Problem: you can write correct English sentences but still lose B2 First Writing marks — the essay misses one of the notes, the email sounds like an essay, or a 120-word answer stops before it has done the job. Answer in brief: Part 1 is a compulsory essay that must discuss both given notes plus one idea of your own in 140–190 words; Part 2 asks you to choose one task (in this book: review, article or email) and match its reader, purpose and layout, also in 140–190 words. Plan both answers in about 10 minutes, write in clear paragraphs with linking devices, and check each script against Content, Communicative Achievement, Organisation and Language. This guide teaches that method with two fully worked models and six further practice tasks with complete model answers, all grounded in Cambridge B2 First Writing Success (Jobin Thomas).
Learning outcomes
By the end of this article you will be able to: plan a Part 1 essay that covers both notes plus your own idea; choose the Part 2 task that suits you and shape it for its reader; hold every answer inside 140–190 words; organise paragraphs with a small set of reliable linking devices; and check your work against the four marking criteria before you stop writing.
- Answer a compulsory essay prompt completely: both notes, your own third idea, and a clear opinion with reasons.
- Select from review, article and email in Part 2 and apply the right tone, greeting and layout for each.
- Write full answers of 140–190 words (every model below states its exact count) within a 1-hour-20-minute paper.
- Correct the six most expensive errors in the clinic below, including tense choice for finished past events.
What the exam asks — and what this book trains
The official B2 First format gives Writing 1 hour 20 minutes and two equally weighted parts: a compulsory essay in Part 1 and a choice of task in Part 2, each answer 140–190 words. Examiners assess each script against four subscales — Content, Communicative Achievement, Organisation and Language. Those facts are paraphrased from the official format page and handbook linked under Sources below.
The source book, Cambridge B2 First Writing Success (Jobin Thomas, EPUB), trains exactly this paper. After a Module Overview (paper shape, Part 1 and Part 2 guidance, task-type explanations for article, email/letter, report and review, and the four marking criteria), it provides 49 complete sample papers — an opening authentic-format paper followed by Sets 2–49 — each with one compulsory essay, three Part 2 options (review, article, email) and full sample answers. That is a large volume of exam-shaped practice, and this article shows you how to use it rather than repeating it.
One honest simplification to know: the book’s papers always offer the same three Part 2 options (questions 2–4: review, article, email), while the official paper’s choice can vary between sessions and may include a set-text question. Treat the book’s sets as training for the three most common options, and on exam day read the actual choice before you decide. The overview chapter also explains the report format, which the sample sets do not practise as an option — Drill F below fills that gap with a newly written report task.
Part 1 method: the compulsory essay
Every Part 1 prompt in the book follows the same frame: a classroom discussion topic, an essay question, and notes listing two ideas plus your own third idea. The method below fits all 49 of them.
The five-step essay routine
- Take a position (1 minute). Decide your overall answer first — better, worse, agree, disagree, partly. A clear position drives Content marks; sitting on the fence usually weakens every paragraph.
- Assign one paragraph per idea (3 minutes). Plan four or five paragraphs: introduction with your position, one body paragraph for note 1, one for note 2, one for your own idea, and a short conclusion that restates your position. Three body ideas are compulsory — an essay that discusses only the two notes has not answered the question.
- Attach one reason and one concrete detail to each idea (3 minutes). A reason without a detail reads as a slogan; a detail without a reason reads as a digression. For example, on communication: reason — instant contact across distances; detail — video calls that kept families in touch when travel was difficult.
- Write in a neutral or semi-formal style (25 minutes). Full sentences, no chat abbreviations, no contractions overload, and linking devices used where they genuinely connect ideas: firstly, however, although, moreover, in contrast, as a result, in conclusion.
- Count and check (5–8 minutes). Roughly count your words — you need 140–190. Then check each note is covered, every paragraph has one clear job, and verbs agree with their subjects.
