CPE - Essays

Prof. Trad.
Gianna Guastella
CPE – WRITING PART 1
Part No. of marks Task type Focus Format

1 20 Essay. Discursive Write an essay
240-280 summarizing,
words evaluating and
expanding on the key
ideas contained in two
texts of approximately
100 words each.
 Task type and focus
In part 1 candidates are asked to write an essay. The question in part 1 always has a discursive
focus. Discursive writing (1) is a style used in academic writing and it requires the high level of
language competence appropriate at C2 level. In addition, the ability to identify key points
from a text is considered important at C2 level. The CEFR states that at this level candidates
“should be able to summarise information from different sources, reconstructing arguments
and accounts in a coherent presentation of the overall result”.
In part 1, candidates are required to base their answers on input material which will take the
form of two texts, of approximately 100 words long each. Each text will present contrasting or
complementary views on a topic. It is important that students identify the key points in each of
the texts, as these points will form the basis of a candidate’s essay. Candidates must integrate
a summary of these points, an evaluation of the abstract arguments involved and their own
ideas on the topic in a coherent essay. (2)
Candidates may, of course, use key words from the question, but must avoid “lifting” whole
segments of the input. No credit will be given for language or ideas that have not been
appropriately expanded on or integrated into their writing.
 A discursive essay
A discursive essay is a piece of formal writing which discusses a particular issue, situation, or
problem. There are three main types of discursive essays: for and against, opinion, and essays
suggesting solutions to problems. You may choose any of these to go about your CPE essay.
✅ Use topic sentences followed by supporting sentences. (A sentence we use at the beginning
of the paragraph that summarises what the paragraph will be about. The supporting sentences
provide reasons and examples for our topic sentence)
✅ Well- known quotations (As writer Somerset Maughman once said, “It is bad enough to
know the past; it would be intolerable to know the future”), rhetorical questions (If people
today are not concerned enough about tomorrow, will the future still be there for man?) or
thought-provoking statements are useful devices to make your composition more interesting
(The fact is that one’s future is what one makes it. There is no such thing as chance)
✅Use a formal style (avoid contractions, colloquial expressions and strong language)
Prof. Trad. Gianna Guastella
✅ Use formal, impersonal style (passive/ addressing the reader directly) PEOPLE/ ONE
✅Use topic sentences to introduce the subject of each paragraph
✅ Write well-developed paragraphs with reasons/ examples
✅ Use generalisations
(In most developed countries, education…)
✅ Make reference to other sources
(Experts have proved that…)
❌Use informal style
❌Use very emotional language
(I absolutely detest people who…)
❌Use over-generalisations
(All politicians are…)
❌Refer blindly to statistics without accurate reference to their source
(A recent study showed – which study?)
❌Use personal examples
 Formal style
✅ Passive voice and impersonal constructions
(It is argued that…; It is a common belief that…)
✅ a range of advanced vocabulary (verbs, adjectives, abstract nouns)
(A heated debate concerning the controversial issue…)
✅ formal linking word and phrases
(Furthermore/ However/ Nonetheless)

✅ Complex sentences with a variety of links, dependent clauses, etc.
(Although it is widely accepted that compulsory military service, which provides an army
with abundant manpower, is beneficial to a country’s ability to defend itself, closer analysis
of military efficiency suggests that it is advanced weaponry which plays a crucial role in…)
✅ Inversion, especially in conditionals.
(Were this true, we would…/ Never has this been more obvious)
❌ Short forms
❌ Colloquial expressions
(lots of, put up with, be over the moon about…)
❌Simplistic vocabulary
(Experts say they think this is bad)
❌A series of short sentences
(Many people think this. They are wrong)
❌Simple linking words (except for variety)
(And, but, so)
 CPE task: identifying similarities and differences between both texts.
The birth of youth culture
In the early 1960s, a new wave of romantic enthusiasm and innovation – political, spiritual, and
cultural, or rather, countercultural – broke over the Western world. At first, only a few social
and aesthetic radicals were involved in what presently came to be called the Youth Culture.
The majority of right-thinking persons were offended or bored by the new music, the new arts
and the new politics, but a shrewd* of fashion, observing what was being worn on the streets
of Europe and America, might have predicted that in a few years youth would be adored and
emulated everywhere; that, indeed, simply to be under 30 would be accounted a virtue.
*Shrewd: having or based on a clear understanding and good judgment of a situation, resulting
in an advantage
What is “youth culture”?

