Get the Facts! FCE writing assessment criteria for you to master your B2 First writing tasks. Improve by using the B2 writing rubric to your advantage. Cambridge B2 and C1 writing are marked in a similar way, this article and FAQ deal with the B2 Writing Rubric.
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How your assignments are scored is arguably one of the most challenging aspects of B2 First Writing. Students frequently ask their teachers about this, but it’s tough for them to explain everything in a minute or two in a lesson dedicated to writing improvement. So, I decided to write everything down for you. This way, you’ll have all the knowledge you need, and you’ll be able to come back to this site anytime you want to learn more about how to make your FCE texts achieve higher grades.
B2 First Writing Part 1 Quiz: Know All The Answers?
Four Key Factors
There are four key factors that examiners use to grade your writing:
1/ Content – answering the question completely and relevantly
2/ Communicative Achievement – following conventions of the task, using the correct tone, informal, semi-formal or formal English, clear ideas with little confusion.
3/ Organisation – using logical paragraphing, cohesion, coherence and referencing
4/ Language – vocabulary and grammar
The full B2 First writing assessment scales can be downloaded here.
B2 First Writing Rubric
The scales are all marked out of 5, so when you practice you will get a score between 0 and 20 for each text. There are two texts, so the total mark will be from 0 to 40.
But how does that relate to the scores you see of 160 to 180 that you see on the certificates? Examiners have their own marking system, while we need to use this marking rubric which is available to the public. Fortunately, there Cambridge have provided conversion charts so you can compare your practice scores to the real results you need to pass.
Now, we need to go into greater detail since the four assessment scales for B2 First examine varied and particular areas of your writing ability. You will only receive good grades if you can demonstrate a high level in all four, so let’s look at each scale in detail.
B2 First Writing Part 2 Quiz: Know All The Answers?
Content
It is essential that you review the Content scale in order to fully understand how it works. For this category, the examiner wants to see if you have completed the assignment, answered it thoroughly and fully informed your reader.
Example:
You must answer this question. Write your answer in 140-190 words in an appropriate style.
In your English class you have been talking about the importance of money in the modern world. Now your English teacher has asked you to write an essay.
Write an essay using all the notes and give reasons for your point of view.
Some people say you don’t need much money to be happy. What do you think?
Notes
Write about:
1. when money is necessary
2. having the latest gadgets
3. …………(your own idea)
This is a typical FCE Writing Task 1 essay question. As with essay questions in most English tests, the question actually tells you what to do. All you need to do is to know how to look for the clues.
The main question is in the box on the left-hand side.
As you are told, you need to write about all three points: having a parent as a teacher, making friends and your own idea. You MUST be able to have an idea of your own.
You must also give your opinion about whether being taught at home rather than at school is a good or bad thing for the children.
It is essential that you support these points and your opinion with reasons and examples in your answer.
Forgetting about one of these points will reduce your score for your writing test, so practice and get an experienced teacher to mark your papers and give you detailed feedback on what you are doing right and wrong.
To sum up, the vast majority of B2 First Task 1 essays have the same format, so if you practice following the instructions the task gives you, you should have no problems here. Again, corrections and feedback from an experienced teacher will not only improve your writing, but it will also improve your confidence and therefore your score.
Communicative Achievement
Although it isn’t always obvious, all of the elements required to effectively convey your thoughts are included in this scale. Have you decided on the most appropriate register (formal, neutral, or informal)? Have you been able to clearly explain your thoughts? Is your writing hard to follow or have you managed to keep the reader’s attention?
It is essential that you know who is going to read what you have written. In task 1, it is usually a teacher of some kind, while in Task 2, it could be anybody from a friend to a local government official or sports fan to a TV producer as you can see from the following examples.
In the first example about writing an letter to your British friend, you should write in informal conversational English as if you are speaking directly to your friend, while in the second, it should be in formal English because you are writing a report for your school, so a teacher or even the headmaster will read it. Imagine if you swapped the two! It would be really boring to read a letter in formal English, and any report that wasn’t formal would probably be instantly rejected!
Another thing to think about before you start writing is the difference between each type of writing task. A proposal, a review, a letter or email or an article. Which are you in need of a title? Which need subheadings, an introduction/conclusion, a greeting, and/or a salutation? What are the differences in how you would greet a friend or an official? These are all important questions to ask yourself, and the answers will only come to you quickly and easily if you practice.
