B2 First Writing is the paper where preparation pays off most: the formats are fixed, the assessment criteria are public, and the techniques can be drilled. But it’s also where candidates underperform most often, because they conflate “writing well in English” with “writing well for Cambridge”. This guide covers the 2 tasks, the 4 possible formats, what examiners reward and a concrete preparation routine.
What is the B2 First Writing paper and how is it structured?
The B2 First Writing paper is an 80-minute exam with two tasks, each requiring 140-190 words. Task 1 is a compulsory essay; Task 2 offers a choice of 3 options from 4 possible formats (article, email/letter, review or report). Worth 20% of the certificate, it carries equal weight with Reading & Use of English, Listening and Speaking — so a strong performance here can compensate for a lower score elsewhere.
With about 40 minutes per task, effective planning and time management are essential. The most reliable strategy is to split each 40-minute block into three phases:
- Planning (10 min): read the prompt, select the format (for Task 2), brainstorm core ideas and map a strict paragraph framework.
- Drafting (25 min): write to your plan, focusing on smooth transitions and lexical variety.
- Editing (5 min): proofread for your common errors — subject-verb agreement, missing prepositions, punctuation.
Success on B2 First Writing is rarely about pure linguistic talent: it’s the direct result of understanding and mastering the exam’s structural requirements.
Task 1 — The essay, the format 100% of candidates write
Task 1 requires an argumentative essay of 140-190 words analysing a topic using three points. The prompt provides the question and two compulsory points, leaving a third blank for your own original idea. Examiners reward a clear position, balanced development, a formal-neutral register and a wide range of vocabulary and connectors.
To organise your ideas, use either a 4-paragraph structure (combining the given ideas) or a 5-paragraph structure (each point in its own space). The common mistake is a sprawling 2-paragraph essay: sticking to a model makes your argument visibly organised for the examiner.
| Compact model (4 paragraphs) | Separate model (5 paragraphs) |
|---|---|
| P1. Introduction (30-35 w): rephrase the prompt question and outline what you’ll discuss. | P1. Introduction (30-35 w): rephrase the question and outline what you’ll discuss. |
| P2. Given ideas 1+2 (60-70 w): analyse both points with examples, linking them smoothly. | P2. First given idea (35-40 w): analyse the first point with concise sentences to protect your word count. |
| P3. Own idea (40-45 w): introduce your third point so it stands out, with clear support. | P3. Second given idea (35-40 w): analyse the second point, transitioning logically. |
| P4. Conclusion (30-35 w): summarise and state your final, clear opinion. | P4. Own idea (35-40 w): develop your independent third point. |
| P5. Conclusion (30-35 w): summarise and state your final, clear opinion. |
For top marks, your own idea must be genuinely distinct from the prompts. If the topic is protecting the environment and the points are “recycling” and “education”, adding “use less plastic” is too close to recycling; a truly independent idea would be “more public transport”. And the language must match a serious publication: avoid contractions (don’t, can’t), colloquialisms and simplistic transitions. Replace but, and, so with high-level cohesive devices like In spite of this, Consequently, It is widely held that or From an economic standpoint.
Task 2 · Option A — Email or letter: the format that tests register
Option A is an email or letter of 140-190 words addressed to a specific reader for a practical purpose: applying for a job, complaining, making a request or advising a friend. It evaluates your ability to adjust register — formal, semi-formal or informal — to the reader and situation, keeping the tone consistent throughout.
The most common error is mixing registers: slang in a job application, or sounding stiff when advising a friend. Avoid it by spending 30 seconds in planning to fix the exact relationship with the reader and the purpose. Watch for “tone drift”: a piece opening with “I am writing to enquire about…” loses marks if it closes with “Drop me a line when you can!”.
| Feature | Formal (application, complaint) | Informal (friend, family) |
|---|---|---|
| Salutation | Dear Mr./Ms. (surname), or Dear Sir/Madam | Hi (name), / Dear (name) |
| Stated purpose | I am writing to express my dissatisfaction / to apply for… | Great to hear from you! I’m writing to fill you in on… |
| Linkers | In addition, Consequently, Unfortunately | Plus, What’s more, To top it all off |
| Structures | Passive voice, inversions, relative clauses | Phrasal verbs, idioms, direct questions |
| Sign-off | Yours sincerely / Yours faithfully | Best wishes / All the best / Write soon! |
Mechanical rule: for formal letters where the name is unknown, close with “Yours faithfully”; if the name is known, “Yours sincerely”. In informal letters, natural phrasal verbs like “look forward to” or “catch up” are rewarded — as long as they flow and don’t feel forced.
