Problem: many B2 First candidates write grammatically correct answers that still score modestly — the review reads like an essay, the article never speaks to its reader, or the friendly email opens with “Moreover”. Answer in brief: Part 1 always wants a neutral opinion essay (both notes plus your own idea, 140–190 words); Part 2 wants one of three different outfits for your English — a lively review, a helpful article or a warm email — each cut for its reader and purpose, also 140–190 words. Give each answer about 40 minutes of the paper’s 1 hour 20 minutes, plan before you write, and check every script against Content, Communicative Achievement, Organisation and Language. This guide teaches that register-first method with one exact book model and seven new models, all grounded in Cambridge B2 First Writing Made Simple (Jobin Thomas).
Learning outcomes
By the end of this article you will be able to: plan a Part 1 essay that covers both printed notes plus your own third idea; write a review, an article and an email that each sound like their text type rather than like each other; hold every answer inside 140–190 words; divide 1 hour 20 minutes across two answers with checking time kept back; and correct the six faults in the clinic below, including tense choice for finished past events.
- State a clear opinion in a Part 1 essay and support each of the three ideas with a reason and a concrete detail.
- Switch register on demand: lively evaluation for reviews, direct helpful address for articles, warm point-by-point reply for emails.
- Produce full answers of 140–190 words (every model below states its exact count) under timed conditions.
- Check your own scripts for content coverage, paragraph organisation and finished-past tense accuracy before you stop.
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 40-minutes-per-task split used in this article is a suggested routine, not an official rule.
The source book, Cambridge B2 First Writing Made Simple (Jobin Thomas, EPUB metadata title; file “2 B2 first writing.epub”), trains exactly this paper. After an introduction covering the B2 First qualification, the Writing paper shape (80 minutes, two tasks, 140–190 words, 20% weighting) and the conventions of essay, article, email/letter, review and report, it provides 50 complete sample papers — Sets 1–50 — each with one compulsory essay (question 1), three Part 2 options (question 2 review, question 3 article, question 4 email) and full sample answers. Every set keeps the same three Part 2 options, which makes the book systematic training for the three most common choices.
One correction before you practise
Read the book’s rubric lines as author advice, not exam rules. Set 4 adds “Answers below 165 or above 200 words may be penalised” and Set 7 suggests an “ideal range” of 170–190. The official requirement, stated in every Part 1 and Part 2 rubric in the book itself, is 140–190 words — and Cambridge assesses overlong or underlength answers through the marking criteria rather than a word-count penalty rule of the kind the Set 4 line implies. Aim for the middle of the official band (roughly 155–180 words): safely inside the limits with room to develop each point. Similarly, the book’s Set 1 sample essay is labelled “Word count: 170” although a direct count of its words is a little lower; both figures sit inside 140–190, so the label changes nothing (the sample is reproduced below with normalised apostrophes and counts 158 words as rendered) — it is noted here only so every count in this article can be trusted.
Part 1: the compulsory essay, planned on an opinion spine
Every Part 1 prompt in the book uses the same frame: a classroom discussion topic, an essay question, and notes naming two ideas plus your own third idea. Build each essay on an opinion spine — position, then three supported ideas, then restated position — using this routine:
- Declare your position in the first two sentences (2 minutes). Examiners award Content marks for a clear relevant opinion, not for balancing both sides equally. Decide before you plan the body.
- Give each idea its own paragraph (3 minutes). Plan five short paragraphs: introduction, note 1 with a reason and a detail, note 2 with a reason and a detail, your own idea with a reason and a detail, conclusion. An essay that discusses only the two printed notes has left out a compulsory part of the task.
- Write neutrally and link sparingly (25 minutes). Full sentences, no slang, no texting shortcuts, and a small set of connectors used where they genuinely join ideas: firstly, secondly, however, although, moreover, as a result, in conclusion.
- Count and check (5–8 minutes). Roughly count your words against 140–190, confirm each note appears, and reread verbs for tense and agreement.
Model A — Part 1 essay (exact book sample, Set 1)
Exact excerpt of the task, Set 1, Part 1: In your English class, you have been talking about the influence of advertising. Now your teacher has asked you to write an essay. Do advertisements have a positive or negative effect on people? Write about: 1. The influence on people’s spending habits. 2. Advertising aimed at children. 3. Your own idea. Write 140–190 words.
Exact book sample answer — essay, 158 words (select to reveal)
Advertising has become a major part of our daily lives, and its impact is both powerful and controversial. In my opinion, advertising mostly has a negative effect on people.
