Most B2 First candidates lose marks in Writing Part 2 before they even start writing. They choose the wrong tone, ignore the task type, or write the same generic text for an article, letter, review, and report.
That matters because Cambridge is not only checking your English. It is checking whether you can produce the right kind of text for a specific reader and purpose. If your language is good but your text reads like the wrong genre, your mark drops in Content and Communicative Achievement. This is hard because Spanish school writing often rewards “good language” in general. FCE rewards fit: right format, right tone, right effect.
Why writing Part 2 trips up Spanish speakers
The big problem is transfer from Spanish classroom writing. In Spanish, you can often write in a fairly neutral, academic style and still sound acceptable. In FCE Writing Part 2, that fails. An article needs to engage. An email or letter needs a clear relationship with the reader. A review needs opinion and recommendation. A report needs organisation and factual tone.
Spanish also encourages long introductions and broad statements. Cambridge prefers fast relevance. You need to answer the task directly and keep the reader in mind from line one.
In Spanish: “Voy a hablar sobre las ventajas y desventajas de…” → acceptable school-style opening
In English: “If you’re looking for a place to study, the town library is a great choice” ✓ (direct and reader-focused) / “Our college library has several strengths and a few clear problems” ✓ (clear purpose for a report)
Common error: “I am going to talk about the advantages and disadvantages of our library” ✗ — too flat, too essay-like, weak genre control
Another false pattern: using the same level of formality for every task. Spanish learners often think “formal equals better English”. That is dangerous. A review that sounds like a report is boring. A report that sounds like a message to a friend feels inappropriate.
In Spanish: “Recomiendo esta película porque es muy entretenida” → one neutral style may work in class
In English: “It’s one of those films you talk about for days” ✓ (review: engaging, personal) / “I would recommend screening the film at next year’s festival” ✓ (report: formal, objective purpose)
Common error: “I strongly recommend this film since it was very entertaining and had good actors” ✗ — possible English, but weak for a lively review and too vague for a report
You also get trapped by direct translation of connectors. Spanish writing often tolerates heavy linking: firstly, secondly, on the other hand, in conclusion. In FCE Part 2, that can make your text sound mechanical. Cambridge wants natural organisation, not a list of discourse markers.
So the real skill is not “write well in English”. It is “recognise the text type fast, then control tone, structure, and content”.
Core explanation
Understand the job of each text type
In Writing Part 2, you usually choose one task from several options. The main text types are article, email/letter, review, and report. Each one has a different job.
| Text type | Main purpose | Typical reader | Best tone |
|---|---|---|---|
| Article | Interest, engage, inform | Magazine or website readers | Semi-formal or neutral, lively |
| Email/Letter | Communicate with a person or group | Friend, editor, organiser, teacher | Depends on reader |
| Review | Evaluate and recommend | Readers deciding what to watch, read, visit | Personal, descriptive |
| Report | Describe findings and make suggestions | Teacher, principal, committee | Formal, organised |
If you treat them all like essays, your writing becomes flat.
An article should sound like someone wants to keep reading.
✓ “Why do so many students avoid speaking in class? In my experience, it’s usually fear, not laziness.”
✗ “This article will discuss why students avoid speaking in class.” — too mechanical and predictable
A review needs clear opinion.
✓ “The best thing about the restaurant is the atmosphere: relaxed, friendly, and never too noisy.”
✗ “The restaurant is located in the city centre and has many tables.” — description without evaluation
A report must sound useful and structured.
✓ “This report outlines students’ views on the school canteen and suggests two realistic improvements.”
✗ “I’m writing to tell you what students think about the canteen and what I think should happen.” — too personal for a report
An email or letter depends completely on the reader.
✓ “Thanks for your message. I’d be happy to tell you about the sports centre near my house.”
✗ “I am writing in response to your letter requesting information about the sports centre.” — unnatural if the task is friendly
The first question is always: who are you writing to, and why?
Match tone, register, and structure
The second skill is control of register. That means choosing language that fits the situation. You do not need extreme formality. You need the right level.
Article
Use a clear title. Hook the reader early. Speak directly if it fits. Include opinion and examples.
Typical structure:
- Title
- Intro with hook
- 2 main paragraphs
- Ending with final comment or question
✓ “A summer job can teach you more than a classroom ever could.”
✗ “There are many reasons why summer jobs are beneficial in several different ways.” — vague and lifeless
✓ “So, is volunteering worth your time? If you choose the right project, absolutely.”
✗ “In conclusion, volunteering has pros and cons.” — essay ending, weak impact
Email/Letter
Read the prompt for the relationship. If it is to a friend, sound warm and natural. If it is to a college principal or organiser, be polite and controlled.
Typical structure:
- Opening greeting
- Direct answer to the task
- Organised main points
- Closing line
✓ “Hi Sam, you asked me whether the town festival is worth visiting. Short answer: yes.”
