Writing: Task Fulfilment, Argument, and Register
Writing on the ECPE assesses extended, purposeful English: task fulfilment, organization, argument, range, accuracy, and register. Expect more than one task and more than one text type, such as an essay, article, letter, proposal, or report. The reader looks for a clear position, developed paragraphs, and language controlled enough for a C2-level reader.
Core rules
- Decode the task: who is writing, to whom, why, and what outcome is required. A proposal recommends; an article engages; an essay argues.
- State a precise thesis in the introduction and preview the line of reasoning. Each body paragraph should make one claim, support it, and connect it to the thesis.
- Use concession to strengthen argument: 'While X is true, Y matters more because...' This shows balance without losing position.
- Choose register deliberately: formal texts avoid contractions, slang, and rhetorical questions unless the genre invites them.
Worked example
Prompt: 'Some people argue that unpaid internships should be banned.' A weak opening is 'Unpaid internships are bad.' A stronger thesis is: 'Although unpaid internships can open doors, they should be regulated rather than banned outright because a ban would remove valuable entry routes for candidates who cannot afford to work for free.' Reasoning: it concedes a benefit, takes a clear position, and previews a causal argument. The paragraph can then develop regulation proposals and answer the affordability objection.
Traps that cost marks
The main trap is a memorized essay that only loosely fits the prompt. Also avoid: ignoring the required text type, writing one long block, listing points without development, and shifting register mid-text. Do not overuse advanced vocabulary if it damages precision.