B2 First for Schools Writing Part 1 (An opinion essay)

Summary
• Review the format and focus of Part 1 of the Writing paper.
• Revise useful vocabulary for writing an opinion essay.
• Learn useful techniques for planning your own essay.
• Evaluate two examples of a Writing Part 1 essay.
• Practise and evaluate your own answer to a Writing Part 1 task.

Review: Writing Part 1

The B2 First for Schools Writing paper has two parts. Part 1 has only one task, which you must answer.
You will:

✓ be given the essay title.

✓ be given two ideas to write about.
✓ need to add one more idea of your own.
✓ need to give an opinion and support it with reasons.
✓ need to write between 140 and 190 words.

Tip! You don’t have to be an expert, but you still have to answer the question!
The topic will be something of general interest, so you won’t need any specialist knowledge.
However, it is very important that you write approximately the right number of words. This shows
that you can select relevant information, organise it well, avoid repetition and keep the reader
interested.

Your essay will be assessed according to these four criteria:

1. Content Focuses on how well you have completed the task, in other words, if you have
answered the question.

2. Communicative Focuses on how appropriate the writing is for the task and whether you have
Achievement used formal or informal style appropriately. For example, is the style right for a
magazine article?

3. Organization Focuses on the way you put together the piece of writing. Are the ideas logical
and ordered? Have you used paragraphs and linking words?

4. Language Focuses on vocabulary and grammar. This includes demonstrating the range of
language that you know, as well as how accurate it is.

Tip! Manage your time.

Try to spend no more than 40 minutes on Writing Part 1. The Writing Paper has two parts and you
will have 80 minutes in total. Part 1 and Part 2 are both worth the same number of marks, so you
should spend approximately the same amount of time (about 40 minutes) on each part.

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Prepare to write 1: Review useful language
In Writing Part 1, you need to show that you can use language appropriately to do things such as:
• Agreeing or disagreeing • Giving examples
• Giving opinions • Comparing and contrasting ideas
• Giving information or explanations and opinions
• Giving reasons • Drawing conclusions

You should also use a range of suitable expressions to organize your essay and help your reader
understand the connections between your ideas.
Look at the following phrases. Can you put them in the correct groups according to their function in an
opinion essay? (The first one has been done for you as an example.)
• In my opinion / view… • Firstly / Secondly / • Another reason why…
• However, … Thirdly … • To sum up…
• I partly / fully agree • Moreover, … • I firmly believe that…
that… • Finally… • What is more, …
• Although… • Consequently… • As a result…
• In addition to this, … • In conclusion… • I personally feel that…
• Furthermore, … • First / Second of all…

Giving your own Structuring and Adding ideas Contrasting two Explaining
opinion sequencing your ideas / examples /
ideas statements
Example:

In my opinion / view… Firstly / Secondly / In addition to this, … However, … Consequently…

Thirdly… Moreover, … Although… As a result…
I partly / fully agree First / Second of all… Furthermore, …
that… Finally… Another reason why…
I firmly believe In conclusion… What is more, …
that… To sum up…
I personally feel
that…

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 Prepare to write 2: Generate and organise ideas
1. Imagine that you have been given the following essay task:

‘Teenagers are too young to teach other people about anything.’

Do you agree?
Notes
Write about:
1. technology 2. the environment 3. ................... (your own idea)

How could you develop these first two ideas? Take notes in your notebook using a mind map like this:
The environment
Tip! Read the task carefully.
Technology Changes in waste
In Writing Part 1, you must use all the notes which are given in the task. For example, for the task
and recycling since
This generation grew up
above, ifonline
you wrote about technology but didn’t mention the environment, you would lose marks.
the year 2000
Access to immediate Ban on single-use
information plastics
Self-directed learning ‘Teenagers are too Increased awareness
young to teach about composting
other people about
anything.’
Emotional health
• Changes in diet and
exercise
• Relationship between food
and mood
• Culture of the ideal body
and emotional health

2. Add your own third idea to the mind map above, then add some notes to develop this idea.
Idea # 3
Relationship between food and mood: Since 2000, research has grown on how certain foods, such as those rich in
omega-3 or low in processed sugars, positively influence mental health, helping to reduce anxiety and depression.
Ideal body culture and emotional health: Increasing pressure to achieve a "perfect body" promoted on social media
has led to eating disorders and self-esteem issues, highlighting the need for healthier approaches to diet and
exercise.