Your ability to clearly explain your thoughts and keep the reader’s attention is assessed in Communicative Achievement. When you proofread, you should get the impression that your ideas are clear and easy to follow even for someone who is unfamiliar with the subject.
In conclusion, Communicative Achievement assesses if you use the correct layout for the task, the correct tone as well as how successfully you express your ideas.
Organisation
Organisation is more constant across the question types. This marks how you paragraph your answer, how well you use coherence and cohesion as well as referencing. Let’s talk more about each one.
Paragraphing
In an essay for B2 First, there should be an introduction, a short body paragraph for each point and a conclusion. This is more or less the same for each format, but there are slight differences. I plan to write another more detailed post about paragraphing so I don’t want to go into too much detail here, except to say this. If you don’t write a conclusion to an essay, it is considered unfinished. Even if you leave the last body paragraph incomplete and write a rough conclusion, it will get you a higher score than finishing the body paragraph.
Coherence
This is the flow of your ideas, which is best done in the planning stage. If the reader is told about two choices A and B in the introduction, then the first body paragraph should be about a and the second about B. If they are then compared at some point A is compared to B, not B to A. Paragraph topic sentences also create coherence because they show the reader what is coming in this paragraph.
| Good Coherence | Poor Coherence |
| Many students struggle with time management during the writing test, but by practicing regularly, they can improve their speed and accuracy. Additionally, using linking words such as however and therefore helps to connect ideas and make the text easier to follow. For example, in an essay about technology, you might discuss both its advantages and disadvantages, ensuring each point is clearly explained and logically connected to the next. | Many students struggle with time management during the writing test. Linking words help connect ideas. For example, technology has many advantages and disadvantages. Writing an essay requires planning. Use examples in your writing. Therefore, you should think carefully. The exam is stressful. Essays need ideas. Technology can be helpful and dangerous. |
Cohesion
This is the flow of your English rather than your ideas and can be done by using cohesive devices such as Furthermore, firstly, secondly, finally, however, in reality, in conclusion, and so on. These should be used when linking ideas in sentences or paragraphs to create a flow so the text is one part rather than a collection of smaller parts.
| Good Cohesion | Poor Cohesion |
| Essay Example: Studying abroad offers students the chance to gain a global perspective. This experience not only enhances their academic knowledge but also improves their cultural awareness. As a result, graduates often find themselves better prepared for the challenges of a globalized world. Report Example: The survey revealed that 75% of participants preferred online shopping. Moreover, many cited convenience as the primary reason for their preference. Consequently, businesses are increasingly focusing on improving their e-commerce platforms. | Essay Example: Studying abroad gives students many opportunities. The weather in other countries is nice. It is important to learn about different cultures. People can meet new friends. Report Example: The survey showed 75% of participants like online shopping. Businesses focus on e-commerce. Many reasons for shopping online. It is important for companies to adapt. |
Referencing
This means using words such as they, their, these, that, and so on to keep referring back to people or things in previous sentences. This acts as glue to bind sentences and paragraphs together. Be careful not to refer to something to far back, or it will create confusion rather than cohesion.
| Good Referencing | Poor Referencing |
| Many students find writing essays challenging because it requires a clear structure. This structure includes an introduction, body paragraphs, and a conclusion, each with its specific purpose. Learning a new language can be difficult, especially when it comes to mastering grammar. For instance, English tenses often confuse learners due to their complexity. Tourism has both positive and negative effects on local economies. On the one hand, it creates jobs, while on the other, it can lead to environmental damage. | Many students find writing essays challenging because it requires a clear structure. Writing well is important, and grammar is difficult too. Learning a new language can be difficult. English grammar is confusing, and learners often struggle with it. Tourism has both positive and negative effects. This helps local businesses but can also cause problems. |
As far as the different question types are concerned, you should practice so you know both what is expected of you and how to achieve it.
When everything is said and done, Organisation assesses your ability to write your task in a logical manner, with paragraphs separating important ideas and linking devices connecting them.
Language
Arguably the easiest of the four marking scales, Language evaluates how well you utilize grammar, your vocabulary range and if your errors impede communication.
As can be seen from the rubric above, less common lexis is needed for higher scores in this scale. This means that you should use collocations and phrases that are natural as well as phrasal verbs and idioms in less formal question types. Using more difficult vocabulary is also good, but NOT words that are so rare no one ever uses these days. That is the road to confusion and a low score. Using phrases that go together naturally such as family gathering, absolutely fantastic or distinguished scholars will help you to higher score.