It has been argued that the “youth culture” that began in the 1960s was the product of
manipulation of impressionable young people by commercial interests, that youth culture is
really no more than the range of products available specifically for the young. Others have
tried to explain youth subcultures, not in terms of mindless consumption, but in terms of
genuine style innovation, and the generation of styles which “say” something about the social
and economic conditions in which those young people live, their experiences and their
aspirations.
Similarities/ differences
 Both texts discuss the advent of youth culture in the 1960s

 They both, at some point, agree that it might have stemmed from ideals, although, as
text 1 suggests, they may have caused turmoil in right-wing thinkers, something that is
nowhere to be found in text 2.
 Text 2 also suggests that youth culture is closely linked to consumerism, something
text 1 never argues.
 CPE essay structure
Paragraph 1 Summary of textual points from input. Here

it is of the utmost importance that you
identify similarities and differences in both
texts. These will be the ideas you’ll use to
assess and expand on later.
Paragraph 2 Assessment (agreeing, disagreeing, partially
agreeing with the views expressed in the
text) / Expansion (new examples, new ideas
of your own) (from text 1)
Paragraph 3 Assessment (agreeing, disagreeing, partially
agreeing with the views expressed in the
text) / Expansion (new examples, new ideas
of your own) (from text 2)
Paragraph 4 Conclusion (a balanced account of all the
previously mentioned information).
Paragraph 1: summarizing textual points from input.
When you are writing the discursive essay, reference to the main argument in the text must be
made. This is not optional. Phrases like the ones that follow can be useful to make reference to
the text:
1. As the writer from text X argues

2. The writer from text X suggests that…
3. The point the writer from text X tries to make is mainly that…
4. The author from text X claims/ argues/ highlights/underscores (avoid “say”)
Paragraphs 2 and 3 (first part): assessing what you’ve read.
To assess means to agree or disagree wholly, or partially with the views expressed.
1. It is true to some extent that X is/ is not…

2. From one perspective it would seem that…
3. One way to look at this issue is to…
4. Although it seems fair to argue that…
5. Generally speaking,…
Paragraphs 2 and 3 (second part): expansion.
Expanding means to provide more information, other views, other angles or other examples on
the topics so you can form an opinion on the issues discussed. This means you will need to
expand some of the ideas provided by the text. Here is language that can be useful to do that:
1. From one perspective it would seem that… Nonetheless,….

2. Although it seems fair to argue that… it is also no less true that…
3. One way to look at this issue is to … but another way is also to consider…
Paragraph 4: conclusion
The conclusion should be a balanced account of all the aspects dealt with in the body. The
conclusion can be personal (referring to yourself as a writer) or impersonal (using impersonal
structures such as “passive voice” and “introductory it”). The second method is more academic
and hence preferred over the first one.
To conclude, it seems to me that… (personal)
All things considered, it can be concluded that… (impersonal)
 Summarising: the structure of a CPE essay
The essay should start with a reference to the gist of the textual prompts given to you, and
then be followed up by developers and finished by means of a conclusion.
The developers you can write.
AGREE DISAGREE SUGGESTING SOLUTIONS TO