3. Now do a brief internet search about this topic. (Make sure you use websites that are in English!) Can
you find anything interesting that you would like to add to your mind map? Yes, all about
DEPRESSION. https://kids.frontiersin.org/articles/10.3389/frym.2020.00115

Tip! Plan the structure of your essay before you write.

One of the assessment criteria for Writing Part 1 is Organisation. It’s difficult to organise an
essay clearly without making a simple plan first. Decide what points to include, in what order,
and how they are connected – then start writing your essay. (Cross out your plan before you
submit your test paper, so the examiner will assess only your essay and not the plan.)
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Here’s a useful structure for an opinion essay:

Paragraph 1 Introduce the topic using a general statement and give your opinion. Say whether
you agree or disagree with the statement.
Paragraph 2 Give the first reason to support your opinion. Provide specific justifications for
your opinion, using examples if necessary.
Paragraph 3 Give the second reason to support your opinion. Provide specific justifications for
your opinion, using examples if necessary.
Paragraph 4 Give the third reason to support your opinion. Make sure this is clearly different
from the points you made in the previous 2 paragraphs.
Paragraph 5 Summarise your ideas and repeat your opinion using different words to provide a
strong conclusion.

Evaluation task 1: Two sample essays

Below, there are two examples of essays written in response to the task given in Prepare to Write 2. It’s
now your job to identify the strengths and weaknesses of these essays according to the 4 assessment
criteria that you looked at in Review: Writing Part 1.
1. Read each student’s work and take notes in the table below their essay.
2. Give each student a mark out of 5 for each assessment category.
3. Which essay do you think would get a higher mark in the B2 First for Schools exam? Why?
Student A's essay is more complete, organized, and communicative, making it more suitable for
obtaining a better grade on the exam.

Student A:

Adults often think teenagers to be noisy, childish and violent. Some of them even don’t think they have
any adult senses or wise thoughts at all but, as a teenager, I think we’re intelligent enough to teach other
people some things, and, according to this, I’m not agree with the quotation on top of the page.
For example, lots of teenagers have better knowledge in technology, so they can teach the older
generation how to deal with gadgets. In our gymnasium there are special classes for the senior people
where they are taught to work on computers, and their teachers are teenagers.
Moreover, teenagers have the great knowledge in ecology, and they are really concerned on saving the
planet alive. We talk a lot about environment on classes, we take part in ecology olympiades and
contests for the best ecological projects and often won them, so we have a lot to tell the others about
environmental problems and ways of their solving.
Besides this, teenagers can teach adults foreign languages. According to the statistics, 50% of adult
generation of our country don’t know any foreign languages, so we can help them to come by the new
knowledge or to improve that what they have. And, of course, students from foreign countries can teach
Russian students their language, and Russians can teach them Russian. It is sometimes done in
linguistic centres.
To sum up I can say that teenagers have great knowledge in many fields of study, so they can also teach
the people of older generation and their classmates and friends.

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 Content: Communicative Organisation: Language:
• Did they use all the
Achievement: • Is the essay organised into • Did they use a good
notes given in the • Is the style suitably clear paragraphs? range of vocabulary
task? neutral / formal? • Is the order logical? and grammar related to
• Did they write 140-190 • Is every point justified • Is the punctuation correct? the topic?
words, or is it too long with a clear reason? • Did they use linking words? • Did they use language
/ short? accurately?
The essay covers the main The style is appropriately The essay is well organized, with A limited range of vocabulary
topic, offering examples neutral, but some grammatical clear paragraphs and a logical and grammatical structures is
related to technology, errors ("I'm not agree") and order. displayed, repeating words
environment and foreign less formal constructions ("lots Punctuation is generally correct, such as "knowledge." Some
languages. However, it does of teenagers") reduce clarity but could improve with more sentences are poorly
not explicitly address all and professionalism. strategic use of commas for clarity constructed ("concerned on,"
aspects of the quote or justify Each point is supported with and flow. "ways of their resolution"),
why some adults have this clear examples, although some Basic connectors are used ("for which affects accuracy and
perception of teenagers. lack depth or additional example," "moreover," "to sum fluency.
The essay is of adequate analysis to strengthen the up"), but there is room for a wider There are several grammatical
length, within the range of arguments. range of linking phrases. and word usage errors, such as
140-190 words. "I'm not agree" and "their
teachers are teenagers," that
reduce the quality of the
language.