As far as grammar is concerned, control, flexibility and range are they keys. Control means that you should say what you want to say without error. Flexibility is being able to say similar things in different ways, while range means that you should try and show what you can do rather than just completing the task if you are looking for a higher score. If not, then being safe is maybe better advice.
In conclusion, if you just answer the question using simple grammar and vocabulary, then you will get a simple score. Preparation is essential to score well here, because then you can learn which grammar and vocabulary fit well into different parts of your writing task. Once you reach that stage, a higher score is ensured.
Examiners assess several different areas of your abilities while marking B2 First writing. You must demonstrate that you are competent in all areas, but with the correct information and tools, you can succeed. Improve your weaknesses, build on your strengths and begin practicing now.
There is vocabulary for B2 First writing here.
FAQ for the Writing Rubric in B2 First (FCE)
This FAQ is designed to clarify the criteria used in the Cambridge B2 First Writing rubric and help students understand what examiners are looking for in their writing.
Content
Q1: What does “content” mean in the writing rubric?
Content refers to how well you address the task. It includes answering the question fully, covering all the points, and not adding irrelevant details.
Q2: What happens if I miss one of the points in the task?
If you miss a required point, your content score will be lower. Always read the prompt carefully and ensure you include all bullet points.
Q3: Can I lose marks for writing too much or too little?
Yes. If you write significantly fewer than the recommended number of words, you may not fully develop your ideas. Writing too much could lead to irrelevant details or repetition. Aim for 140-190 words for Part 1 and 140-190 words for Part 2.
Communicative Achievement
Q4: What is “communicative achievement”?
This refers to how appropriately and effectively you communicate your ideas for the task and audience. It includes using the correct tone, register (formal/informal), and format (e.g., email, essay, article).
Q5: Can I use contractions or slang?
It depends on the task. Contractions like can’t and won’t are fine in informal letters or emails but not in formal essays or reports. Slang is generally discouraged unless the task specifically calls for a very informal tone.
Q6: Will I lose marks for not starting with “Dear Sir/Madam” in a formal letter?
Yes, because format and conventions are part of communicative achievement. Follow standard conventions for the type of writing you are doing.
Organization
Q7: What does “organization” mean in the rubric?
Organization refers to the logical arrangement of ideas. This includes the use of paragraphs, clear topic sentences, linking words, and a logical flow from one point to the next.
Q8: How many paragraphs should I write?
Typically, you should have an introduction, 2-3 main body paragraphs, and a conclusion. The exact number may vary depending on the task, but your ideas should be clearly organized.
Q9: Can I lose marks if I don’t use linking words like however or therefore?
Yes. Linking words are essential for creating a smooth flow of ideas. Use a variety of cohesive devices (e.g., on the other hand, as a result, firstly, furthermore). Avoid overusing the same ones.
Language
Q10: What does “language” include?
Language refers to the range of vocabulary and grammar you use, as well as how accurate it is. Examiners assess your ability to use varied sentence structures and precise words while minimizing errors.
Q11: Do spelling mistakes affect my score?
Yes, but only if they cause confusion or happen frequently. Occasional minor errors (e.g., becuase instead of because) won’t affect your score much if the meaning is clear.
Q12: Is it better to use simple sentences with no mistakes or complex ones with errors?
A mix is ideal. Using only simple sentences limits your score for range. Try using complex structures, even if there are occasional errors, as long as your meaning is clear.
Q13: How can I show a wide range of vocabulary?
Use topic-specific words and synonyms to avoid repetition. For example, instead of repeating good, use excellent, beneficial, positive, or advantageous depending on the context.
General Questions
Q14: How are my scores for each criterion combined?
Each criterion (Content, Communicative Achievement, Organization, and Language) is scored out of 5. The scores are added together to give your total score for the task.
Q15: Can I still pass if I do poorly in one area?
Yes. A strong performance in other areas can balance out a weaker score in one criterion.
Q16: Should I focus on one part of the rubric more than others?
No. All criteria are equally important, so aim to balance your effort across Content, Communicative Achievement, Organization, and Language.
Q17: Are there penalties for off-topic answers?
Yes. Writing off-topic may result in a lower Content score, and it can also affect Communicative Achievement if the response doesn’t match the task.
By understanding the rubric and preparing for each criterion, you can confidently tackle the B2 First Writing tasks and maximize your score!