C1 WRITING – HOW TO WRITE A REPORT FOR TASK 2 OF THE C1

This post is focussed on explaining how to write a report for TASK 2 option of the C1 Advanced Cambridge Assessment English exam.

 

NOW AVAILABLE C1 ADVANCED PREPARATION COURSE (HERE)

 

The first thing you need to be clear about is the format required for the C1 as this is the first point that the examiner will focus on. What candidates need to understand is that the evaluation in the initial stages is very superficial. The ORGANISATION and STRUCTURE of a text is essential. IF IT DOESN´T LOOK LIKE A REPORT, IT WON’T PASS! A report is a factual document that is written with the use of prompt material. It should be concise and to the point. There is some margin for you to include your own opinion but through recommendations. REMEMBER THAT THE REPORT NEEDS TO BE FORMAL, SEE OUR POST ON FORMAL WRITING (HERE)

 

IN THE REPORT YOU MUST INCLUDE THE FOLLOWING:

• state the purpose of the report
• headings for each point made
• use a formal and impersonal style

 

OTHER TEXTS ABOUT WRITING THAT MIGHT INTEREST YOU:

C1 WRITING – HOW TO WRITE A LETTER/EMAIL FOR THE CAE

C1 WRITING – WRITING AN ESSAY FOR TASK 1 OF THE CAE EXAM

C1 WRITING – WRITING A REVIEW FOR THE CAE EXAM

C1 WRITING – HOW TO WRITE A PROPOSAL FOR THE CAE

 

HOW IS THE EXAM CORRECTED?

It is a huge advantage if you understand how Cambridge will evaluate your writings as you can make sure that you meet the specific requirements when carrying out the tasks. We have provided an explanation of the evaluation rubric and ADVICE of how to pass with ease. It does not matter of your exam is done in the computer-based (CB) or paper-based (PB), the exam is corrected by an official certified examiner and therefore it is subjective, the more interesting it is and the easier it is to correct, the better!

 

Evaluation scale:

All Cambridge exams are marked in the same way but the evaluation scales leave some room for interpretation and are, therefore, a little subjective. Examiners mark tasks using assessment scales that were developed with explicit reference to the Common European Framework of Reference for Languages (CEFR). The scales, which are used across the spectrum of the Cambridge English General and Business English Writing tests, consist of four sub-scales: Content, Communicative Achievement, Organisation, and Language:

Content focuses on how well the candidate has fulfilled the task, in other words if they have done what they were asked to do. DO NOT INCLUDE IRRELEVANT INFORMATION. YOU SHOULD ANSWER THE POINTS IN THE TASK TO THE BEST OF YOUR ABILITY. FOCUS ON WHAT THEY ASK YOU TO DO.

Communicative Achievement focuses on how appropriate the writing is for the task and whether the candidate has used the appropriate register. YOU MUST USE APPROPRIATE LANGUAGE WHETHER IT BE FORMAL OR INFORMAL. EACH TYPE OF TEXT HAS ITS OWN REQUIREMENTS.

Organisation focuses on the way the candidate puts together the piece of writing, in other words if it is logical and ordered. THE TEXT MUST BE EASY TO FOLLOW BUT ALSO INCLUDE COMPLEX GRAMMATICAL STRUCTURES AND VOCABULARY. DO NOT OVER COMPLICATE THE TEXT! THE USE OF ADEQUATE COHESIVE DEVICES IS ESSENTIAL.

Language focuses on vocabulary and grammar. This includes the range of language as well as how accurate it is. CANDIDATES MUST BE ADVENTUROUS WITH THEIR LANGUAGE USE AND USE SEVERAL COMPLEX GRAMMAR STRUCTURE (passives, inversions, cleft sentences, conditionals, modal verbs, relative clauses etc.) TO GET A GOOD GRADE WITH REGARDS TO VOCABULARY YOU SHOULD TRY TO INCORPORATE IDIOMS.

 

Responses are marked on each sub-scale from 0 to 5.

 

When marking the tasks, examiners take into account length of responses and varieties of English:

Guidelines on length are provided for each task; responses which are too short may not have an adequate range of language and may not provide all the information that is required, while responses which are too long may contain irrelevant content and have a negative effect on the reader. These may affect candidates’ marks on the relevant sub-scales.

 Candidates are expected to use a particular variety of English with some degree of consistency in areas such as spelling, and not for example switch from using a British spelling of a word to an American spelling of the same word.