4 /5 3 /5 4 /5 3 /5

Student B:

I don’t think that teenagers are too young to teach other people about anything. Of course, they can’t
know very well some things, for example: some scientific theories, history, mathematic at all and etc, but
a lot of teenagers know a lot about technology. It’s normal for them to spend a lot of time with computer,
different gadgets. Most of them know, how these gadgets work, so they can explain other people different
moments of their working. My Granny often asks to me for a piece of advice about her mobile phone.
Teenagers’ knowledge about technology usually based on practice, so often they don’t know about
process of creating the phone, the TV, etc. They really shouldn’t try to tell about things, which they don’t
know.
People don’t need special knowledge about our world to make it better. Teenagers have a lot of time for
help the environment and sometimes they tell about it people, who usually are very busy and couldn’t
notice the awful problems. So they can and must tell and teach people to help our planet.
In my opinion, teenagers shouldn’t teach other people about things, which they know very bad, it may be
only funny and of course they ought to teach other people and help them with things, which they know
very good. Today all people have opportunity to learn everything, what they want. They can search
information in the Internet, in books and the age doesn’t matter.

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 Content: Communicative Organisation: Language:
• Did they use all the
Achievement: • Is the essay organised • Did they use a good
notes given in the task? • Is the style suitably into clear paragraphs? range of vocabulary
• Did they write 140-190 neutral / formal? • Is the order logical? and grammar related
words, or is it too long / • Is every point justified • Is the punctuation correct? to the topic?
short? with a clear reason? • Did they use linking • Did they use this
words? language accurately?

The essay addresses the The tone is mostly The essay has clear The essay uses a
central idea of whether neutral, but there are paragraphs, but the logical limited range of
teenagers are too young phrases that sound flow between ideas could vocabulary and
to teach and provides informal or unclear, such be improved. Some ideas grammatical
examples related to as "funny" to describe a seem disconnected or constructions,
technology and the potential problem. repetitive, such as the repeating words and
environment. However, reference to technology. phrases such as
the points are not fully Some points are justified, There are punctuation "know" and "teach."
developed and some but others lack clear errors, such as the There are significant
arguments are left reasons or concrete unnecessary use of errors in grammar and
unexplained. examples. For example, commas ("Most of them word usage
The essay seems to be the idea that teenagers know, how these gadgets ("mathematic at all,"
within the appropriate should not teach about work"). "asks to me," "help the
range (140-190 words). things they do not know Some basic connectors ("of environment").
well is raised, but is not course," "so") are used, but Accuracy is low, with
developed with details or there is room to diversify frequent errors
solid arguments. and improve cohesion. affecting message
clarity.

3 /5 3 /5 3/5
2 /5

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Now compare your notes and marks with the examiner feedback. This is supplied at the end of the document.
See Evaluation task 1: Sample essays - Examiner feedback.
Do you agree or disagree with the examiner? Why?

Exam task: Writing Part 1

Great work! You’re ready to practise writing an opinion essay for a real Writing Part 1 test.

There are two ways you can do this: on the computer, or on paper. Both options are explained below.

1. To try the computer-based test, you need to use the Firefox or Chrome browser. Click here to open
the test website and then follow the steps on the next page to begin the test:

1. This is only a practice test. You do not have

to enter any personal details here.