Firstly, advertisements strongly influence how people spend their money. Many ads encourage consumers to buy things they don’t really need by using emotional messages, attractive images, or celebrity endorsements. This can lead to unnecessary spending and financial stress.
Secondly, advertising aimed at children is particularly harmful. Young people are easily influenced, and advertisements often promote unhealthy food, expensive toys, or unrealistic lifestyles. Children may pressure their parents or develop poor spending habits from an early age.
Another issue is the way advertisements create false needs. They often make people feel unhappy with what they have, leading to constant desire for more.
In conclusion, although advertising can be useful for learning about new products, its overall influence tends to be negative, especially when it manipulates emotions or targets vulnerable groups.
Why this works — kept separate from the answer: Content — the position is declared in sentence two, both notes get a full paragraph each, and the writer’s own idea (false needs) arrives as the third body paragraph. Communicative Achievement — consistently neutral essay style for a teacher reader. Organisation — five paragraphs with one job each, joined by firstly, secondly, another, in conclusion, although. Language — reason plus concrete detail in every paragraph (celebrity endorsements, unhealthy food, constant desire for more), so nothing reads as a slogan. Note the tenses: present simple for general truths (“advertisements often promote”), past simple for finished events — the pattern the clinic below protects.
Part 2: one reader, one outfit — register across the three types
In every set of this book, question 2 is a review, question 3 an article and question 4 an email. Choose the task whose reader you can picture and whose details you already own — two or three concrete names, scenes or habits fill 140–190 words honestly. Never change task halfway: a review that turns into an article fails both. The table below is the whole method on one card; the three worked models that follow show each outfit being worn.
| Type | Reader and purpose | Sound and shape |
|---|---|---|
| Review | Magazine readers deciding what to watch, read or visit | Lively title; brief storyline; honest evaluation; clear recommendation with its audience |
| Article | Website readers wanting ideas and advice | Engaging title; direct address to the reader; practical numbered points; strong closing line |
| A named friend who asked specific questions | Greeting; warm opening; every question answered in the order asked; friendly sign-off with a name |
The email rule candidates forget most often: answer every question the friend asked, in the same order they asked them. The book’s samples sign off with “[Your Name]” — in the exam, write an ordinary name instead; a bracketed placeholder is a study-book convention, not an exam answer.
Worked models: review, article and email
Each task below gives you the complete input first, then a full new suggested model inside the reveal box, then teaching commentary kept separate from the answer itself. Every model states its exact word count — all sit inside 140–190.
Model B — Part 2 review (adapted from the book, Set 4, question 2)
Adapted task (same situation and questions as the book): You see this announcement in a youth culture magazine: Have you recently attended a concert, theatre show or event that was unforgettable? Write a review describing what happened and explaining why you would or wouldn’t recommend it. Write your review in 140–190 words.
New suggested model answer — review, 163 words (select to reveal)
Harbour Lights: The Festival I Will Never Forget
Last August, I attended the Harbour Lights music festival in my town, and it was without doubt the most enjoyable event of my year. The festival took place in a riverside park, with two small stages, food stalls and room for about five thousand people.
What made the evening special was the atmosphere rather than any single performance. Local bands played short sets while families sat on blankets and children danced near the stage. Between acts, the organisers told stories about the town’s fishing history, which gave the whole event a warm community feeling.
The sound quality was excellent, the tickets were cheap, and everything finished on time, so even people who dislike crowds would feel comfortable there.
I would strongly recommend this festival to anyone who enjoys live music without stress. It was friendly, well organised and full of moments I still think about. If it returns next summer, I will certainly be there.
Why this works — kept separate from the answer: Content — what happened and a recommendation are both present, with reasons. Communicative Achievement — review voice throughout: title, evaluation adjectives, direct recommendation naming its audience. Organisation — one paragraph per job (setting, highlight, practical judgement, verdict). Language — finished past events in past simple (“took place”, “played”, “told”), which is the tense the clinic protects; active verbs carry the events rather than a chain of passives.
Model C — Part 2 article (adapted from the book, Set 4, question 3)
Adapted task (same situation and questions as the book): You see this announcement on a student blog: Articles Wanted! What’s the best advice you’ve ever received from a teacher, coach, or parent? Explain how it helped you and why it still matters today. Write your article in 140–190 words.
New suggested model answer — article, 155 words (select to reveal)
The Advice That Still Guides Me
Have you ever received advice that changed how you study? The best guidance I ever got came from my geography teacher, who told me to prepare a little every day instead of panicking before exams.