PROBLEMS
As far as assessment goes, As far as assessment goes, If the writer outlines a
you may agree with the main you may disagree and say problem, then maybe you
idea expressed overall. why the author’s view seems can assess to what extent
Then, you should expand by to be rather biased, partial, the problem exists, and, if
adding more reasons, ideas one-sided or incomplete. so, may expand by
or examples. Then, you should expand by suggesting solutions to it.
adding other ideas, views or You may also expand by
sides to the argument. saying why some solutions
work and others don’t.
 The body: example structures.
ASSESSMENT True, to a large extent,… (Introduce developers, agreeing* to some extent with
the author) EXPANSION Nonetheless, there is more to… than…. (shift the focus to the
expansion of other ideas). If you agree/disagree with the writer’s views, it is a good idea to
disagree with them by introducing a different angle. (For instance, it is also crucial to…/
However, X is also an intrinsic aspect of Y/ X should also be considered when it comes to…/ As
far as X is concerned, it goes without saying that Y cannot be underestimated.
*It is a good idea to agree with the textual prompts to some extent. This will give you the
possibility to introduce concession clauses (although, nonetheless, etc.) which will help you
expand using your ideas more easily.
ASSESSMENT: In fact, doing/ being/ thinking about X in this light or way (introduce developers)
EXPANSION: Also/ What is more/ Furthermore/ Even though X may often be the case, it is also
no less true/frequent that…/ One may also see/interpret this as
 The discussion clock
When considering a topic you need to expand on, you may refer to the discussion clock, which
will help you think of ideas while planning your essays. Referring to the discussion clock is a
useful “brainstorming” technique, as it helps you examine a topic from various viewpoints and
decide on ideas/ points to include in your essay. Keep in mind that a topic may not relate to all
the aspects present in the discussion clock.
 CPE essay- an example
TASK: THE BIRTH OF YOUTH CULTURE
Introduction
Body (p.1)
Body (p.2)
Conclusion
 Useful C2 expressions for essays:
To engage with textual prompts:
 The author of the X text gives prominence to the fact that…

 The author of the X text places (an) emphasis on the fact that…
 The author of the X text brings focus to the fact that…
 The author of the X text brings attention to the fact that…
 The author of the X text draws attention to the fact that…
 The author of the X text highlights/ emphasizes/ stresses/ underscores
To assess:
 The topic of … has proven to be a highly controversial one/ highly contentious in the
current situation/ political climate.
 The topic of… has been gaining momentum (gain momentum= to become gradually
stronger)
 Allegedly… (used when something is said to be true but has not been proved)
Allegedly, two oil companies spent $6 million trying to free two surviving grey
whales trapped in the Arctic ice.
 Supposedly… (used to show that you do not believe that something you have been
told is true) There were rumours of a rift between him and his colleagues, supposedly
because they were jealous of his relationship with the Duchess.
 Presumably… (used to say what you think is the likely situation) The remaining 143
presumably include the handful that were later identified as Chinese airspace
incursions.
To introduce concession:
 Be that as it may (used to mean that you accept that a piece of information is true but
it does not change your opinion on the subject you are discussing) Building a new
children's home will cost a lot of money but, be that as it may, there is an urgent
need for the facility.
 Albeit (used instead of “although”) The evening was very pleasant, albeit a little
quiet.
 Irrespective of (used instead of “regardless of”) The legislation must be applied
irrespective of someone's ethnic origins.
 Regardless of (despite) The plan for a new office building went ahead regardless
of local opposition.
 Having said that (in spite of) He forgets most things, but having said that, he
always remembers my birthday.
 Yet (despite) The US government has made it clear that they will strive to control
those citizens who carry guns. Yet, nothing has been done to prevent
indiscriminate gun selling.
 Still (despite) Human rights should be acknowledged by every country. Still, some
seem to be favouring policies which clearly turn a blind eye against them.
 (But) then again (used when you have had a new thought that is different from or
the opposite of what you have just said) Then again, mainstream economics is
built on the erroneous assumption that humans are rational.
To add emphasis
 There is no doubt/ question that… There’s no doubt/ question that social

media is not only leading to cyberbullying but also higher suicide rate in
teenagers.
 Undoubtedly… Undoubtedly, media is not only leading to cyberbullying but
also higher suicide rate in teenagers.
 It is crystal clear/ undeniable that… It is crystal clear/ undeniable that social
issues will not disappear overnight.
 Without a doubt whatsoever… Without a doubt whatsoever, social issues
will not disappear overnight.
 It goes without saying… / That … goes without saying. It goes without saying
that drug-trafficking leads to many deaths, including those of innocents. //
That drug-trafficking leads to many deaths goes without saying.
 It is uncontested/ indisputable that… It is uncontested/ indisputable that
drug-trafficking leads to many deaths, including those of innocents.// That
drug-trafficking leads to many deaths, including those of innocents, is
indisputable/uncontested.
 It is needless to say that… It is needless to say that social media tends to
foster a sense of insecurity in youngsters.
 Without a shadow of a doubt… Without a shadow of a doubt, social media
tends to foster a sense of insecurity in youngsters.
 One cannot help but do sth (to be unable to do anything except something):
One cannot help but feel disappointment when it comes down to people not
sticking to the guidelines.
 One can do nothing but do sth (similar to “one cannot help but do sth”) One
can do nothing but feel disappointment when it comes down to people not
sticking to the guidelines.
Adding emphasis by means of inversions

