization of paragraphs development of one's reasoning wide range of grammatical structures  lexical range  authorial voice   Don't forget to engage the reader from the start by including an apt title. As always, I refer you to the post that tells you what to take from these sample essays. If you haven't read it, click the image below:    Now, let's take a look at the topic, taken from  Practice Tests for the ECPE Book 1 (revised 2021 version) . The question is accompanied by the following writing prompts:

Examinations for the Certificate of Proficiency in English (CPE) are one of the most widely recognized English-language exams that certify one has mastered the language at C2 level (based on the Common European Framework of Reference or CEFR for languages).    It is not without apprehension that candidates sitting this exam prepare to tackle Paper 2 -- the dreaded Writing section.  This post will outline the various points candidates should keep in mind when dealing with the essay in Part 1 of Paper 2 and provide tips to help with the whole task through a step-by-step approach.  

My two previous posts explained how to deal with two distinct types of oral examination questions as part of English-language certification qualifications. The first post gave some tips how to describe a person, place, object or activity while the second how to narrate past experiences or any kind of situations one may have had to deal with.     Though these types of questions are typically part of the English oral examination for the Michigan State University (MSU) certificate at C2 level, this as well as the two previous posts can be used to train candidates of other English-language examinations, be they B1, B2, C1 or C2-level exams. Based on experience, I have seen that helping a candidate develop fluency requires building up their ability to narrate and describe, so whether they are sitting the IELTS or CPE, the ECPE or LRN, LRN, TOEFL, BULATS, TIE, ECCE, FCE and so many others that are out there on the market, knowing how to describe and narrate is a must.   T...

In my last post , I talked about how to deal with oral exam questions that asked candidates of English-certification exams -- such as the the Michigan State University (MSU) exam -- to describe someone or something. The post and questions that accompanied it were meant to help C2-level candidates, but the same questions could easily be used to get B2-level exam takers to speak more. This post now deals with narrations, that is, questions which require candidates to speak about a past experience, a situation they had to endure or they enjoyed. As I said in my last post, the questions that follow can be used by students and teachers alike as discussion starters, so even if you are not planning to sit an exam, you might find this article useful in terms of improving your English. Prepare vocabulary associated with the topic, or think about using linking words to sequence your ideas. These are just two of the "activities" teachers can promote as they discuss these questi...

The English oral examination for the Michigan State University (MSU) certificate at C2 level is a straight-forward affair if you know ahead of time what it is examiners might ask. This applies to all Speaking components of English-language certificate exams which means that the more varied the types of questions a candidate has knowledge of in advance, the more likely he or she is to stumble upon a similar question on the actual day of the test. Thinking about what answers could be given ahead of time and jotting down some ideas in note form lets candidates worry about finding the right words to use during the exam instead of searching for things to say, arguments to give, examples to support an opinion which they might even not have at that particular moment. This post therefore is not only geared towards those taking the MSU exam, but for candidates preparing for the IELTS, CPE, ECPE, ESB, LRN, TOEFL, PTE, BULATS, TIE, and similar tests whose list will doubtless increase with...

Writing at C2 level (Proficient User) on English language examinations is the same no matter the awarding body when it comes to writing essays. If you are a candidate giving an exam in English (IELTS, CPE, ECPE, CELP, LRN, ESB, TOEFL), make sure you read my earlier post What do I do with the sample writing found on this blog? to get the most out of the sample essays provided on Argute Legacy .   The topic of this essay is to discuss single versus multiple careers in addition to further education (how the former is becoming "old-fashioned"). If you are not taking an exam but need to discuss this topic, then read on and note down what you deem useful. If you intend to use this essay as part of an assignment, remember to paraphrase so as not to plagiarize.

Writing at C2 level (Proficient User) on English language examinations is the same no matter the awarding body when it comes to writing essays. If you are a candidate giving an exam in English (IELTS, CPE, ECPE, CELP, LRN, ESB, TOEFL), make sure you read my earlier post What do I do with the sample writing found on this blog? to get the most out of the sample essays provided on Argute Legacy .    The topic of this essay is to say to what extent you agree or disagree with the idea that richer nations should take more responsibility when it comes to helping poorer nations develop in terms of health, education and trade. If you are not taking an exam but need to discuss this topic, then read on and note down what you deem useful. If you intend to use this essay as part of an assignment, remember to paraphrase so as not to plagiarize.