Essay register in one table
| Feature | Do | Avoid |
|---|---|---|
| Style | Neutral, reasoned sentences | Slang, jokes, texting shortcuts |
| Structure | Introduction, three body paragraphs, conclusion | One long block or eight tiny paragraphs |
| Linking | A few precise connectors per paragraph | A connector in front of every sentence |
| Content | Both notes plus your own idea, with reasons | Repeating the prompt instead of answering it |
Part 2 method: choosing and shaping your task
You have about 40 minutes for Part 2. Spend the first 3 minutes choosing well, because the wrong task choice costs more than any single grammar slip.
How to choose
- Choose the task whose reader you can hear. If you can picture the friend, the magazine reader or the reviewer’s audience, choose that task. If you cannot, choose another.
- Choose by content, not by length. Pick the option for which you already have two or three concrete details (names of places, dishes, scenes, habits). Details are what fill 140–190 words honestly.
- Never change task halfway. A review that turns into an article fails Communicative Achievement for both. Commit in the planning minutes.
The three practised shapes — plus the report
| Type | Reader and purpose | Tone and layout |
|---|---|---|
| Review | Magazine readers deciding what to watch, read or visit | Lively title, brief storyline, evaluation, recommendation |
| Article | Website or magazine readers wanting ideas and advice | Engaging title, direct address, practical points, strong close |
| A named friend who asked for something specific | Greeting, warm opening, point-by-point answers, friendly sign-off | |
| Report | A teacher or organiser who needs facts and suggestions | Formal headings, impersonal findings, clear recommendations |
The email rule that candidates forget most often: answer every question the friend asked, in the same order they asked them. Examiners notice unanswered questions immediately, and so do friends.
Worked models: one essay and one email, fully annotated
Both tasks below give you the complete input first, then a full model answer inside the reveal box, then teaching commentary kept separate from the answer itself. Every model states its exact word count — all sit inside the required 140–190 range.
Model A — Part 1 essay (exact prompt from the book, Set 1)
Exact excerpt of the task, Set 1, Part 1: In your English class you have been discussing the topic of technology and human behaviour. Now your teacher has asked you to write an essay. Technology is changing the way we live and communicate. Do you think technology is making our lives better or worse? Write about: 1. Communication. 2. Daily habits. 3. Your own idea.
New suggested model answer — essay, 162 words (select to reveal)
Technology now shapes almost every part of daily life, and people disagree about whether that change is positive. In my opinion, it has brought more benefits than problems.
Firstly, communication has improved enormously. We can speak to family abroad instantly through video calls, and messages arrive in seconds rather than days. This has kept relationships alive across long distances, which older forms of contact could not do so easily.
Secondly, daily habits have become more convenient. Shopping, banking and even studying can now happen from home, so people save hours every week. Those saved hours can then go towards family, rest or hobbies.
Another advantage is access to knowledge. Anyone with a connection can follow free courses, check facts and learn practical skills, which supports both education and careers.
In conclusion, although technology can distract us and reduce face-to-face contact, its effects on communication, daily life and learning are largely positive. Used sensibly, it makes our lives better, not worse.
Why this works — kept separate from the answer: Content — all three ideas appear (communication, daily habits, access to knowledge as the writer’s own idea) with a clear position stated twice. Communicative Achievement — neutral essay style for a teacher reader, no contractions overload, no chat language. Organisation — five paragraphs with one job each, linked by firstly, secondly, another, in conclusion, although. Language — a mix of simple and complex sentences with only high-frequency vocabulary used accurately. Note the finished-past construction in paragraph two (“could not do so easily”) rather than a present perfect reaching into a closed past.
Comparison with the book’s own sample: the Set 1 sample answer (160 words) takes the same position and covers the same three ideas, which confirms the plan above is exam-shaped. Where it writes “during difficult times like the recent pandemic”, prefer a detail that will not date your answer — “when travel was difficult” carries the same meaning in any year.
Model B — Part 2 email (adapted from the book, Set 1, question 4)
Adapted task (same situation and questions as the book’s Sarah email): Your English-speaking friend Sarah is visiting your town for a weekend and wants to make the most of the time. She asks you to recommend things to do in one or two days, and to advise her what kind of clothes to pack for the weather. Write your email in 140–190 words.