1. Inversion in the first clause.
HARDLY Hardly had I got into bed when the telephone rang
NEVER Never had she seen such a beautiful sight before
SELDOM Seldom do we see such an amazing display of dance
RARELY Rarely will you hear such beautiful music
ONLY THEN Only then did I understand why the tragedy had happened
NOT ONLY BUT Not only does he love chocolate and sweets, but he also smokes
NO SOONER No sooner had we arrived home than the police rang.
SCARCELY Scarcely had I got off the bus when it crashed into a tree
ONLY LATER Only later did she really think about the situation
NOWHERE Nowhere have I ever had such bad service
LITTLE Little did he know he had lice.
IN NO WAY In no way do I agree with what you’re saying
ON NO ACCOUNT On no account should you do anything without asking.
UNDER NO Under no circumstances should you talk to strangers.
CIRCUMSTANCES
2. Inversion in the second clause
NOT UNTIL Not until I saw John with my own eyes <did I really believe he
was safe>
NOT SINCE Not since Lucy left college had she had such a wonderful time
ONLY AFTER Only after I’d seen her flat did I understand why she wanted to
live there.
ONLY WHEN Only when I arrived home did I feel calm
ONLY BY Only by working extremely hard can we afford to buy new
clothes.
3. Inversions in conditionals
First conditional
We can create a more formal version of a first conditional by inverting “should” and the
subject of the “if clause”.
<If you go to Rome> <you should visit the Vatican>
Should you go to Rome, you should visit the Vatican.
Second conditional
We can create a more formal version of the second conditional by inverting “were” and the
subject.
<If I were in your shoes><I would take up an English course>
Were I in your shoes, I would take up an English course.
Third conditional
We can create a more formal version of the third conditional by inverting the subject and the
auxiliary in the “if clause” and leaving out “if”. This is common in formal English only.
<If he had lived for another 20 years>, <he would have seen his work become popular>.
Had he lived for another 20 years, he would have seen his work become popular.
Other alternatives to “if”.
We can use inversions as an advanced alternative to “if clauses”, but we may also use:
 On the off chance that (hoping that something may be possible, although it is not
likely) I applied for the job on the off chance that they might like me, but I didn't
seriously expect to get it.
 In the event of (if something happens) In the event of a strike, the army will take over
responsibility for firefighting.
4. Inversions with SO/SUCH + ADJ/ADV + THAT

He played the tune so badly that nobody recognised it. (canonical order)
So badly did he play the tune that nobody recognised it.
The extent of the damage was such that the car was a total write-off. (canonical order)
Such was the extent of the damage that the car was a total write-off.
Adding emphasis by means of cleft sentences
We use cleft sentences to emphasise new information. In a cleft sentence, information which
could be given in one clause is divided into two parts, each with its own verb. Compare:
<Vanessa has made the greatest impact>  normal sentence. Single clause, one verb.
<It is Vanessa> <who has made the greatest impact>  cleft sentence. Two clauses, two verbs.
“What” clause Be “That” clause ⚠️

What I love about Gabriel is that he is always smiling.
“The reason (why)” clause Be That” clause ⚠️

The reason (why) I went was that I was feeling a little
home> unwell.
It “be clause” That” clause ⚠️

It is the terrible traffic that I don’t like about that
city.
It “be” clause + not until/ only That clause

when
It was not until/ only when we that we realized the sea was
got to the beach dirty and cold.
⚠️in cleft sentences starting with “what” and “the reason why” we can also use a noun instead
of a “that clause”:
 What I love about Gabriel is his smile.