Writing at C2 level (Proficient User) on English language examinations is the same no matter the awarding body when it comes to writing essays. If you are a candidate giving an exam in English (IELTS, CPE, ECPE, CELP, LRN, ESB, TOEFL), make sure you read my earlier post What do I do with the sample writing found on this blog? to get the most out of the sample essays provided on Argute Legacy .   The topic of this essay is to say to what extent you agree or disagree with the idea that money should be diverted from treatment of diseases to health education and preventative measures. If you are not taking an exam but need to discuss this topic, then read on and note down what you deem useful. If you intend to use this essay as part of an assignment, remember to paraphrase so as not to plagiarize.

Writing at C2 level (Proficient User) on English language examinations is the same no matter the awarding body when it comes to writing essays. If you are a candidate giving an exam in English (IELTS, CPE, ECPE, CELP, LRN, ESB, TOEFL), make sure you read my earlier post What do I do with the sample writing found on this blog? to get the most out of the sample essays provided on Argute Legacy .   The topic of this 650-word essay is to discuss why defining happiness is so difficult and what factors are important in being happy. If you are not taking an exam but need to discuss this topic, then read on and note down what you deem useful. If you intend to use this essay as part of an assignment, remember to paraphrase so as not to plagiarize.

Please note that the following questions are not only for those sitting the IELTS examination. Teachers, students or anyone who wants to improve their spoken English can use them to practice speaking. All you have to do is practice with a tutor or speaking partner, or even by yourself. Use a stopwatch to time your answers -- a reasonable answer should last 2-5 minutes.  For IELTS test takers, this is the fifth list of cue card questions, so if you haven't seen the previous lists, here are the links:  10 More IELTS Cue Card Questions (part 1) 10 More IELTS Cue Card Questions (part 2) 10 More IELTS Cue Card Questions (part 3) 10 More IELTS Cue Card Questions (part 4) Remember to limit your answers to 2 minutes. IELTS candidates should also read the tips for Part 2 of the Speaking section here: IELTS Speaking: Part 2 Sample Questions (List 1) & Tips.

Please note that the following questions are not only for those sitting the IELTS examination. Teachers, students or anyone who wants to improve their spoken English can use them to practice speaking. All you have to do is practice with a tutor or speaking partner, or even by yourself. Use a stopwatch to time your answers -- a reasonable answer should last 2-5 minutes.  For IELTS test takers, this is the fourth list of cue card questions, so if you haven't seen the previous lists, you can find them here (part 1) , here (part 2) and here (part 3) . Remember to limit your answers to 2 minutes. IELTS candidates should also read the tips for Part 2 of the Speaking section here: IELTS Speaking: Part 2 Sample Questions (List 1) & Tips.

Please note that the following questions can be used by teachers and students or anyone who wants to improve their spoken English. All you have to do is talk about the topic with your speaking partner or tutor or even practice with the help of a stopwatch by timing your answer. A reasonable answer should last about 2-5 minutes. For those preparing for the IELTS exam, this is the third list of cue card questions for Part 2 of the Speaking component. You can find the first list here and the second one here . Practice these questions by timing yourself and sticking to 2 minutes for each topic.

Please note that the following questions can be used by teachers and students or anyone who wants to improve their spoken English. All you have to do is talk about the topic with your speaking partner or tutor or even practice with the help of a stopwatch by timing your answer. A reasonable answer should last about 2-5 minutes. For those preparing for the IELTS exam, this is the second list of cue card questions for Part 2 of the Speaking component. You can find the first list here . Practice these questions by timing yourself and sticking to 2 minutes for each topic. IELTS candidates should also read the tips for Part 2 of the Speaking section here: IELTS Speaking: Part 2 Sample Questions (List 1) & Tips. You can find more information about the Speaking exam if you also read Useful Vocabulary Words for Speaking Exams   IELTS Speaking: Part 1 Sample Questions (List 1)   IELTS Speaking: The Basics