At first, I doubted her method. Twenty minutes of review each evening sounded too small to matter. Within a month, however, the results were obvious. Facts stayed in my memory without late-night memorising, homework took less time, and I entered tests feeling calm rather than frightened.
The deeper lesson was about habits, not geography. Small regular actions beat occasional heroic efforts, whether you are learning vocabulary, training for a race or saving money. My teacher’s sentence taught me to trust steady routines.
That advice still matters today because student life keeps getting busier. If you feel overwhelmed, try the twenty-minute rule this week. Start small, repeat daily, and watch the pressure fade.
Why this works — kept separate from the answer: Content — the advice, its effect and its lasting value are all covered. Communicative Achievement — article voice: title, a question opening to the reader, direct address (you), practical takeaway, closing call to action. Organisation — four paragraphs moving from hook to story to lesson to advice. Language — time contrasts handled cleanly (“At first” with past simple, “still matters today” with present simple), each matched to its own time frame.
Model D — Part 2 email (exact task from the book, Set 4, question 4)
Exact excerpt of the task, Set 4, Part 4: You have received this email from your English-speaking friend Olivia: “I have to give a short presentation in English next week, and I’m really nervous. How did you improve your public speaking? Do you have any tips to stay calm?” Write your email in 140–190 words.
New suggested model answer — email, 154 words (select to reveal)
Hi Olivia,
Thanks for your email. I completely understand how you feel, because giving my first class presentation made me nervous too.
What helped me most was preparation. I practised my talk several times, first silently and then aloud, and I recorded myself once to check my speed. Knowing the material well made me feel far more confident on the day.
For staying calm, slow breathing genuinely works. Before you begin, breathe in slowly three times and smile at the audience. During the talk, speak a little slower than normal and pause between points. Nobody minds short silences, and they give you time to think.
If possible, rehearse once in front of a friend or a mirror. You will be surprised how quickly it starts feeling natural. Most audiences want you to succeed, so they listen kindly.
You will do really well, I am sure. Let me know how it goes!
Best wishes,
Daniel
Why this works — kept separate from the answer: Content — both of Olivia’s questions are answered in her order (how I improved, then calming tips). Communicative Achievement — warm informal email throughout: greeting, sympathy, encouragement, sign-off with an ordinary name. Organisation — one paragraph per job, so the examiner can tick each answer. Language — friendly softeners (genuinely, a little, once) instead of bare orders, keeping advice kind rather than bossy.
Practice bank: four further tasks with full models
Attempt each task on paper before opening its model — about 40 minutes per task under exam conditions, untimed while you are studying the method. All names, places and events in the new tasks are fictional training details, not real-world claims.
Drill E — Part 1 essay (adapted from the book, Set 3)
Task: In your English class you have been talking about the importance of travelling. Now your teacher has asked you to write an essay. Is travelling the best way to learn about the world? Write about: 1. Meeting new people. 2. Learning about different cultures. 3. Your own idea. Write 140–190 words.
New suggested model answer — 155 words (select to reveal)
Travelling is often called the best education, and I largely agree that it teaches things no classroom can provide.
Firstly, travel brings meetings with new people that change how we think. A conversation with a market seller, a fellow passenger or a host family can challenge assumptions we did not know we had. Those personal encounters build tolerance far better than reading about it.
Secondly, different cultures become real through direct experience. Tasting unfamiliar food, hearing another language in daily life and watching local festivals show how other people actually live, rather than how films suggest they live.
Another advantage is independence. Planning routes, solving problems and managing money on a trip develop confidence that stays useful long after returning home.
In conclusion, although books and videos also teach us about the world, travelling combines people, culture and independence in one experience. For learning about the world, few methods compete with going to see it.
Teaching note: the writer partly agrees rather than fully — “largely agree” plus one honest concession (“although books and videos also teach”) reads as a real opinion, not fence-sitting, because the position stays clear throughout. Your own idea (independence) again arrives third, clearly marked by another advantage.
Drill F — Part 2 review (adapted from the book, Set 5, question 2)
Task: You see this announcement in a school magazine: Have you seen a film that made you think differently about life or people? Write a review describing the film and explaining why it changed your perspective. Write your review in 140–190 words.
New suggested model answer — 158 words; film and names are fictional (select to reveal)
A Film That Made Me Think: “The Night Bus”
“The Night Bus” is a gentle drama about Lena, a nurse who works the late shift and rides the same bus home every night. She barely notices her fellow passengers until one winter evening, when a cancelled service forces them all to wait together, and their conversations slowly turn strangers into friends.