 The reason (why) I went home was the food.
⚠️ in cleft sentences starting with “it” we can also use other relative pronouns instead of
“that”.
It is the terrible traffic which I don’t like about that city.
Expressing certainty
 Beyond a/ any doubt The elderly are, beyond a doubt, the ones who bear the brunt of
Covid-19.
 Beyond question Police officers should earn, beyond question, much more than they
are currently earning.
 Unreservedly Where there is corruption, this must be unreservedly condemned.
Using impersonal structures
 It is claimed that…
 Someone/ something is said to…
 It is widely known that…
 Someone is known to…
 It is widely agreed that…
 It is broadly claimed that…
 It is stated that…
 It is alleged that…
 It is asserted that…
Exemplifying
 For instance
 Particularly Something must be done in a bid to contain the virus,
particularly/including sticking to social distancing or wearing face masks.
 To name (but) a few The ingredients used are drawn from nature—avocado,
lemongrass, and chamomile to name a few
 Namely There are some aspects one should take into consideration when discussing
this topic, namely length and width.
Adding points
 Furthermore
 In addition
 What is more
 Additionally
 By the same token (used to mean that something you are about to say is also true, for
the same reasons as what has just been said. Similar to “similarly”) I don't think that
prices will go up but, by the same token, I don't see them going down either”.
 Likewise (in the same way) The US is sending its military into the Middle East to
interfere in armed conflicts there, likewise the EU is sending arms and supplies as
well.
Talking about something that’s happening
 Come to pass It came to pass that their love for each other grew and grew.
 Take place
 Happen
 Occur
 Transpire No one is willing to predict what may transpire at the peace conference.
Attributing a problem to sb/ sth else
 Sth may be attributed to sth else

 Sth may be (closely) associated with
 Sth may be (closely) linked to
 Sth may relate to sth else
 Ascribe sth to sth else (to believe or say that something is caused by something else)
To what do you ascribe your phenomenal success?
 Lay sth at sb’s door (to blame someone for something) Blame for the accident has
been laid at the government's door.
 To pin the blame on sb No one should be looking to pin the blame on others.
 Sb is to blame for sth The government is to blame for the lack of opportunities for the
young.
 Sb is held responsible for sth The government should be held responsible for the lack
of opportunities for the young.
Talking about where a problem may be coming from
 Sth lies at the root/centre/heart of sth else That’s the issue that lies at the heart of
the present conflict
 Sth emerges from sth else
 Sth derives from sth else
 Sth stems from sth else Global warming stems from pollution
 Sth springs from sth else
 Sth is a byproduct of another thing (something unexpected that happens as a result of
something else) The deep depression he fell into was a byproduct of his disease.
Talking about consequences
 Sth gives rise to another thing

 Sth sows the seeds of another thing (to do something that will cause something to
happen in the future) The council is sowing the seeds of its own destruction
 Spawn (to cause something new, or many new things, to grow or start suddenly) The
new economic freedom has spawned hundreds of new small businesses
 Sth prompts sth else (to make sth happen) The bishop's speech has prompted an
angry response from both political parties.
 Sth triggers sth else Some people find that certain foods trigger their headaches.
 Sth sparks sth else The debate on abortion has sparked controversy all over the
country
 Sth leads to sth else
 Sth results in sth else
 Sth fans the flames of sth else (to make a dangerous or unpleasant mood or situation
worse) His speeches fanned the flames of racial tension.
Talking about possible outcomes/ probabilities
 Sth (highly) likely/unlikely to happen

