1. Introduction (40–50 words)

👉 Formula:
“While Text A suggests [main idea], Text B highlights [other idea]. This essay will argue that [your stance], though [balanced point].”

• Briefly introduce the topic (paraphrase the task question).

• Refer indirectly to the two input texts.

• End with a thesis statement → your overall stance / direction.

2. Body Paragraph 1 – Text A + your expansion
(70–90 words)

• Start with a topic sentence: “One point raised in the first text is…”

• Summarize its key idea in your own words.

• Evaluate it: agree/disagree, explain why.

• Add your own example / reasoning to show depth.

3. Body Paragraph 2 – Text B + your expansion
(70–90 words)

• Open with: “Similarly/Conversely, the second text points out…”

• Summarize & paraphrase its argument.

• Evaluate critically (don’t just report).

• Link it to your own idea/example, possibly contrasting with Paragraph 1.

4. Body Paragraph 3 – Your perspective
(optional if space allows)

• If the texts don’t cover something crucial, add your own developed idea.

• Keep it tight, relevant, and academic.

5. Conclusion (40–50 words)

👉 Formula:
“Ultimately, although both texts present valid concerns, the evidence suggests that [your conclusion]. What seems essential, therefore, is [broader reflection].”

• Don’t repeat everything — synthesize.

• Reinforce your thesis.

• Give a nuanced final thought (e.g., a condition, balance, or prediction).

Language Targets for C2

• Summarizing: “The text puts forward the view that… / It is claimed that…”

• Evaluating: “This argument is compelling, yet overlooks… / While persuasive, it fails to consider…”

• Balancing: “Admittedly…, Nevertheless…, All things considered…”

• Complex structures: Inversions (Not only is this view widespread, but it is also flawed), cleft sentences (What this implies is…).

​⚡ Pro tip:
The difference between C1 and C2 essays is critical evaluation. At C2, you’re not just retelling; you’re weighing, synthesizing, and showing why it matters.

1. Summarising the Input Texts

• The text advances the claim that…

• It is asserted/maintained/contended that…

• The author draws attention to…

• One of the underlying assumptions appears to be…

• The argument is premised on the notion that…

2. Showing Evaluation
(critical analysis = examiner gold)

• This argument is plausible yet incomplete…

• The claim is not without merit, though it neglects…

• A strength of this perspective lies in…

• Such reasoning is open to challenge, as it fails to consider…

• Although superficially convincing, it is ultimately untenable.

3. Adding Your View / Developing Ideas

• It could be argued that…

• A more convincing explanation might be…

• This can be illustrated by…

• One might reasonably question whether…

• What is particularly striking is…

4. Structuring Your Argument

• Admittedly… / Notwithstanding… / By the same token…

• On the one hand…, on the other…

• At the same time…

• In light of this…

• All things considered…

5. Drawing Conclusions

• It is therefore reasonable to conclude that…

• The evidence seems to point towards…

• This leads to the broader implication that…

• Ultimately, what matters most is…

• The debate is unlikely to be settled, yet it is clear that…

6. Sophisticated Connectors & Tricks

• Inversions: Rarely has this issue been so pressing.

• Cleft sentences: What this demonstrates is the urgent need for…

• Nominalisation: The erosion of trust, the assumption of inevitability → academic tone.

• Hedging (C2 loves nuance): It would appear that…, One might contend that…

​👉 Pro tip:
Examiners can spot “word-stuffing” a mile away. Choose precision + nuance over flashy vocabulary.
If you can replace “very big problem” with “pressing concern”, you’re already writing like a C2 candidate.

Introduction (40–50 words)

The two texts under consideration address the issue of [topic], approaching it from distinct yet complementary perspectives. While the first text contends that [idea from Text A], the second draws attention to [idea from Text B]. This essay will argue that [your thesis].

​C2 Essay Skeleton with Advanced Vocabulary

Body Paragraph 1 – Text A + your expansion (70–90 words)

One of the key points advanced in the first text is that [paraphrase]. This argument is plausible, since…, yet it is also open to challenge in that it overlooks [counterpoint]. In fact, it could be argued that [your idea/example]. What is particularly striking here is the implication that [develop].

​C2 Essay Skeleton with Advanced Vocabulary

Body Paragraph 2 – Text B + your expansion (70–90 words)

Conversely, the second text maintains that [paraphrase]. This perspective is not without merit, as it highlights [expand]. However, it seems ultimately untenable, given that [weakness]. A more convincing explanation might be that [your idea/example]. By the same token, this suggests that [link to broader theme].

​C2 Essay Skeleton with Advanced Vocabulary

Optional Body Paragraph 3 – Your added perspective (if space allows)

Beyond the views expressed in the texts, it is also worth noting that [your extra idea]. This consideration is often neglected in debates on the subject, yet it provides crucial insight into [develop].

​C2 Essay Skeleton with Advanced Vocabulary

Conclusion (40–50 words)

All things considered, both texts offer insightful yet incomplete perspectives on [topic]. While the first stresses [A], the second prioritises [B]. Ultimately, what this demonstrates is that [your final stance]. It is therefore reasonable to conclude that [synthesis/implication].

​C2 Essay Skeleton with Advanced Vocabulary