Task 2 · Option B — Review: the format candidates underestimate
Option B is a review of 140-190 words evaluating something specific — a book, film, restaurant, product or place — for a defined publication. The key is balance: neither non-stop praise nor endless criticism, ending with a clear recommendation. It calls for advanced descriptive vocabulary, a lively style that hooks the reader and a catchy title.
Many candidates sabotage themselves by writing only positives or a negative rant, unaware that examiners reward nuance. Reviewing a highly praised book? Still note a minor drawback (a predictable ending): it shows real critical depth. And in vocabulary, avoid flat words (“nice”, “great”, “terrible”) for vivid collocations: a gripping plot, spellbinding performances (media); attentive service, mouth-watering cuisine, an overpriced menu (dining).
| Title | Give it a punchy, relevant heading. |
| Paragraph 1 · Context | Identify the subject, set expectations and initial impressions, and create the hook. |
| Paragraph 2 · Balanced evaluation | Detail the positives, introduce a specific criticism and avoid flat adjectives. |
| Paragraph 3 · Verdict | Summarise who it suits and give an explicit recommendation: is it worth the time or money? |
Task 2 · Option C — Article: the format that tests style and voice
Option C is an article of 140-190 words for a magazine or website that informs, entertains or engages a specific audience. What’s tested is your ability to keep a compelling personal voice while delivering a structured argument. It needs an eye-catching title, an immediate hook in the first line and a distinct tone that stays on the prompt.
The typical error is writing the article like a formal essay: stripping away personality defeats the format. Think about the reader from line one: use the second person (“you”), rhetorical questions and a memorable sign-off. But a semi-formal register isn’t lazy writing — keep sophisticated grammar, such as inversion for emphasis (“Never had I been on such an exciting adventure…”).
| Catchy title | Is Technology Really Making Us Lonely? · Secrets of a Part-Time Student |
| Opening hook | Have you ever wondered what life would be like without the internet? · Picture this: it’s 6am, and… |
| Reader connection | We have all been in a situation where… · You might think otherwise, but… |
| Memorable sign-off | Next time you pick up your phone, think twice. It’s a small price to pay for your peace of mind. |
Task 2 · Option D — Report: the format fewest candidates choose
Option D is a report of 140-190 words for an authoritative reader (a teacher, boss or committee). The challenge is to summarise findings, present information factually and deliver clear recommendations. It needs a neutral tone and a highly structured layout with functional headings like “Introduction”, “Findings” and “Recommendations”.
The main mistake is writing the report like a flowing essay. Use short, factual sentences, blocks with headings, and the passive voice rather than “I” or “we”. Instead of “I talked to students and they think the library is too loud”, write “According to a recent survey of the student body, a significant majority indicated that noise levels are unacceptable”.
| Title | Report on (topic). |
| Introduction | State the purpose and the three points. Paraphrase the prompt: “The purpose of this report is to assess…”. |
| Findings / Background | Address the first point with factual examples: “According to the majority of students…”. |
| Points 2 and 3 | Analyse and propose solutions: “I would recommend…”, “It would be advisable if…”. |
| Conclusion | A brief final verdict: “To sum up, it is clear that…”. |
What is the examiner actually scoring? The 4 criteria
Both tasks are marked 0-5 on four equally weighted criteria defined by Cambridge English: Content, Communicative Achievement, Organisation and Language. These combine into a mark out of 20 per task, so your total Writing score is out of 40. Knowing each criterion tells you exactly where marks are won and lost.
| Content (0-5) | Task completion and covering every prompt point. Pitfall: over/under the word count or leaving out a required point. |
| Communicative Achievement (0-5) | Correct format, genre awareness and consistent register. Pitfall: an essay with slang, or a dry academic tone in an article for teenagers. |
| Organisation (0-5) | Paragraphing, logical layout and linkers. Pitfall: weak linkers or a single block of text with no divisions. |
| Language (0-5) | Structural variety, lexical range and error control. Pitfall: repeating basic words or avoiding conditionals, the passive or relative clauses out of fear. |
Key insight: you lose more marks by ignoring layout and register than for grammar errors. A flawless essay that forgets the third original point caps its Content at 3/5. Conversely, a piece with all required points and the correct format, but with a few non-fatal slips in prepositions or articles, can still score 4 or 5 in Content, Communicative Achievement and Organisation. To score high in Language, you must be willing to use advanced grammar, even if it occasionally produces minor errors.
