How to write a CAE essay (with examples)
The CAE essay is the compulsory Part 1 of the C1 Advanced Writing paper: a 220–260-word discursive essay that discusses two of three points from a set of notes and argues which one matters more. It is written for your tutor in a formal or neutral register and marked out of 20 on four criteria.
- Part
- 1, compulsory
- Words
- 220–260
- Marks
- 20
- Time
- ≈ 45 min
What the CAE essay task asks you to do
The C1 Writing paper lasts 1 hour 30 minutes and has two parts. Part 1 is always an essay, and everyone writes it. In Part 2 you choose one task from three. Each text is marked out of 20 and the two are weighted equally, so the essay is worth half of your Writing score.
What the task looks like
The essay follows on from an academic activity: your class has attended a lecture, a seminar or a panel discussion, or watched a documentary. You are given the notes you made: a heading, three bullet points (three ways of solving a problem, three factors, three types of something) and three short opinions that people expressed during the discussion. You are writing for your tutor, in a formal or neutral register.
You must choose two of the three points and discuss them. You must also say which of the two is more important (or more effective, or has had more impact; the task tells you in what respect) and give reasons. Do not discuss all three: the task tells you to choose two, and a third point adds words without adding marks. You may use the opinions in the notes and you may agree or disagree with them, but you must put them into your own words. Language copied from the question earns no credit.
How a CAE essay is marked
The examiner gives a mark from 0 to 5 on each of four criteria, in whole marks only, for a total of 20:
- Content: have you done everything the task asks? Two points discussed, a clear decision about which matters more, and reasons for it. Missing the decision is a frequent cause of lost Content marks.
- Communicative Achievement: does it work as an academic essay? A consistent formal or neutral register, ideas that are argued and evaluated rather than listed, and a reader who always knows your position.
- Organisation: is it easy to follow? Clear paragraphs, a logical progression from introduction to conclusion, and a variety of linking words and referencing.
- Language: is your English range and control at C1? Precise and less common vocabulary, a mix of simple and complex structures, with errors that do not get in the way of meaning.
Length matters too. Cambridge treats writing about the right number of words as part of doing the task, so stay within 220–260. In the digital exam a word count is shown on screen as you type.
CAE essay example: task and model answer
An original exam-style task, followed by a model C1 essay of about 250 words. Open the answer to see why it would score well on each criterion.
Part 1 · Essay · 220–260 words
Your class has watched a documentary about how towns and cities can reduce traffic in their centres. You made the notes below.
Ways to reduce traffic in town centres
• cheaper public transport
• charges for driving into the centre
• better routes for cycling and walking
Some opinions expressed in the documentary:
"If buses cost almost nothing, people would leave the car at home."
"Charging drivers just punishes people who have no other option."
"Nobody will cycle if the roads feel dangerous."
Write an essay for your tutor discussing two of the ways in your notes. Say which of the two would do more to reduce traffic, and give reasons for your view. You may refer to the opinions from the documentary, but put them into your own words.
Model answer
Traffic congestion is a problem that almost every growing town faces, and the documentary made it clear that there is no single solution. Two of the measures it discussed, cheaper public transport and charging drivers to enter the centre, deserve particular attention, although I would argue that they are far from equally effective.
At first sight, making buses and trams cheaper seems the obvious answer. If fares fell dramatically, some drivers would undoubtedly be tempted to switch. However, price is rarely the only reason people drive. Many choose the car because it is faster, more comfortable or more reliable, and a cheaper bus that is still overcrowded and late is unlikely to change their minds. Lower fares also require substantial public funding, which many councils simply do not have.
A congestion charge, by contrast, tackles the problem directly. It forces drivers to consider whether each journey is really necessary, and the money it raises can be reinvested in public transport. Critics argue that it is unfair to people who have no alternative, and this concern should not be dismissed. Yet exemptions for disabled drivers and discounts for local residents can remove much of the unfairness without weakening the scheme.