 Sth may (very) well happen (indicates strong possibility)
 In all likelihood sth will/ will not happen In all likelihood, we will win the
tournament
 There is every/ little/ no likelihood that sth will happen.
 There is a distinct/ definite/ real /strong possibility that sth may happen
 Sth is due to/ is bound to happen (indicate more certainty). If I pass my exams, I
am due to start college next year / Global warming is due to end mankind.
 Stand + to infinitive (strong prediction) Federer stands to break every tennis
record in history.
 It is highly implausible that…
 There is a remote chance that…
 It seems preposterous that… It seems preposterous that social media bullying is
going to lessen in the short term.
Alternatives to “be (un)successful”
 Fare well/ badly/ better/ worse Although Chicago has fared better than some cities,
unemployment remains a problem.
 (not to) go/ run smoothly So far the plan is running/ going smoothly, so there is
nothing to worry about
 (not to) go according to plan
 Thrive (prosper) His business thrived in the years before the war.
 Flourish Watercolour painting began to flourish in Britain around 1750.
 Come to/reach fruition (If something comes to fruition, it starts to succeed and
produce the results that were intended or hoped for) His hopes for a new political
party have little chance of reaching fruition
 Yield excellent/good/ positive/ satisfactory results
 Sth yields catastrophic/ disappointing/ disastrous/ negative results The investigation
yielded some unexpected results.
 To go downhill (to gradually become worse) After his wife died, his health started to
go downhill.
 Underperform It is highly likely that the new plan to tackle global warming will
underperform.
 Fall short (of sth) August car sales fell short of the industry's expectations.
To say that sth requires thinking
 Ponder The question of whether it is good or bad for humans to go to jail needs
pondering.
 Examine
 Reflect upon
 Delve into (to examine something carefully in order to discover more information
about someone or something) It's not always a good idea to delve too deeply into
someone's past.
Alternatives to the word “problem”
 Issue
 Setback
 Hurdle (a problem that you have to deal with before you can make progress)
 Vicious circle
 Challenge
 Woes (huge problems, always plural)
 Drawback
 Predicament/ dilemma/ catch 22.
 Hassle (a situation causing difficulty or challenge)
Common collocations - ADJECTIVES
acute, big, enormous, grave, great, serious | PROBLEM

little, minor, petty | complex, complicated,
difficult, knotty, thorny | growing | basic,
central, main, major | common | pressing,
urgent | immediate | insoluble*,
insuperable, insurmountable*, intractable* |
long-standing, long-term, perennial |
practical | technical | attitude, behavioural,
emotional, psychological | health, physical,
sexual | back, heart, knee | drink, drug |
social | housing | economic, financial |
environmental | legal
*Insoluble: difficult or impossible to solve

*Insurmountable: so great that it cannot be
dealt with successfully
*Intractable: very difficult or impossible to
control, manage, or solve
temporary | initial | big, major, serious, SETBACK
severe | unexpected | economic, financial |
military
big, considerable, enormous, great, huge, CHALLENGE
radical, real, serious, significant, strong |
difficult, tough | major, main | fresh, new |
exciting, interesting | economic,
environmental, intellectual, political,

technical, technological
big, main, major, real, serious | minor, slight DRAWBACK
| obvious | possible, potential
big, burning, central, critical, crucial, ISSUE
important, key, main, major, vital | wider |
minor, side | basic, fundamental | real |
contentious, controversial, difficult, thorny |
complex | unresolved | domestic, global,
international, local, national, regional |
commercial, constitutional, economic,
educational, environmental, ethical, health,
moral, policy, political, social, technical,
theoretical
Other common collocations
 face/overcome a hurdle The first hurdle she faced entering the job market was one of
confidence.
 Sth is a hurdle to sth else Lack of preparation and lack of financing have been the
biggest hurdles to the project's success.
 To raise/ debate/ discuss an issue This evening we're debating the issue of the
legalization of soft drugs.
 To address/ consider/ deal with/ examine/ explore/ tackle/ clarify/ focus on an issue
We really need to focus on this one issue and not get sidetracked.
 To touch on an issue The issue of birth control was touched on, but we need to
examine it in more detail.
 To avoid/ evade an issue
 To experience/ receive/ suffer a setback
 To face / clear/ jump/ overcome / pass a hurdle This is perhaps the most difficult
hurdle that we face.
 Economic woes The country has been beset by economic woes for the past decade.
 Add to sb’s/ sth’s woes Unusually poor harvests have added to the country's woes.
 Be/ pose/ present a challenge
 Face/ meet/ respond to/ rise to a challenge
Alternatives to “solve”
 Tackle a problem
 Approach a problem
 Address a problem
 Grapple with a problem Today, many Americans are still grappling with the issue of
race.
 Bold action needs to be taken regarding X problem
Alternatives to “end (a problem)”
 Come/ bring sth to an end

 Sth should be brought to a standstill
 Sth should come to a halt The issue of gender inequality came to a halt with the new
regulations put forward by the government.
Alternatives to “underestimate” a problem
 Downplay
 Belittle
 Minimize
 Downgrade We can't let the management downgrade the importance of safety at
work.
 Disregard
 Overlook
Talking about effects
 To exert a negative/ positive influence on

