Writing (Guided and Extended Production)
Writing is the guided and extended production domain. It tests whether you can produce a coherent text for a specified reader, purpose and format at CEFR B1 or B2. The higher level usually includes an extended argumentative or discursive task and a shorter transactional or informative task; the lower level focuses on shorter guided texts. The exam catalogue lists writing as a separate productive domain. Marking usually covers task achievement and content, organisation and cohesion, range, and accuracy.
Core rules
- Analyse the prompt before writing: genre, audience, register, purpose and every required point. Underline the points so you do not omit one.
- Plan a clear structure. An essay needs an introduction with a position, body paragraphs with one main idea each, and a conclusion that follows from the argument.
- Use cohesive devices accurately, not mechanically. 'However' contrasts; 'therefore' concludes; 'for instance' illustrates.
- Show range: complex sentences, passives, conditionals, modal verbs and precise vocabulary. Do not use long words you cannot control.
- Edit for the errors that most affect communication: tense consistency, subject-verb agreement, articles, prepositions and word order.
Worked example
Prompt: 'Your school is considering banning mobile phones during breaks. Write an essay for the school magazine giving your opinion.' Reasoning: The audience is the school magazine, so the register is semi-formal, not a chat message. The purpose is to argue a position, not simply list advantages and disadvantages. A weak answer describes both sides and never states a view. A stronger plan is: introduction with a qualified thesis ('phones should be restricted, not banned'); body one gives a reason with an example (bullying and noise); body two concedes a benefit and answers it (emergency contact can be handled by the office); conclusion restates the qualified position. Each paragraph needs a topic sentence that advances the argument.
Traps that cost marks
Memorised opening phrases ('In today's modern world...') waste words and often do not fit the task. Ignoring one bullet point limits the content mark even if the language is good. Wrong register - slang in an essay or formal inversions in an email to a friend - is penalised. Very short answers lose marks for development. A list of sentences without paragraphing weakens organisation. Finally, ambitious grammar with basic errors is less effective than clear B2 grammar used accurately.