On balance, I believe a charge for driving into the centre would be the more effective of the two. Cheap fares may make public transport more attractive, but only a charge gives people a compelling reason to stop driving. Ideally, of course, the two measures would work together, with one helping to pay for the other.
Show the answer and explanation
Why this CAE essay example would score well
- Content. Exactly two points are discussed, each in its own paragraph. The question is answered clearly (the more effective of the two) and the reason is stated: fares make transport attractive, but only a charge makes people stop driving. Two of the opinions are used, but paraphrased: leave the car at home becomes tempted to switch, and punishes people who have no other option becomes unfair to people who have no alternative. The third opinion is ignored, which is fine.
- Communicative Achievement. The register is consistently neutral to formal, with no contractions or chatty phrases. The writer evaluates rather than describes: each point gets its strength, its weakness and a judgement. The counter-argument is acknowledged and then answered (this concern should not be dismissed. Yet…), which is persuasive.
- Organisation. Four paragraphs: an introduction that names the two points and signals a view, one paragraph per point, and a conclusion that answers the question. Linking is varied and purposeful: At first sight, However, by contrast, Yet, On balance. Referencing (this concern, the two measures, one … the other) ties ideas together without repetition.
- Language. Precise, less common vocabulary used naturally: tackles the problem directly, substantial public funding, reinvested, exemptions, a compelling reason. A range of structures: a second conditional (If fares fell…, some drivers would…), relative clauses, and a concession followed by a counter-argument (Critics argue… Yet…). Sentence length varies, from short, direct statements to longer sentences with several clauses. There are no errors that affect meaning.
- Length. About 250 words, comfortably inside 220–260.
What would lower the mark: discussing all three ways, never saying which is more effective, copying the opinions word for word, or a conclusion that introduces a new idea instead of answering the question.
How to write a CAE essay in 45 minutes
- 01
Choose your two points (2 minutes). Pick the two you can say most about, and where you can see a clear difference in importance. You do not have to choose the "obvious" pair.
- 02
Decide your answer before you write (3 minutes). Which of the two is more important, and why? Write the decisive reason in one sentence. Your whole essay builds towards it.
- 03
Plan four paragraphs (5 minutes). For each point, note how it works, its main benefit and its main limitation. Decide which opinion, if any, you will paraphrase and where.
- 04
Write (25–30 minutes). Keep each body paragraph to one point. Put the point you consider weaker first, so the essay moves naturally towards your conclusion.
- 05
Check (5 minutes). Count your words, look for any phrase copied from the notes, and check verb forms, articles and agreement: the errors that most often cost Language marks.
Mistakes that cost marks
Discussing all three points. The task asks for two. A third point uses up words you need for development and does not earn extra marks.
No clear answer. An essay that weighs both points but never says which matters more has not completed the task, and the Content mark falls.
Copying the opinions. Language lifted from the notes earns no credit. Paraphrase, or use the idea without quoting it.
Listing instead of evaluating. Describing what each measure involves without judging how well it works reads like a summary, not an argument, and limits Communicative Achievement.
CAE essay structure: four paragraphs that work for any topic
| Paragraph | What to include | Words |
|---|---|---|
| 1 Introduction | Introduce the issue in your own words, name the two points you will discuss and signal that you will compare them. Do not give your full answer yet. | 40–50 |
| 2 First point | The point you think is less important. How it works, its main benefit, then its limitation. Paraphrase an opinion if it fits. | 70–80 |
| 3 Second point | The point you think is more important. Why it works better, an objection, and your answer to that objection. | 70–80 |
| 4 Conclusion | State clearly which point is more important and the decisive reason. One final thought is fine; a new argument is not. | 40–50 |
This "weaker first, stronger second" order is the simplest CAE essay structure, because your argument builds towards the conclusion. An alternative is to compare the two points within each body paragraph (for example, cost in paragraph 2 and long-term impact in paragraph 3). It is harder to control, but it can work well when the two points are closely linked.