What changed my perspective was the film’s quiet message. Nobody on that bus has an extraordinary life, yet each person carries worries and kindness the others cannot see. It reminded me how quickly I judge people I know nothing about.
The acting feels natural and the ending is hopeful without being sentimental. I would recommend this film to anyone who enjoys character-driven stories rather than action. It is the kind of film that stays with you, and it certainly made my own bus journeys more interesting. Watch it when you want something thoughtful rather than loud.
Teaching note: a review of a fictional film is honest exam practice: you are marked on language, not film knowledge, so never invent “facts” about a real work you have not seen. Storyline in brief, personal evaluation, recommendation with its audience — the same three beats as Model B, in different clothes.
Drill G — Part 2 article (adapted from the book, Set 5, question 3)
Task: You see this announcement on an educational blog: Articles Wanted! What are the most common distractions for students — and how can they avoid them? Share your thoughts and advice. Write your article in 140–190 words.
New suggested model answer — 161 words (select to reveal)
Distractions: How to Take Back Your Study Time
Most students do not lack motivation; they lack protection from distractions. The three worst thieves of study time are constant messages, background noise and the myth of multitasking.
First, silence your phone or leave it in another room. Messages feel urgent but almost none of them are. Checking your phone once per hour, instead of every few minutes, can return an hour of focus every evening.
Second, choose your sound deliberately. Some students work well with quiet instrumental music, but songs with lyrics compete with the words you are reading. When in doubt, choose silence.
Finally, stop multitasking. Your brain switches between tasks rather than doing them together, so each switch costs time. Study one subject for twenty-five minutes, take a five-minute break, then continue.
Try this system for one week. You will be surprised how much calmer studying feels when you control the distractions instead of letting them control you.
Teaching note: compare this article’s voice with Model C’s — same direct address and closing call to action, different topic and structure (a counted list of three rather than a story). Examiners reward that flexibility: article shape follows content, while the reader-relationship stays constant.
Drill H — Part 2 email (adapted from the book, Set 5, question 4)
Task: You have received this email from your English-speaking friend Ethan: “I’ve just moved to a new school, and I don’t know anyone. What are some good ways to meet people and make friends quickly?” Write your email in 140–190 words.
New suggested model answer — 156 words (select to reveal)
Hi Ethan,
Thanks for your email. Moving schools is stressful, but the first weeks are actually the easiest time to make friends, because everyone expects new faces.
The fastest way is joining one club or team immediately. Football, drama, music — choose whatever you enjoy, since shared activities give you something to talk about without awkward small talk. I joined the photography club when I moved, and within two weeks I knew half the members.
Second, say yes to small invitations. If classmates invite you to sit with them or walk home together, accept even when you feel shy. Most friendships start from one ordinary afternoon, not from big events.
Finally, be patient with yourself. Good friends take a few weeks, and that is completely normal. Everyone in your class was new once, so most people will understand.
Let me know how the first week goes. I am sure you will settle in quickly!
Best wishes,
Daniel
Teaching note: Ethan asked one question, so the answer gives three ordered suggestions under one warm roof — greeting, sympathy, numbered advice in plain words (first, second, finally rather than essay connectors), encouragement, sign-off. An email that opens with “Moreover” would fail Communicative Achievement no matter how accurate its grammar.
Error clinic: six faults and their fixes
Each fault below is a newly written illustration of a mistake candidates really make — not a quotation from the book, which is generally clean on these points. Read the faulty version, understand why it fails, then study the fix.
- Present perfect for a finished past reference. Faulty: “By 2020, the town has been transformed by the new railway.” The year 2020 is a closed past frame, so the present perfect (“has been”) reaches wrongly into the present. Fixed: “By 2020, the town had been transformed by the new railway.” Use the past perfect (or plain past simple) for events completed before a finished past moment; keep the present perfect for time that continues to now.
- Discussing only the two printed notes. Faulty Part 1 plans cover note 1 and note 2 beautifully and forget the writer’s own idea. The fix is structural: always plan five paragraphs and write your own idea third, so Content is complete by design rather than by luck.
- Review written like an essay. Faulty: a review that opens “This essay will discuss the film” and never gives a recommendation. Fixed: title, brief storyline, evaluation, and a recommendation that names its audience (“anyone who enjoys character-driven stories”). The examiner checks you know what a review is for.
