Analyzing the results of the previous exam period with a colleague the other day, we realized that writing, either as a language skill or as part of an exam, seems quite demanding for students of all levels. In this article, I would like to examine writing through case studies so that we can draw useful conclusions to help motivate and guide our students to see writing as a part of their everyday life—a way to express themselves and their feelings.
CASE STUDY 1:
Nicky, a teenage girl at the B2 level, sat for the ECCE exam. Although she performed well in all parts of the exam, she struggled with the writing section because she did not fully understand the topic. Despite this, she wrote the email question without grasping its meaning. When asked why, she explained that her teacher had advised them not to choose the essay option, and she had not practiced writing essays.
CASE STUDY 2:
Angelos, 14 years old, had passed the B2 level exam and was preparing for the C2 level. Without being particularly motivated or sure about what he wanted to achieve, he joined his classmates in preparing for the ECPE exam. However, he soon lost motivation and only studied under pressure. Two months before the exam, he asked for help with writing. His essay was around 180 words, using very simple vocabulary and structure—far from what is expected at the C2 level, according to the CEFR description of a "proficient user" of the language.
CASE STUDY 3:
Manos, an adult learner, took the C1 Advanced (CAE) exam. He was well-prepared and eager to learn, as he needed both the certificate and the skills for a job promotion. Unfortunately, he was disappointed with his performance on the second part of the writing exam. Although the task was not difficult, he ran out of time.
Clearly, good preparation for writing, at any exam level or type, is essential. Based on the case studies above, I would like to highlight the following:
- Exam candidates need to familiarize themselves with all the writing genres that are tested. It is not wise to focus on only one type because if a candidate fails to understand the question, it can lead to anxiety, disappointment, and the risk of failure. Official exam websites offer numerous tips and preparation materials: Write and Improve, Hellenic American Union, and Cambridge English, to name a few.
- Teach students how to enrich their ideas with more sophisticated vocabulary and complex sentence structures. Even from early stages, students can develop language skills. For example, instead of simply saying, "I went to my grandma," ask, "When?" or "Where does she live?" Gradually, you will help them develop more elaborate sentences like, "After school, I went to my grandma’s house in Rafina to feed the chicks together."
- Time management is crucial at all exam levels. Practice mock tests in class under real exam conditions. Regular practice will help candidates orient themselves, deliver appropriate writing, and reduce stress and misunderstanding of task topics. Don’t rely solely on coursebook writing models—practice in class!
To conclude, practice is the key to success! From the early stages of English learning, I recommend students keep a dedicated writing book. We work together to review what they produce and provide feedback. Rather than focusing on errors, I encourage alternative ways of expression in problematic areas. This way, even students with little inspiration can become motivated and write about things they care about, dislike, or wish to do. They can keep journals, write book summaries, film reviews, or even video game reviews. Set time limits, work in class, and encourage independent work. Show them how to write sentences, paragraphs, and texts. If you start this process early, students will not see writing as drudgery but rather as a natural skill, reducing exam anxiety and increasing their chances of success.
Remember, what you practice is what you’ll write on exam day, barring any unexpected issues!