How to decide which point is more important
The decision is the heart of the C1 essay, and "it is more important because it is better" is not a reason. Compare the two points on one or two of these criteria:
- Scale: which affects more people, or changes things more?
- Time: which works faster, or lasts longer?
- Cost and practicality: which is realistic with the money and power available?
- Root cause: which tackles the cause of the problem rather than a symptom?
- Side effects: which creates fewer new problems?
Language for weighing two points: While X would undoubtedly help, Y addresses the root of the problem. · Of the two, Y strikes me as the more far-reaching. · The decisive factor, in my view, is… · X may bring quicker results, but Y is likely to have a more lasting impact. · Although both have their merits, I am convinced that…
Discourse markers for a C1 essay
| Function | Useful markers |
|---|---|
| Adding | Furthermore · What is more · Not only does…, but… · In addition to this |
| Conceding | Admittedly · Granted, … · While it is true that… · This is not to say that… |
| Contrasting | By contrast · Nevertheless · Even so · Yet · On the other hand |
| Cause and effect | Consequently · As a result · This in turn means that · Owing to |
| Giving examples | A case in point is · For instance · Take, for example,… |
| Concluding | On balance · All things considered · Ultimately · Weighing up both measures |
Variety matters, but so does accuracy. On the other hand needs a first hand; Moreover adds a point in the same direction, never a contrast.
CAE essay topics to practise
Each of these original tasks follows the exam format. Choose two of the three points and decide which is more important in the way the question asks. Invent your own three opinions if you want to practise paraphrasing.
- Encouraging young people to vote: teaching politics at school · online voting · lowering the voting age. Which would increase participation more?
- Protecting wildlife in cities: green roofs · wildlife corridors between parks · limits on artificial light at night. Which would benefit wildlife more?
- What makes a city a good place to live: affordable housing · reliable public transport · access to green space. Which matters more to residents' quality of life?
- Promoting healthy eating: taxes on sugary food · cooking lessons in schools · clearer labelling. Which would have the greater long-term effect?
- Attracting young people to museums: free entry · interactive exhibits · events in the evening. Which would be more effective?
Practise the essay in full CAE Writing tests
Every CAE Writing test on this site starts with the compulsory essay. These are the essay questions in our six tests. Each paper is timed at 90 minutes, and your text gets an expert evaluation on the four Cambridge criteria.
- Test 1: ‘Which forms of support best help adults keep learning?’
- Test 2: ‘Which experiences best prepare students to work with unfamiliar people?’
- Test 3: ‘Which approaches best help people evaluate information critically?’
- Test 4: ‘Which changes would most improve the use of public green spaces?’
- Test 5: ‘Which activities best help newcomers understand an unfamiliar place?’
- Test 6: ‘Which qualities most help people contribute to a long-term group project?’
CAE essay: questions
How many words is the CAE essay?
Between 220 and 260 words. Writing about the right length is treated as part of completing the task, so an essay that is much too short or too long can lose marks.
Do I have to discuss all three points in the CAE essay?
No. You must choose two of the three points and discuss only those. Writing about the third point does not earn extra marks and takes words away from your argument.
Is the CAE essay an opinion essay?
Partly. It is a discursive essay in which you discuss two points, but you must also give a clear opinion on which is more important and support it with reasons. An essay with no clear opinion does not complete the task.
What is a good CAE essay structure?
Four paragraphs: an introduction naming your two points, one paragraph on each point (the weaker first), and a conclusion that says which is more important and why. Aim for about 40, 80, 80 and 45 words.
Sources
- C1 Advanced Handbook for Teachers (Cambridge University Press & Assessment), pages 28–35
- C1 Advanced exam format (cambridgeenglish.org)
- Assessing writing for C1 Advanced: a guide for teachers
CambridgeMock is independent and not affiliated with Cambridge University Press & Assessment. Facts on this page are checked against the official documents above; the practice items and advice are our own.
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