2. Simply click this button to continue.

3. Read all the instructions carefully.

4. Click this button to start the test. You will

move to the next screen and the timer will
begin automatically.

Important! Before you begin, please note:

• The online practice test includes Writing Part 2 as well, but you don’t have to do this part now.
• Make sure you save a copy of your essay for the final stage in this lesson.

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 2. If you prefer to do the practice test on paper, simply use the task below.

Some parents choose to teach their children at home instead of sending them to school. While this can have
certain benefits, it also presents challenges that can affect the child’s development.
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One advantage of homeschooling is that children receive individual attention from their parents, which allows
them to learn at their own pace. This personalized approach can help children understand difficult concepts
more easily. However, having a parent as a teacher can also blur the line between family and school, leading
to potential conflicts or a lack of authority.
Another downside is the limited opportunity for children to make friends. In school, children interact with their
peers, forming friendships and learning important social skills. Homeschooling may isolate them, which can
affect their ability to communicate and work with others. Additionally, teamwork is often an essential skill
learned in a school environment, where students collaborate on projects and solve problems together.
In conclusion, while homeschooling may work for some families, it’s important to consider the impact on social
development and teamwork skills. Traditional schooling offers valuable opportunities for children to interact
with others and develop essential life skills.

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 Source: Sample Test 1, D255/02. © UCLES 2015 Cambridge English Level 1 Certificate in ESOL
International.

Evaluation task 2: Your own essay

Great work! In the real exam, you should always check your work carefully one final time before you
submit your paper. Look at the essay you just wrote and ask yourself honestly:

Content 1. Have you included all the points from the question in your notes?
2. Is your writing too long/short?

Communicative 1. Have you given a clear reason to justify each point?

Achievement 2. Have you given your opinion in the first and the final paragraph – but
using different words.

Organisation 1. Is your writing organised into clear paragraphs?

2. Have you included linking words to connect your ideas?

Language 1. Have you checked your spelling carefully?

2. Have you used a variety of adjectives/adverbs? If you have repeated
words, can you use synonyms?

Now play the role of the examiner. What mark would you give your writing for Content, Communicative
Achievement, Organisation and Language?

Content (4/5):
Have you included all the points from the question in your notes? The essay covers the main points: having a
parent as a teacher, making friends, and teamwork. However, it could delve a bit deeper into the specific
social benefits that children miss out on by not being in school.
Is your writing too long/short? The essay is the right length (around 180 words), meeting the required range
of 140-190 words.
Communicative Achievement (4/5):
Have you given a clear reason to justify each point? The reasons are clear, but some could be more detailed.
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For example, when discussing the lack of teamwork, more explanation could be provided on how this affects
children in the long term.
Have you given your opinion in the first and the final paragraph – but using different words? The opinion is
clearly expressed in the introduction and conclusion, with the final paragraph reiterating the idea that
traditional schooling offers valuable socialization and teamwork benefits.
Organization (5/5):
Is your writing organized into clear paragraphs? The essay is well-structured into clear paragraphs, each
focusing on a specific aspect of the topic.
Have you included linking words to connect your ideas? Basic connectors are used ("however," "another
downside," "in conclusion") to give cohesion to the text. While the use of linking words is good, it could be
expanded with more variety for greater fluency.
Language (4/5):
Have you checked your spelling carefully? The spelling is mostly correct, but a further review would help
catch any minor mistakes.
Have you used a variety of adjectives/adverbs? If you have repeated words, can you use synonyms? The
vocabulary is adequate, but some words are repeated (e.g., "children" and "learning"). It would be beneficial
to use more synonyms to avoid repetition. The range of adjectives and adverbs is sufficient, but it could be
more varied.

Evaluation task 2: Compare your own essay with a model answer

Compare your essay with a model answer for the task you practised in this lesson and read the
examiner’s feedback.

Look back at your essay and think:

1. What are the similarities and differences between your essay and the model answer?
The two essays both highlight the benefits and drawbacks of homeschooling, focusing on the
importance of socialization and learning opportunities. Both mention how homeschooling can offer
personalized attention, but they also address the challenge of limited social interaction. The first
essay discusses the potential conflicts of having a parent as a teacher, the importance of
teamwork, and the need for a variety of viewpoints, while the model answer briefly mentions the
lack of different perspectives and the concern over whether parents are qualified to teach all
subjects.