 

Structure of the text:

A report should be concise and easy to understand. NEVER INCLUDE UNNECESSARY INFORMATION! You must include a title, headings and also make sure that you answer the points in the question.

Include the following:

• Title
• introduction
• headings (the three points in the question)
• content
• recommendations
• conclusion

 

Example question:

Your local authority is conducting a survey into language learning habits of the people between 16-45 in the area. They have asked for a report on the types of methods used in state run schools and language centres. They have asked for some suggestions on how to improve their facilities, teaching methods and resources.

Write your report in 220-260 words in an appropriate style.

 

Example answer:

Introduction

The main purpose of this report is to analyse the effectiveness of language teaching in the local area. It will offer a review of what is available and also make some recommendations on how to improve.

 

Facilities

Due to a lack of funding during the economic recession, the facilities available have not been renovated since more than a decade ago. What’s more, because of this scarcity of investment, much of what there is has been over used and/or damaged to some extent. Many modern private language centres have sprung up around the city in recent years but they are both unaffordable and difficult to monitor. There are a fair few teachers working who are quite frankly not up to the job.

 

Teaching Methods

The methodology used by most teachers has not changed over the last 15 to 20 years or so and therefore needs to be improved. Teachers need the correct type of training that is not only theory based but also practical and ready to input into the system. Some teachers see language teaching as an easy ride and seem to be running down the clock to retirement, to the distain of their students.

 

Resources

There is a case of follow-the-book syndrome apparent in the local area. Teachers need to be given the freedom to use their creativity and also the training to be able to implement it in the classroom. This way resources will be more varied and students will be able to relate to them more easily.

 

Recommendations

Taking all of the factors of this report into account, the best plan of action would be to increase funding to ensure progress. Not only is it perhaps more important to provide funding, but also it is essential that this funding reaches those in most need of it. Because of this, I would suggest improving the quality of teacher training and increasing the availability of teaching-learning resources to be the priority.

 

 

Useful phrases:

It is highly recommendable to have a set template for each type of text before the day of the exam to make sure you meet the correct standard. Try learning some of these phrases to include in your template.

 

Making recommendations

• It would be a good idea to…
• Would it not be better to…
• Taking all of the factors into account…
• What about… ?
• I should therefore recommend…
• How about… ?
• Should we not… ?
• Let’s…
• Why not… ?

 

Justifying

• because…
• the reason is…
• the reason I believe that is…
• the facts suggest…
• the evidence shows…
• taking into account what I have seen…

 

You can justify your opinion more effectively by being more specific. Try some intermediate (B2) phrases like these:

• The first reason I believe this is…
• The main reason I feel this way is…
• There are several reasons I believe this. The first is…

 

When you are not completely certain, you can try one of these more advanced (C1) English phrases:

•  I do not have any special reason for believing this. It just seems right to me that…
• Though there are opinions at odds with this view, I would say…
• I could be wrong as I have no special reason for believing this. I just feel this is right as…
• I am not sure why I feel this way but I have reason to believe…

 

When you ARE certain, try one of these phrases:

• There is a lot of evidence to support my point of view. For example…
• There are many facts in favour of my opinion. One such fact is…
• From my own personal experience, I am lead to believe…

 

General advice for improving writing skills:

READ. To improve writing skills it is essential to read a lot, in general. Texts of all levels and also to do it frequently. CONSISTENCY IS KEY!

WRITE. You must write every day and all types of texts including; letters, notes, messages, emails, essays, reports. DON´T JUST DO EXAM EXAMPLES!

COPY. You should read example questions and answers to make sure that you know the level required to pass the exam. DON´T COPY ENTIRE TEXTS BUT TAKE PHRASES AND GRAMMATICAL FEATURES FROM THESE EXAMPLES AND USE THEM.

ORGANISATION. You need to learn the format of each writing task to make sure that texts look the way they should. IT IS THE FIRST THING THAT THEY EVALUATE!

EXPERIMENT. Class time and at home is the best time to experiment with language, You should practice new vocabulary and be adventurous with language. IN THE EXAM, ONLY USE WHAT YOU KNOW IS 100% CORRECT!

USE YOUR FAVOURITE PHRASES. You should have a bank of vocabulary and fixed expressions that you like to use frequently. YOU SHOULD KNOW YOUR FAVOURITE EXPRESSIONS BY HEART AND BE VERY CONFIDENT IN HOW TO USE THEM IN VARIOUS CONTEXTS!