Please note that the following questions can be used by teachers and students or anyone who wants to improve their spoken English. All you have to do is talk about the topic with your speaking partner or tutor. For those taking the IELTS exam, please read the tips for Part 2 of the oral component of the test here: IELTS Speaking: Part 2 Sample Questions (List 1) & Tips. You can find more information about the Speaking exam if you also read  Useful Vocabulary Words for Speaking Exams   IELTS Speaking: Part 1 Sample Questions (List 1) IELTS Speaking: The Basics

Depending on the English exam you're taking, the oral component will include questions that deal with things you already know about because the question will ask for information based on what you do, or about things that have to do with the country or city you live in. As you already know from my blog post IELTS Speaking: The Basics (even though the post deals with the IELTS exam, the main ideas stated also refer to oral exams administered by other examination boards), examiners are looking for variety in grammatical structures and vocabulary as well as good, long answers that show you feel comfortable expressing yourself in English.   The following list deals with a number of topics that could crop up during the oral examination and has therefore been divided into topic categories. Each category is followed by a short list of words that can be used to either add somewhat more advanced vocabulary to your answers or give you ideas how to develop your answer. For instan...

As part of the series of blog posts on letter/email writing (read the previous one on letters of complaint here ), the present post will turn towards formal letters giving information and making suggestions. Such letters, like letters of complaint, fall under the category of transactional letters. The list of useful phrases for such letters can be used for tasks you have to write as part of an English examination (FCE, CPE, IELTS, to name a few), but in addition to this, can improve your speaking skills any time you are asked to give information or suggest a few things in a polite fashion.  First of all, let's take a quick look at how a letter which provides information is organized.

The following information can be used by any test taker, not only ECPE candidates.  Taking a C2-level oral examination is never easy. Apart from the usual stress due to lack of time allowed for reflection, uneasiness with regard to face-to-face contact and fear of making mistakes that will lead to failure, there is also the issue of ideas. Candidates often question whether on the actual day of their exam they will be clearheaded and creative enough to have something to say. Not all people are made to respond quickly. This may sound like a prejudicial statement, but experience has shown that people don't make the same connections others do when they hear a word spoken. And I say again, this is not prejudicial because it doesn't imply that someone who isn't quick to respond is slow-witted. No, it just means that different people have different processes unfolding in their minds every second they stand breathing in front of you, so it is natural that while one person...

As mentioned in my previous blog post concerning the Speaking component of the IELTS, the first part of the oral exam consists of general questions about you, your work or studies, your free time activities, family, home and neighborhood, and the like. This post lists a number of typical questions that could land at your feet on the day you present yourself before the examiner.  Don't panic, don't mumble, don't have prepared answers memorized. Just reply honestly having thought about what your answer should include (so memorize key words if you like, but not complete sentences) and also answer at length. Remember, the more you make the examiner work, the lower your grade. Show you can speak fluently and can express your thoughts clearly. Here is a first list of different questions you could be faced with:

In my 20 or so years of teaching, I've come to the conclusion that the IELTS Speaking component is the most innocuous part of the test. Other English-language examinations last longer, have more complicated tasks which need to be fulfilled, include two candidates who are assessed simultaneously and involve other factors that could create more stressful conditions for candidates. The IELTS is straightforward -- which means there's a catch.  The proof lies in the following case: I had one particular student whose parents (one of them, to be more precise) was a native speaker of English. This student, a girl, had been brought up in a foreign country where English was taught as a secondary language in schools, but who spoke English at home with her native English-speaking parent. She was, in effect, bilingual even though there were sporadic errors in more advanced grammatical structures and, as is natural, gaps in more advanced vocabulary. However, her pronunciation was impec...

Please read the first two paragraphs from Grammar: The Subjunctive by way of introduction to this series of blog posts regarding grammar. I nversion is yet another grammatical construction that shows a more advanced knowledge of the English language. It usually appears in grammar textbooks the year before and during which a candidate is set to sit a B2-level examination (IELTS 5.5-6.5, FCE, ECCE, MSU-CELC, ESB, LRN) but mo re often than not is not very well grasped by students, making it a rarely tested item at th is level.  If candidates are likely to encounter a single question whi ch tests inversion on a B2 test , meaning that they are not expected to have mastered it, they are most certainly expected to have learnt it well enough at C2 level to not only recognize it in a sentence, but use it as well in both the oral component of the test and as part of any writing task they are required to produce.