✗ “Dear Sam, I am writing this letter in order to provide you with information concerning the town festival.” — too formal for a friend
✓ “Dear Mr Jenkins, I am writing to suggest two changes to the after-school programme.”
✗ “Hey Mr Jenkins, I just wanted to say the after-school programme needs some changes.” — too casual for a formal message
Review
A review is not a summary. It is an opinion piece with support. You should say what is good, what is not, and who would enjoy it.
Typical structure:
- Strong opening with opinion
- Description of key features
- Pros and cons
- Clear recommendation
✓ “Although the plot is simple, the film works because the two main actors are impossible to forget.”
✗ “The film is about two people who meet in London and then many things happen.” — summary without judgement
✓ “If you like fast-moving stories, you’ll probably love it.”
✗ “I recommend it.” — too short and unsupported
Report
This is the most unfamiliar text type for many Spanish speakers. It needs headings, logical grouping, and objective tone. You can still make recommendations, but they should sound practical.
Typical structure:
- Title
- Introduction
- Headed sections
- Recommendations or conclusion
✓ “Introduction: This report is based on comments from 35 students in Year 11.”
✗ “First of all, I asked some students and now I will explain the results.” — too conversational
✓ “Recommendation: Extending opening hours until 6 p.m. would benefit students who stay for sports practice.”
✗ “I think it would be better if maybe the library stayed open later.” — too personal and uncertain
Build content the Cambridge way
Cambridge uses four main criteria: Content, Communicative Achievement, Organisation, and Language. So your task is broader than grammar.
Content: answer every bullet point
If the task gives you two or three points, cover all of them. Do not replace one with your own favourite idea.
✓ Task asks: describe the place, say what you enjoyed, recommend it or not
✓ You write about all three points
✗ You write a brilliant story about your trip but forget to recommend it
A good trick: underline the action words in the prompt before you start.
Communicative Achievement: sound like the right text
This is where tone and genre matter most.
✓ Review uses opinion, description, recommendation
✗ Review reads like a school essay with no clear audience
✓ Report uses headings and suggestions
✗ Report has no sections and sounds like a personal email
Organisation: make it easy to follow
Use paragraphs with one clear focus. In reports, use headings. In articles and reviews, make the movement natural.
| Weak organisation | Better organisation |
|---|---|
| One long block of text | Clear paragraphing |
| Repeated ideas | One idea per paragraph |
| Connectors everywhere | Natural linking with logic |
| No ending purpose | Final sentence with effect |
✓ “The sports centre is popular for two reasons. First, it’s cheap. Second, it’s open late.”
✗ “The sports centre is popular and many people go there and it is cheap and also it is open late and there are many activities.” — no control
Language: range, but useful range
You do not need to sound like a professor. You need enough vocabulary and grammar to express purpose clearly.
For articles and reviews, useful language includes:
- rhetorical questions
- strong adjectives
- contrast markers
- recommendation phrases
For reports and formal emails:
- passive structures
- impersonal phrases
- suggestion language
- cautious recommendations
✓ “One possible solution would be to create a quiet study area.”
✗ “You should definitely make a quiet study area immediately.” — too direct for many report tasks
✓ “What makes this app different from the others?”
✗ “This app is different from the others for several reasons that I will mention below.” — clunky article style
The safest method is simple:
- identify the text type
- identify the reader
- plan 3 or 4 paragraph purposes
- choose tone before vocabulary
If you do that, your writing already looks more like B2 First writing and less like translated school composition.
Where this appears in the exam
In B2 First, Writing Part 2 gives you one compulsory essay in Part 1, then a choice of tasks in Part 2. This section is about that second part. If you need the full exam picture, see what is FCE B2 First.
The question usually gives you a short context, a target reader, and bullet points to include. Your job is not just to write accurately. Your job is to produce the right genre under exam pressure.
Article
The prompt often mentions an English-language magazine, website, or newsletter. Cambridge wants a text that feels readable and interesting, not academic.
The trap: writing an essay instead of an article. Candidates often start with generic introductions and never engage the reader.
Mini-example:
“You see this notice in your school English-language magazine. Write an article answering the questions: What makes a good teacher? What advice would you give to new teachers?”
A strong start: “Most students forget the grammar their teachers explain. They never forget how those teachers made them feel.”
Email or letter
The prompt gives you a person or organisation and a reason to write. The relationship controls the tone.
The trap: using the wrong register. Many candidates write to a friend as if they were writing to a manager, or write to a principal as if they were texting.
Mini-example:
“You have received an email from an English friend who is planning to visit your town. Write an email telling them what to do and where to stay.”
A strong opening: “It’s great that you’re coming here in August. That’s actually the best time to visit.”