New suggested model answer — email, 148 words (select to reveal)
Hi Sarah,
It is great that you are coming for the weekend! I would love to show you around my town.
On Saturday, we could visit the old castle in the morning and walk along the river in the afternoon — the views are beautiful. There is also a small museum about the town’s history, which I think you would enjoy. On Sunday, the street market sells handmade gifts and local food, and in the evening we could try the Italian restaurant in the centre.
As for clothes, the weather is mild at this time of year but it can change quickly. I suggest packing a light jacket and comfortable shoes for walking. Bring an umbrella too, just in case of rain.
Let me know what time your train arrives so I can meet you at the station. I am really looking forward to seeing you!
Best wishes,
Alex
Why this works — kept separate from the answer: Content — both of Sarah’s questions are answered in her order (things to do, then clothes). Communicative Achievement — informal friendly email with greeting, exclamation-free warmth, and a sign-off; every suggestion suits a weekend guest. Organisation — one paragraph per job, so nothing is missed. Language — requests softened with could, would, I suggest rather than bare imperatives. The clothes paragraph answers the exact question asked instead of adding unrequested weather statistics.
Practice bank: six tasks with complete model answers
Attempt each task on paper before opening its model. Time yourself: about 40 minutes per task under exam conditions, untimed when you are studying the method. All names and places in the new tasks are fictional training details, not real-world claims.
Drill C — Part 1 essay (adapted from the book, Set 2)
Task: In your English class you have been discussing the importance of learning new skills. Now your teacher has asked you to write an essay. Learning a new skill can change your life. Do you agree that everyone should continue learning new skills throughout their life? Write about: 1. Employment. 2. Mental health. 3. Your own idea. Write 140–190 words.
New suggested model answer — 155 words (select to reveal)
I strongly agree that everyone should keep learning new skills throughout life, because the benefits reach far beyond the classroom.
Firstly, new skills improve employment prospects. Workplaces change quickly, and workers who can use modern tools or speak an additional language have a clear advantage when applying for jobs. Learning also shows employers that a person is motivated and adaptable.
Secondly, learning supports mental health. Taking up music, sport or a craft gives the mind a break from routine worries and builds confidence with every small success. Many people find that a weekly class becomes the most enjoyable part of their schedule.
Another benefit is stronger social life. Evening courses and clubs bring together people with shared interests, and those contacts often grow into lasting friendships.
In conclusion, continuing to learn helps careers, minds and friendships alike. Whatever our age, picking up one new skill at a time keeps life interesting and full of possibility.
Teaching note: the writer’s own idea (social life) is labelled by position — it arrives as the third body paragraph with another benefit, so the examiner can tick all three notes. Each paragraph follows reason plus concrete detail, never reason alone.
Drill D — Part 2 article (adapted from the book, Set 2, question 3)
Task: You see this announcement on an English-language website: Articles Wanted — What is the best way to stay healthy as a teenager? Share your ideas for eating well, staying active and feeling good mentally. The most helpful articles will be published online. Write your article in 140–190 words.
New suggested model answer — 168 words (select to reveal)
How to Stay Healthy as a Teenager
Staying healthy as a teenager does not require expensive equipment or strict diets. In fact, three small habits can make a remarkable difference.
First, eat sensibly rather than perfectly. A piece of fruit at break time, water instead of sweet drinks, and one proper cooked meal a day will keep your energy steady. Nobody needs to give up treats entirely — balance matters more than bans.
Second, move every day. You do not need to join a gym. A brisk walk with friends, cycling to school, or twenty minutes of football in the park all count. Exercise clears the mind as well as strengthening the body, which helps with homework afterwards.
Finally, protect your sleep and mood. Put the phone away an hour before bed, and talk to someone you trust when worries grow. Rest is not laziness; it is part of staying well.
Start with one habit this week. Small steps, repeated daily, build the healthy teenager you want to be.