2. Is there anything you would you change about your essay? What? Why?

Not to change anything about my essay, I think that for a sample I did quite well and I feel confident
with it.

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 Improve your writing skills

Tip! Get a study buddy. Students can learn a lot from each other.
Working together with other students is a really good way for you all to learn and develop your skills.
If you have a classmate or friend who also did this practice Writing Part 1 task, why not swap essays
and evaluate each other’s work? You can give useful critical feedback that will help each other
improve the next essay that you write.

Reflect: How do you feel about your writing skills?

Write some ideas in your notebook about these questions:
1. What have you learned from this lesson about writing a good opinion essay?
I have learned that a strong opinion essay should have a clear thesis statement that presents the
writer's position. It is important to structure your essay logically, starting with an introduction,
followed by body paragraphs that support your argument with examples or evidence. The essay
should address counterarguments to show the writer's awareness of opposing points of view.

2. Which areas of writing do you still need to develop?

Improving my ability to analyze counterarguments more thoroughly. Working on my sentence variety to
avoid repetitive structures.

3. What did you do well in this sample task?

I was able to present a clear and strong opinion right from the beginning. The supporting points
were well-developed with relevant examples. I made sure to address potential counterarguments, showing a
balanced view.
One final tip before you go

Visit WriteAndImprove.com to practise your writing skills and get immediate feedback to
help you continue developing. There are a range of exam-style tasks at different levels for
you to try.

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 Answer key1
Prepare to write 1: Review useful language
Giving your own Structuring and Adding ideas Contrasting two Explaining
opinion sequencing your ideas / examples /
ideas statements

In my opinion / Firstly / Secondly / Another reason However, … Consequently…

view… Thirdly … why…
Although… As a result…
I personally feel First / Second of In addition to this,
that… all… …
I firmly believe Finally… Moreover, …
that…
In conclusion… Furthermore, …
I partly / fully agree
To sum up… What is more, …
that…

Evaluation task 1: Sample essays - Examiner feedback

Here is examiner feedback for the two essays you evaluated in this lesson.

Student A – Examiner feedback

Content Communicative Organisation Language

Achievement

All content is relevant and The essay uses a good The text is well organised There is a range of
the reader is fully informed. style which and uses a variety of technical and some
communicates the linking expressions and environmental
The writer discusses the
writer’s ideas effectively grammar (like pronouns) vocabulary, plus some
statement and gives
and clearly. to make references clear. formal essay
examples to support their
vocabulary (According
opinions and develop their The paragraphs are well Some organisational
to the statistics). There
argument. constructed and the features are used well: for
is a range of simple
main points are example, the first
The essay is focused on the and complex grammar,
introduced with suitably paragraph presents a
knowledge and skills that which is mostly
formal phrases (For popular view of teenagers
teenagers have. The third accurate.
example; Moreover; (noisy, childish and
point, the writer’s own idea,
Besides this; According violent; Some of them There are some
focuses on language skills
to; To sum up). [adults] even don’t think). mistakes with less
that teenagers have and
This is contrasted with, common vocabulary,
how they can use these to The essay does not
but, as a teenager, I think, but this is only
help others communicate. present both sides of the
mirroring the construction because the writer is
argument, but this is OK.
of the previous statement. being ambitious.