 To have far-reaching effects/ consequences
 Sth takes a toll on sth else (If something takes its/a toll, it causes suffering, deaths, or
damage): The problems of the past few months have taken their toll on her health
and there are shadows under her eyes.
 To have a detrimental effect on sth
 Wreak havoc (to cause chaos or destruction or both) A major accident on the highway
has wreaked havoc on the morning commute, causing traffic jams and delays for
miles around.
 To have a knock-on effect (a secondary, indirect, or cumulative effect) A decline in
butterflies would have a knock-on effect on other British species
Talking about a huge issue
 To spin/spiral out of control

 To start to be unmanageable/ uncontrollable
 To be beyond control
C2 LEVEL WORDS FOR…
For countable nouns Quite a lot of

A considerable number of
Plenty of
A slew of
A pile of
A plethora of (many, even more than what
you can deal with)
A myriad of
For uncountable nouns A considerable amount of

Plenty of
Much
Support (an idea) Uphold (to defend or keep a principle or law,

or to say that a decision that has already
been made, especially a legal one, is correct)
Advocate doing sth (to publicly support or
suggest an idea, development, or way of
doing something)
Stand for
Endorse (to make a public statement of your
approval or support for something or
someone)
OTHER WORDS
Big problem  hefty problem
Excessively  unduly
Happy  ecstatic / content/ joyful/ cheery
Sad  sorrowful/ dejected/ miserable/ out of sorts
Completely  outright/ entirely/ fully/ utterly/ thoroughly/ wholly/ downright/ altogether (be
careful as they don’t always necessarily collocate with every adjective. Resort to the
collocations dictionary and look for the adjective you want to modify to see what collocates).
Big  massive/ large/ colossal/ vast/ Hefty (Again, be careful with collocations)
Small  tiny/ small-scale/ trivial/ unimportant/ petty/
Extremely  highly/ remarkably/ hugely
Connectors
CAUSALITY
 On the grounds that

 On account of
 On the basis of (because of a particular fact or situation) Discrimination on the basis
of sex
 Due to
 Owing to
 Since
 As
CONSEQUENCE
 Hence
 Thus
 Thereby
 In doing so/ In so doing
 As a result
ADDITION
 Furthermore
 Moreover
 By the same token
 On top of that
CONTRAST/ CONCESSION
 Albeit
 Yet
 (but) then again
 Though/ even though
 However
 Nonetheless
 Even so
 On the one hand/ on the other hand = At first glance… be that as it may…./ On the face
of it… yet, on the other side of the coin….
 Regardless of
 Notwithstanding sth / Sth notwithstanding
 Whilst
 Whereas
 In the face of She left home in the face of strong opposition from her parents.
CONCLUSION
 From all the aforementioned, one can conclude that…

 All things considered…
 By way of conclusion, it can be stated/claimed that…
PARAPHRASING
 Put simply
 Simply put
 In other words
 That is to say (i.e.)
RESUMING WHAT YOU’VE SAID
 As aforementioned
 As forenamed
 As previously mentioned
 As above mentioned / as mentioned above
OTHER CONNECTORS
THEN:
 From then onwards

 Afterwards
 Thereafter He left the priesthood in 1970 and settled in the Washington area shortly
thereafter (= soon after that).
IN THE LONG TERM
 Years down the line So 25 years down the line, you look back and there's a sense that
it was all better back then.
 In the long run
 Far in the future
NOWADAYS
 In this day and age

 Currently
 At the present time
 These days
 In today’s world
IN THE FUTURE
 From now on
 From this day forward
 Hereafter Elizabeth Gaskell's novel "Ruth" will hereafter be cited within the text as
EG.
IN THE PAST
 Formerly
 In former times
 Back in the past
 Back then
LAST BUT NOT LEAST