Teaching note: article voice throughout — title, direct address (you), numbered practical points, and a closing call to action. The three requested angles (food, activity, mental wellbeing) each get their own paragraph, so Content is complete.
Drill E — Part 2 review (newly written; film and names are fictional)
Task: You see this announcement in a school magazine: Film Reviews Wanted — Have you seen a film that made you think differently about life or relationships? Write a review explaining what it is about and what message it gives. Say whether or not you would recommend it, and why. Write your review in 140–190 words.
New suggested model answer — 150 words (select to reveal)
A Film That Changed How I Think: “The Lighthouse Keeper”
“The Lighthouse Keeper” is a quiet drama about Mara, a young engineer who moves to a remote island to repair its old lighthouse. She expects solitude, but the island’s small community slowly draws her into their routines of fishing, cooking and looking after one another.
The heart of the film is the friendship between Mara and Tomas, an elderly fisherman who teaches her to mend nets and, without lecturing, to mend her hurried attitude to people. Their conversations are simple, yet they carry the film’s message: a successful life is measured in relationships, not achievements.
The photography is beautiful and the ending is hopeful without being sentimental. I would strongly recommend this film to anyone who enjoys character-driven stories. It is gentle, thoughtful and long after the credits you will still be thinking about its question: what really matters?
Teaching note: a review needs storyline in brief, personal evaluation and a recommendation — all three are present, and the recommendation names its audience. Using a fictional film keeps the review honest: at B2 you are marked on language, not on film knowledge, so never invent “facts” about a real work you have not seen.
Drill F — Part 2 report (newly written; figures are fictional training data)
Task: Your teacher has asked you to write a report on the school library. Visit the library, note its strengths and problems, and suggest improvements. Write your report in 140–190 words, using headings.
New suggested model answer — 153 words (select to reveal)
Report on the School Library
Introduction
This report describes the current state of the school library and suggests two improvements.
Strengths
The library holds a wide range of fiction and study guides, and the reading room stays open until six o’clock. Staff members answer questions patiently and help students find materials quickly.
Problems
However, many textbooks are old editions, and there are too few computers for project work. At busy times, students wait in line and lose valuable study time. Weekend opening hours are also short, which affects students who study best on Saturdays.
Recommendations
First, the school should replace the oldest textbooks with current editions. Second, it should add six computers to the project area and extend Saturday opening by two hours. These steps would reduce waiting and raise the quality of independent study.
Conclusion
The library already serves students well. With updated books and more computers, it could serve them excellently.
Teaching note: report layout does half the work — title, headed sections, impersonal findings (there are, students wait), and recommendations with should. Notice the active verbs throughout: the library holds, staff answer, students wait. Do not force every sentence into the passive; use the passive only where the agent genuinely does not matter.
Drill G — Part 2 email (adapted from the book, Set 2, question 4)
Task: You have received this email from your English-speaking friend Thomas: “I need to do a project about different cultures and would love your help. Can you recommend an interesting culture to write about? What should I include in the project?” Write your email in 140–190 words, answering both questions.
New suggested model answer — 152 words (select to reveal)
Hi Thomas,
Thanks for your message! For your project, I suggest writing about Japanese culture — it is fascinating and there is plenty of material available.
You could begin with daily life: food, school routines and festivals such as the spring cherry-blossom celebrations. These topics are colourful and easy for readers to picture. Then add a section on traditions and values, for example respect for elders and care for nature, explaining what each custom means rather than just listing it.
For the presentation itself, include photographs, a short quiz for the class, and a list of your sources at the end. A clear structure with headings will make your project stand out. If you need pictures, I can send you photographs from the Japanese festival I visited last spring — just ask.
Good luck with it! Start early, because good projects take shape slowly. Tell me how the presentation goes.
Best wishes,
Sam
Teaching note: both questions answered in order — recommendation first, then project contents. The suggestions stay practical and invent nothing official: no “the council requires” or “the textbook says”, only the writer’s own workable ideas.