Review
The prompt asks for a review of a film, book, restaurant, app, concert, or place. Cambridge wants evaluation plus recommendation.
The trap: retelling the plot or describing the place without judging it. A review without opinion is not really a review.
Mini-example:
“Write a review of a TV series you have enjoyed. Say what it is about and why you would recommend it.”
A strong line: “I started watching it for the story, but stayed for the characters.”
Report
This task usually appears less often, but it causes the most confusion. The prompt gives you a practical situation, often in a school or club context, and asks for findings and suggestions.
The trap: writing an email or essay with no headings and too much personal opinion.
Mini-example:
“Your teacher has asked you to write a report on the school library, explaining what students like about it and suggesting improvements.”
A strong structure:
- Introduction
- What students like
- Problems
- Recommendations
If you want a broader strategy for task choice and timing, read how to prepare for B2 First and how to write essay FCE writing. Part 2 rewards fast recognition. If you recognise the genre in 10 seconds, the rest gets much easier.
Worked examples step by step
Situation: You must write an article for your school website about whether teenagers should have part-time jobs.
✗ “I am going to discuss the advantages and disadvantages of teenagers having part-time jobs.” — Spanish school-style opening; too essay-like for an article.
✓ “A part-time job can mean less free time, but it can also teach you lessons school never will.” — stronger hook, clear viewpoint, article tone.
Why Spanish speakers choose the wrong one: because neutral academic openings often sound acceptable in class. In FCE, this sounds flat and generic.
Situation: You write to an English friend who asked about a good place to eat in your town.
✗ “Dear Tom, I am writing to recommend a restaurant in my town which I consider highly satisfactory.” — far too formal for a friend.
✓ “Hi Tom, if you want to eat somewhere good without spending too much, try Mario’s near the station.” — natural, direct, relationship fits.
Why the wrong one happens: many learners think formal language sounds more advanced. Sometimes it just sounds unnatural.
Situation: You need to write a review of a film for a college magazine.
✗ “The film is about a family. First, they live in a small town. Then they move to the city. After that, many events happen.” — this is summary, not review.
✓ “What makes the film worth watching isn’t the story itself, but the way the family relationships feel real from the start.” — evaluation first, then support.
Why the wrong one happens: Spanish learners often believe they must “explain what happens”. Cambridge wants opinion and recommendation.
Situation: You write a report for your teacher about the school gym.
✗ “I think the gym is quite good and students like it a lot, but personally I believe there should be more machines because sometimes it is crowded.” — too personal, no structure.
✓ “Introduction: This report summarises student opinions on the school gym. Facilities: Students appreciate the modern equipment. Problems: The gym is often overcrowded after classes. Recommendation: A booking system should be introduced.” — formal, clear, useful.
Why the wrong one happens: Spanish writing often allows long flowing paragraphs. Reports need visible structure.
A pattern appears in all four examples:
- wrong answer = translated school writing
- correct answer = reader-focused genre writing
When you check your own text, ask:
- Does the opening sound like the right text type?
- Is the tone right for this reader?
- Am I informing, persuading, evaluating, or reporting in the expected way?
If one of those answers is no, fix that before you worry about fancy grammar. Genre errors cost marks fast.
Exercise: test yourself
Fill each gap with the best option for the task type and tone.
- Article opening: ”________ you really learn from working in a café after school?”
- Friendly email: “Hi Anna, ________ for your message. I’m glad you’re coming to my town.”
- Review ending: “If you enjoy mystery stories, this is a series you ________ miss.”
- Report recommendation: “A second study room ________ be created for students who need a quiet space.”
- Formal email opening: “Dear Ms Green, I am writing ________ suggest changes to the school website.”
Answers:
- What can — an article often uses a question to engage the reader directly.
- thanks — natural and friendly; “I am writing to thank you” would sound too formal here.
- shouldn’t — reviews often end with a clear recommendation to the reader.
- should — reports use practical recommendation language; direct but still appropriate.
- to — “I am writing to suggest…” is the standard formal structure.
If these felt harder than they look, that is normal. The hard part is not grammar alone. It is choosing grammar that matches genre. For more targeted writing practice, try lingaly.
FAQ
How do I choose the best option in Writing Part 2?
Choose the task whose genre you control best, not the topic you like most. If you can organise a review or email naturally, that is often safer than choosing a report just because the topic looks familiar. You can practise all the task types here: practice B2 First Writing.
Do I need headings in every Part 2 task?
No. Headings are mainly useful for reports, and sometimes they can work in articles if the style fits. In emails, letters, and most reviews, normal paragraphing is enough and usually better.
Is a very formal style safer for higher marks?
No. Wrong formality loses marks. A friendly email should sound friendly, and a review should sound alive, not bureaucratic. Safer means appropriate, not more formal.