Mark: 5 Mark: 4 Mark: 5 Mark: 4

1All sample tasks and feedback in this lesson are adapted from the B2 First for Schools Handbook for teachers.
© UCLES 2019. Available online at https://www.cambridgeenglish.org/exams-and-tests/first-for-schools/
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Student B – Examiner feedback

Content Communicative Organisation Language

Achievement

All content is relevant and the The essay uses a The essay is A range of everyday
reader is fully informed. good style in general, generally well vocabulary is used
which communicates organised, with a appropriately in the
The essay discusses the main
the writer’s ideas clear introduction context of this essay (a
question of whether teenagers are
effectively overall. and paragraphs. piece of advice; based
too young to teach and provides an
on practice; process of
opinion on what teenagers are good The writer uses good The writer uses a
creating; special
at (a lot of teenagers know a lot language for giving variety of linking
knowledge).
about technology), and how explanation and words and other
practical knowledge of technology opinion. referencing features Simple grammatical
can help others (they can explain (Of course; for forms are used well.
The first two points
other people different moments of example; Most of When the writer tries to
are included in
their working). In the second point, them; In my use more complex
separate paragraphs,
the writer explains that teenagers opinion). forms, there are a lot of
but the third point is
have time to learn about mistakes. For example,
an idea which is The conclusion
environmental problems and should specific expressions or
expressed in the states an opinion
share this knowledge. use of prepositions (they
whole essay. If this on the main
can’t know very well;
Finally, the third point presents the idea were discussed question (teenagers
explain other people; tell
negative aspect that teenagers are in a separate shouldn’t teach
about things; time for
more practical and sometimes paragraph, the three other people about
help).
aren’t able to teach a subject in points would be things, which they
much detail (they can’t know very presented more know very bad). It The number of mistakes
well some things, for example: clearly, and it would doesn’t summarise makes the whole essay
some scientific theories; often they be easier for the all of the main less effective, but the
don’t know about process of reader to pay points, but this is reader can usually still
creating the phone; shouldn’t teach attention. OK. understand what the
other people about things, which writer means.
they know very bad).

Mark: 5 Mark: 2 Mark: 3 Mark: 2

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Evaluation task 2: Your own essay
Here is a model answer, with examiner feedback, for the task you practised in this lesson.

Nowadays, more and more parents are making the controversial decision to teach their children at home
rather than sending them to school. Although this approach to education has advantages, pupils who learn
only at home definitely lose more oportunities.

First, children who don’t go to school only know two teachers, the same people who are also their parents.
Because of this, the pupils may not learn other points of view outside their family. Besides this, there is also
the question if parents have the qualifications and knowledge to teach every subject. Perhaps their mother
and father are experts in one or two subjects, but any school provides teachers expert in every subject.

We should remember that there is more to education than learning about topics. In addition, going to
school is also a way to meet people your own age and to make friends. It is clear that children can socialise
better at school, and as a result, children at school will have the chance to start many lifelong relationships.
I agree that parents can have some good reasons for having home school, but overall, considering
teachers and friends, it’s much better for children to attend school.

Content Communicative Organisation Language

Achievement

All content is relevant and The essay is very well The writer uses a wide The writer
the writer discusses the first written. It uses the right variety of linking words and demonstrates a good
two points in the question. style for an essay, expressions to connect the range of vocabulary,
which keeps the reader ideas in the text. including some
They talk about the
interested. It also uses effective common word
disadvantages of having The essay is generally well
formal language well. combinations
parents teaching their own organised, with positive and
(controversial decision;
children. They explain that The writer gives negative opinions being
this approach to
only one view might be balanced views and given (Although this
education; more to
offered and that there might opinions, and also approach to education has
education than
not be enough knowledge supports these views advantages; Because of
learning; socialise
about certain subjects. with examples this; Besides this, there is
better; lifelong
(Perhaps their mother also; I agree that ... but).
On the second point, the relationships).
and father are experts
writer says that children The essay has a good
in one or two subjects). There is a range of
have more opportunities to overall structure, with a
simple and complex
socialise at school and will Both simple and more clear opening paragraph
grammar which makes
find it easier to make complex ideas are which introduces the topic
the ideas clear. There
friends. communicated clearly of the essay. Two points are
are some mistakes, but
to the reader (pupils developed in the main part
However, there is no third the reader still
may not learn other of the essay and there is an
point (your own idea). This understands what the
points of view outside effective conclusion which
means the reader doesn’t writer means.
their family). summarises the writer’s
have all the information they
own view.
need.

Mark: 4 Mark: 5 Mark: 5 Mark: 5

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