Drill H — Part 1 essay (adapted from the book, Set 6)
Task: In your English class you have been discussing the influence of social media. Now your teacher has asked you to write an essay. Some people say social media helps society, while others say it causes harm. Is social media more helpful or more harmful? Write about: 1. Communication. 2. Mental health. 3. Your own idea. Write 140–190 words.
New suggested model answer — 143 words (select to reveal)
Social media has changed how people live, work and keep in touch. While it offers clear benefits, I believe its harmful effects are greater.
On the positive side, communication has become instant and inexpensive. Families separated by distance can share news daily, and small businesses can reach customers without costly advertising.
However, the effect on mental health is worrying. Many teenagers compare their ordinary lives with edited photographs online and feel inadequate as a result. Constant notifications also interrupt sleep and study, which increases stress rather than relieving it.
Another problem is the spread of false information. Sensational posts travel faster than careful reports, so readers often believe claims that later prove untrue.
In conclusion, social media connects us cheaply, but it damages confidence and distorts the truth. Until users and platforms act more responsibly, its harm will continue to outweigh its help.
Teaching note: a “more harmful” position still treats the other side fairly — the opening concession earns Content and Communicative Achievement together. The writer’s own idea (false information) arrives third, and the conclusion restates the position without introducing new arguments.
Common errors and corrections
Each item shows the faulty version, why it fails, and a corrected version. The fault is always explained — never just marked wrong.
1. Discussing only the two printed notes
Faulty: an essay on lifelong learning that covers employment and mental health, then concludes — with no third idea.
Why it fails: Content requires all the notes and your own idea. Two out of three ideas caps the Content mark whatever the language quality.
Corrected: add a third body paragraph beginning Another benefit is… (see Drill C, paragraph four).
2. Present perfect for a finished past reference
Faulty: By 2018, the old market hall has been rebuilt and the town centre is busy again.
Why it fails: by 2018 closes the time frame in the past, so the present perfect (has been rebuilt) contradicts it. Finished past references need the past perfect or the past simple.
Corrected: By 2018, the old market hall had been rebuilt and the town centre was busy again. A natural past-simple alternative also works: The old market hall reopened in 2018 and the town centre grew busy again.
3. Essay written like a chat message
Faulty: Hey guys, social media is kinda bad tbh, gonna talk about why lol.
Why it fails: the reader is a teacher assessing formal argument; chat openings destroy Communicative Achievement in the first line.
Corrected: Social media has changed how people live, work and keep in touch. While it offers clear benefits, I believe its harmful effects are greater.
4. A memorised introduction that ignores the question
Faulty: opening every essay with Nowadays there are many opinions about this controversial topic which I will discuss — then never naming the topic.
Why it fails: examiners recognise empty frames; worse, the writer often forgets to state any position at all.
Corrected: name the topic and take a position in sentence one or two, as every model above does.
5. Writing 118 — or 240 — words
Faulty: stopping at 118 words because the ideas “felt finished”, or running to 240 words with repeated points.
Why it fails: under-length answers almost always leave required content uncovered; over-length answers multiply error opportunities and usually repeat themselves. The 140–190 band is part of the task.
Corrected: plan three body ideas with one detail each — that shape naturally lands between 143 and 169 words, where all eight models in this article sit.
6. Email that answers only half the friend’s message
Faulty: replying to Sarah with weekend plans but no word about what clothes to pack.
Why it fails: each unanswered question is missing Content, and the friend — like the examiner — notices.
Corrected: mirror the friend’s order with one paragraph per question (see Model B and Drill G).
Independent timed task and self-check
Your task (newly written): In your English class you have been discussing free time. Now your teacher has asked you to write an essay. Free time is essential, but people use it very differently. What is the best way to spend free time? Write about: 1. Rest and relaxation. 2. Hobbies and learning. 3. Your own idea. Write 140–190 words in an appropriate style. Allow yourself 40 minutes: 7 to plan, 25 to write, 8 to count and check.