A practical Writing preparation routine: 4 weeks to the exam
Success on B2 First Writing depends on building muscle memory under pressure. A structured 4-week routine is the most reliable way to shift from passive knowledge to sharp exam execution.
- Week 1: write one compulsory essay (Task 1). Take your time to get the format right, then self-correct against the official criteria.
- Week 2: build stamina with one essay and one Task 2 option, starting with the email/letter to practise switching registers.
- Week 3: one essay and a different Task 2 option (review or article), focusing on reader engagement and descriptive vocabulary.
- Week 4: simulate the real exam: two full tasks back-to-back under a strict 80-minute timer to master your time-splitting.
Self-correction is excellent for spotting recurring errors, but you can’t fix a blind spot you don’t know exists. Getting objective feedback from a teacher or examiner on at least two or three pieces makes a measurable difference: a professional eye instantly catches subtle tone drift or structural errors you’d overlook.
The Examiner’s view: what I see in the room
With B2 First Writing, within 30 seconds of reading I already know whether I’m looking at a Grade A piece or a borderline pass. At this level it comes down to immediate register control and a clear sense of purpose. A Grade A candidate doesn’t use a generic template that paraphrases the prompt and lists what they’ll write; they adapt their tone to the task from line one. If it’s an informal email, they engage naturally; if it’s a report or essay, they frame the topic objectively with structures like the impersonal passive (“It is generally believed that…”).
The most frustrating pieces have great vocabulary but fail in two patterns. First: the student can’t transfer their cohesive devices from the formal essay to semi-formal letters, reviews and articles — the moment the format changes, they revert to basic linkers, believing high-level ones only belong in formal register. Second: lack of planning, with ideas left underdeveloped and stranded.
That lack of planning is most evident in the Task 1 essay. A lot of students only think about their own idea (the third point) when they physically reach that paragraph while writing. The result is an underdeveloped idea, or one too similar to the prompts, which becomes the shortest paragraph and drags down Communicative Achievement and Organisation. I wish students could see that planning really works: it’s a skill to master as much as the writing itself.
On word count, especially with digital exams: examiners don’t need to count words. What matters is fully developed ideas, only relevant information, and above all proper paragraph balance and structure. And please bin basic sequences like “Firstly”, “Secondly”, “In conclusion”, and opening every piece with “Nowadays…”: I’m far more impressed by “Moreover”, “Another point to consider” or “Taking the above into account”.
B2 First Writing FAQ
How long should each Writing task be?
Both Task 1 (the essay) and whichever Task 2 option you choose target 140-190 words. Aim to land comfortably within the range for both pieces to fully develop your points.
Will I lose marks for going under or over the word count?
Not automatically, but deviations hurt. Going under lowers Content (missing detail) and Communicative Achievement. Going well over lowers Communicative Achievement through poor conciseness and Organisation through unbalanced paragraphs.
Can I choose which Task 2 option to write?
Yes. You get three distinct options (typically among article, report, letter/email or review) and answer only one, based on your strengths.
Is the essay always argumentative?
Yes. Task 1 always asks you to analyse a topic, weigh two given points plus one original idea of your own, and present a clear, structured argument leading to a definite conclusion.
Do I need "big" vocabulary for a high mark?
No. Forcing obscure words often sounds awkward. To score high in Language, focus on precise collocations, varied phrasal verbs and advanced structures used appropriately in context.
Can I write a draft and copy it onto the answer sheet?
It’s discouraged. With only 80 minutes for the whole paper, there’s no time to write two full versions. Spend 10 minutes planning per task and write directly.
What's the difference between a Grade B and a Grade A?
A Grade B is accurate but safe, relying on standard structures. A Grade A has highly natural phrasing, a fully consistent sophisticated register and advanced grammar (inversion, mixed conditionals) with minimal impact from minor errors.
Conclusion: Writing is passed with technique, not luck
B2 First Writing rewards preparation like no other part of the exam: fixed formats, public criteria and trainable technique. Master the 2 tasks, pick your Task 2 option to fit your strengths, plan 10 minutes per task, and write with the reader and register in mind. The rest is practice with feedback. The first step to knowing how far you are from B2 is to measure your real level.