- Email that answers only half the message. Faulty: replying to Olivia’s presentation nerves with general study tips and no calming advice. Fixed: list the friend’s questions first, then answer each in the order asked — tick them off as you check.
- A memorised introduction that ignores the question. Faulty: “Nowadays, with the development of society, every coin has two sides…” pasted onto any essay. Fixed: one sentence locating the topic plus one sentence stating your position, both using words from the actual question.
- Passive throughout, even where events need actors. Faulty: “The concert was attended by us. The songs were enjoyed. The wristbands were worn.” Fixed with natural active verbs: “We attended the concert. We enjoyed every song. Everyone wore a glowing wristband.” Passive has its uses, but a review of events needs people doing things — active intransitive and transitive verbs carry the story.
Independent timed task and self-check
Task (adapted from the book, Set 7): In your English class you have been talking about how people can protect the environment. Now your teacher has asked you to write an essay. What are the most effective ways individuals can help protect the environment? Write about: 1. Reducing plastic waste. 2. Using public transport. 3. Your own idea. Write 140–190 words in 40 minutes, then stop and check.
Self-check before you call it done: both notes plus your own idea each have a paragraph; your position appears in the introduction and conclusion; every finished past event uses past simple or past perfect, never present perfect; total 140–190 words; at least one reason and one concrete detail per idea; no memorised phrases that could fit any question.
Study sequence with the book’s 50 sets
Use this article’s method as the operating system and the book’s 50 sets as the training ground. Week 1: study Models A–D above, then write Sets 1–3 untimed with the checklists beside you. Week 2: alternate one essay with one Part 2 task from Sets 4–8, timing each at 40 minutes and counting every word. Week 3: sit full 80-minute pairs from Sets 9–14 (one Part 1 plus one Part 2), choosing the Part 2 task in under 3 minutes. Thereafter, work through the remaining sets in order, keeping an error log from the clinic above — when a fault stops appearing for three scripts in a row, it is fixed.
FAQs
How should I split the 1 hour 20 minutes? About 40 minutes per answer works for most candidates: roughly 5 minutes planning, 25–28 writing, 5–8 checking and counting. Adjust to your own pace, but never skip the checking minutes — that is where word count and tense faults get caught.
Which Part 2 task should I choose? The one whose reader you can picture and whose details you already have. In this book the choice is always review, article or email; on exam day read the actual options before deciding, since the available types can vary.
Is 170–190 words safer than 140–150? Not automatically. Both ends of 140–190 are acceptable; a complete 150-word answer beats an underdeveloped 185-word one. Aim for the middle (about 155–180) so every point gets a reason and a detail.
Can I use contractions in the essay? A few natural ones are acceptable at B2, but a neutral essay should not sound chatty. Save your most informal language for the email, keep the article friendly-neutral, and keep the essay formal enough for a teacher reader.
What if I run out of things to say at 120 words? You are missing concrete details, not English. Add one example, one number-free illustration or one brief personal experience per paragraph — two or three details honestly fill the gap without padding.
Does the book contain report tasks? The introduction explains the report format, but all 50 sets offer review, article and email as the Part 2 choice. Practise the three offered types with the book, and study the report conventions in the introduction separately in case your exam session offers one.
The matching book
Cambridge B2 First Writing Made Simple (Jobin Thomas) is the practice book this article is built on: 50 complete Writing papers, each with a compulsory essay, three Part 2 options and full sample answers, after an introduction that explains the paper shape and each text type. If the register-first method above makes sense to you, the book gives you the volume of exam-shaped practice needed to turn it into habit. You can find it here: Cambridge B2 First Writing — Book 2.
Take this further with Cambridge B2 First Writing Made Simple
If this guide helped, Cambridge B2 First Writing Made Simple gives you the full training volume behind it: more practice, worked examples and step-by-step preparation. Get the book →
Sources and editorial note
Exam facts in this article (1 hour 20 minutes; two parts; 140–190 words per answer; Content, Communicative Achievement, Organisation and Language) are paraphrased from the official B2 First format page and the B2 First handbook (PDF), both published by Cambridge English and checked in September 2026. Source-book details (exact title Cambridge B2 First Writing Made Simple, 50 sets, question types and the Set 1 advertising essay and Set 4 Olivia email prompts) were verified by direct read-only extraction from the EPUB in September 2026; the source file is preserved unchanged. The Set 4 word-count rubric line and the Set 1 “170 words” label are reported and corrected transparently above. No score guarantees are made, and fictional names, places and events in new models are training details, not real-world claims.