Planning frame and self-check (select to reveal)
Suggested plan, not a model — the essay itself is yours to write: introduction with your overall answer; one paragraph on rest; one on hobbies and learning; one on your own idea (for example, time with family and friends); conclusion restating your position. Then check: both notes plus your idea? Position clear? 140–190 words counted by hand? One job per paragraph? Linking devices where they genuinely connect? No chat language? Finished past events in past tenses, not present perfect? If every answer is yes, the script is exam-ready.
Study sequence with the book
The book contains 49 complete papers — far more than any candidate needs in one week. Use this four-week rotation alongside it:
- Week 1 — Part 1 foundations. Read the Module Overview and Part 1 guidance. Write the Set 1 and Set 2 essays untimed using the five-step routine; compare each with the book’s sample and with Model A above.
- Week 2 — Part 2 voices. Study the task-type explanations for article, email and review. Write one of each from Sets 3–5; read each aloud to test whether it sounds like its reader’s text.
- Week 3 — Timed pairs. From Sets 6–9, write full Part 1 + Part 2 pairs in 80 minutes. Count every word. Log recurring faults under the six clinic headings.
- Week 4 — Choice and polish. From later sets, practise choosing your Part 2 task in under 3 minutes, then write the report type from Drill F once more — it is the format the sets do not rehearse. Finish with the independent task above under exam timing.
FAQs
How should I split the 1 hour 20 minutes?
The paper does not impose a split, so treat this as a suggestion, not a rule: about 40 minutes per task, each divided into roughly 7 minutes planning, 25 writing and 8 checking. Rehearse your own split on full papers before exam day.
Which Part 2 task should I choose?
The one whose reader you can picture and for which you already hold concrete details. Most candidates score best on the email or article; choose the review only if you can summarise briefly and evaluate personally; attempt the report only when you are comfortable with headings and formal recommendations.
What if my paper includes a set-text question?
Some sessions offer a question based on set texts. Only attempt it if you know the book well; otherwise choose one of the familiar options. The method in this article — reader, purpose, complete content, 140–190 words — applies unchanged.
Are contractions allowed?
Occasional contractions are acceptable in informal emails, but an essay built on don’t, can’t, won’t reads as casual. When unsure, write the full form.
Will this method guarantee a pass?
No method can guarantee a grade or a score. What it can do is remove the avoidable losses — missing notes, wrong tone, length outside the band — which is where most B2 candidates drop their easiest marks.
The matching book
Cambridge B2 First Writing Success by Jobin Thomas (EPUB) contains the full training volume behind this article: a Module Overview explaining the paper, Part 1 and Part 2 strategies, article, email/letter, report and review conventions, and the four marking criteria — followed by 49 complete sample papers, each with a compulsory essay, three Part 2 options and full sample answers. If the method and models above helped, the book gives you the papers to rehearse them on. You can find it here: Cambridge B2 First Writing — Book 1.
Continue your practice with Cambridge B2 First Writing Success
Want more practice? This article introduces the key principles, but Cambridge B2 First Writing Success provides additional practice, worked examples and structured preparation. View the book →
Sources and editorial note
- Official B2 First exam format (paper structure, timing, parts): Cambridge English — B2 First format and the B2 First handbook (PDF). Format facts in this article are paraphrased, not copied.
- Source book (read-only; unmodified): EPUB metadata title “Cambridge B2 First Writing Success”, author Jobin Thomas; Module Overview plus 49 sample papers (opening authentic-format paper and Sets 2–49), each with Part 1 essay, three Part 2 options and sample answers. File verified by hash before reading; no page numbers cited (reflowable EPUB).
- Labels used honestly: the Set 1 essay prompt is an exact excerpt; the Sarah, Thomas, lifelong-learning, health-article and social-media tasks are adapted from the book’s prompts; the lighthouse review, library report and independent essay task are newly written, with fictional names and figures.
- One dating detail in the book’s Set 1 sample (“the recent pandemic”) is flagged in Model A with a timeless alternative; the source file itself is preserved unchanged.