 Finally, yet importantly

 Last but foremost First, we should work together. Second, we should try again. Last
and foremost, I believe we should trust each other.
GENERALIZING
 By and large
 Broadly speaking
 On a broad sense
 On the whole
SAYING STH IS OBVIOUS
 It stands to reason that It stands to reason that if you can eradicate the fear, the
nervousness will subside
 (It is) No wonder that It’s no wonder our country has no money left to pay its debt, as
it is spent in political campaigns
 It is to be expected that
APPARENTLY
 Allegedly
 Presumably
 Said to be
POSSIBILITY
 It is likely that
 Chances are that
 It might/ may (very) well
 It is set to
 In all likelihood
 Without a shadow of a doubt
 Beyond question
GRAMMATICAL STRUCTURES YOU SHOULD USE IN YOUR CPE ESSAY
PASSIVES
 Have/ get sth done

 Sth needs doing sth X problem needs addressing
 Reporting verbs (it is reported that/ sb is known to/ it is broadly claimed that/ it is
alleged that…)
 One + verb One cannot help but wonder, where did all the money goes.
COMPARATIVES
 The more… the more…

 Be likened to (to say that someone is similar to or has the same qualities as someone
else) Racism may be likened to a contagious disease
 By far
BINOMIALS
 First and foremost

 By and large
 Now and then
 Sooner or later
 More or less
 Plain and simple (used to say that sth is fundamentally true) They can’t afford to go on
holiday this year, plain and simple.
INVERSIONS
CLEFT SENTENCES
SUBJUNCTIVES
 It is paramount that + bare infinitive It is paramount that all the members of the
committee be together in the fight against corruption
 It’s (high) time + past simple It is high time politicians did something to ensure
economic well-being.
RELATIVE CLAUSES
CONDITIONALS
INVERTED CONDITIONALS
TO + ING
 When it comes to doing sth…

 Be committed to doing sth
 Be prone to doing sth (to have a negative tendency towards sth)

CPE - Essays

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CPE - Essays

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Prof. Trad.

CPE – WRITING PART 1

Part No. of marks Task type Focus Format

 Task type and focus

✅Use topic sentences to introduce the subject of each paragraph

✅ Write well-developed paragraphs with reasons/ examples

(In most developed countries, education…)

✅ Make reference to other sources

(Experts have proved that…)

❌Use informal style

❌Use very emotional language

(I absolutely detest people who…)

(All politicians are…)

❌Refer blindly to statistics without accurate reference to their source

(A recent study showed – which study?)

❌Use personal examples

✅ Passive voice and impersonal constructions

(It is argued that…; It is a common belief that…)

✅ a range of advanced vocabulary (verbs, adjectives, abstract nouns)

(A heated debate concerning the controversial issue…)

✅ formal linking word and phrases

(Furthermore/ However/ Nonetheless)

✅ Complex sentences with a variety of links, dependent clauses, etc.

✅ Inversion, especially in conditionals.

(lots of, put up with, be over the moon about…)

(Experts say they think this is bad)

❌A series of short sentences

(Many people think this. They are wrong)

❌Simple linking words (except for variety)

(And, but, so)

 CPE task: identifying similarities and differences between both texts.

The birth of youth culture

What is “youth culture”?

 Both texts discuss the advent of youth culture in the 1960s

 CPE essay structure

Paragraph 1 Summary of textual points from input. Here

Paragraph 1: summarizing textual points from input.

1. As the writer from text X argues

Paragraphs 2 and 3 (first part): assessing what you’ve read.

1. It is true to some extent that X is/ is not…

Paragraphs 2 and 3 (second part): expansion.

1. From one perspective it would seem that… Nonetheless,….

To conclude, it seems to me that… (personal)

All things considered, it can be concluded that… (impersonal)

 Summarising: the structure of a CPE essay

The developers you can write.

AGREE DISAGREE SUGGESTING SOLUTIONS TO

 The body: example structures.

 The discussion clock

 CPE essay- an example

TASK: THE BIRTH OF YOUTH CULTURE

 Useful C2 expressions for essays:

To engage with textual prompts:

 The author of the X text gives prominence to the fact that…

 There is no doubt/ question that… There’s no doubt/ question that social

Adding emphasis by means of inversions

1. Inversion in the first clause.

2. Inversion in the second clause

<If you go to Rome> <you should visit the Vatican>

Should you go to Rome, you should visit the Vatican.

<If I were in your shoes><I would take up an English course>

Were I in your shoes, I would take up an English course.

Other alternatives to “if”.