CELPIP Writing Samples 2026: How to Study Model Emails and Survey Responses

CELPIP Writing samples — quick answer: use samples to study how a response develops ideas, chooses vocabulary, remains readable and fulfills every part of the task. Do not memorize a model email or survey answer. Write your own timed response first, then compare structure, support, tone and editing decisions.

CELPIP-General Writing is currently 53 minutes and contains two tasks: Writing an Email and Responding to Survey Questions. CELPIP publishes four Writing performance dimensions: Content/Coherence, Vocabulary, Readability and Task Fulfillment. Its published scoring-level sample prompts instruct candidates to write about 150–200 words. Check the current CELPIP Test Format, Results performance standards and official scoring-level samples for the latest official guidance.

The responses below are original MyCELPIP teaching examples, not official CELPIP questions or rated official answers.

Task 1 Writing sample: Email

Original practice scenario: You recently joined a neighbourhood recreation centre. The evening fitness class you registered for has been cancelled twice with little notice. Write an email to the centre manager. Explain what happened, describe how the cancellations affected you, and request a practical solution.

Original sample response:

Dear Recreation Centre Manager,

I am writing about the Tuesday evening fitness class included in my new membership. During the past two weeks, the class has been cancelled on the same day, and on both occasions I received the notice less than an hour before the scheduled start time.

These late cancellations have been difficult because I travel directly from work and arrange my evening around the class. Last Tuesday, I had already spent almost forty minutes commuting to the centre when I saw the cancellation message. I understand that an instructor may occasionally be unavailable, but repeated last-minute changes make it hard to rely on the program.

Could the centre please provide earlier notice whenever possible and offer affected members a replacement class or booking credit? If Tuesday sessions are likely to remain uncertain, I would also appreciate the option to transfer my registration to the Thursday class without an additional fee.

Thank you for considering these suggestions. I look forward to continuing my membership with a more predictable schedule.

Sincerely, Alex Chen

How to review this Task 1 sample

Content/Coherence: The email has one clear purpose. Paragraph 1 identifies the problem, paragraph 2 explains the impact with a specific commute detail, and paragraph 3 proposes two realistic solutions.

Vocabulary: Words such as “last-minute changes,” “replacement class,” “booking credit” and “transfer my registration” are precise for the situation without sounding artificially advanced.

Readability: Paragraphs have distinct jobs, sentence lengths vary, and transitions such as “on both occasions,” “because,” “but” and “if” make the logic easy to follow.

Task Fulfillment: The response addresses what happened, the effect and the requested solution. The tone is appropriately polite for a manager and the approximate length fits the published practice range.

Task 2 Writing sample: Survey response

Original practice scenario: A city library is deciding between extending weekday hours until 10 p.m. or opening earlier on weekends. Which option should the library choose? Explain your reasons.

Original sample response:

I believe the library should extend its weekday hours until 10 p.m. This option would make the service more useful to people whose work or school schedules prevent them from visiting during the afternoon.

First, many residents commute home after 6 p.m. By the time they eat dinner or take care of family responsibilities, the library may already be preparing to close. Two additional evening hours would allow these residents to borrow materials, use study space or receive staff assistance without rushing. University students could also use the quieter evening period for focused work.

Second, later weekday hours would provide flexibility several days each week rather than only on Saturday and Sunday mornings. Although earlier weekend opening could help some families, most people can plan a weekend visit within existing daytime hours. A worker who needs a printer, computer or quiet place on Wednesday night has fewer alternatives.

For these reasons, extended weekday hours would serve a broader range of residents and make the library more accessible throughout the week.

How to review this Task 2 sample

Content/Coherence: The choice is clear in the first sentence. Each body paragraph develops one separate reason with consequences and examples.

Vocabulary: The language is specific to access, schedules and library services. The response avoids repeating “good” or “convenient.”

Readability: The argument uses clear paragraphing and controlled sentence structures. The optional comparison with weekend opening is short and relevant.

Task Fulfillment: It selects one option, explains why, remains on topic and uses an appropriate persuasive tone.

Weak vs improved writing: six useful comparisons

1. Thin reason

Weak: “The class cancellations are very bad and inconvenient.”

Improved: “Because I travel directly from work, a same-day cancellation can leave me commuting to a class that is no longer taking place.”

The improved sentence explains how the problem affects the writer.

2. Generic request

Weak: “Please solve this issue soon.”

Improved: “Could the centre provide earlier notice and allow affected members to transfer to another session without a fee?”

The improved version gives the reader an actionable outcome.

3. Repetitive vocabulary

Weak: “The library is good for students and good for workers because later hours are good.”

Improved: “Later hours would give students more study time and allow commuters to use library services after work.”

Precision is more valuable than trying to insert rare words.

4. Unclear survey position

Weak: “Both choices have many advantages, and there are different opinions about them.”

Improved: “The library should extend weekday hours because that change would improve access on multiple evenings each week.”

State the decision early.

5. Memorized filler

Weak: “In this modern era, every coin has two sides and this controversial issue has become the talk of the town.”

Improved: Start directly with the choice or purpose that the prompt requires.

Generic filler consumes words without helping Task Fulfillment.

6. Unsupported conclusion

Weak: “Therefore, this is clearly the best option for everyone.”

Improved: “For these reasons, later weekday hours would serve residents who currently have the fewest opportunities to visit.”

A conclusion should reflect the reasons already developed rather than make a new absolute claim.

A practical Level 9-oriented review checklist

CELPIP does not publish a simple public Writing raw-score conversion that guarantees Level 9 from an unofficial response. Use the published descriptors as a quality profile instead.

Before you submit a practice response, ask:

• Did I answer every instruction in the prompt?
• Is the main purpose or position obvious in the first paragraph?
• Does each body paragraph have one clear job?
• Did I develop reasons with a concrete detail, example or consequence?
• Is my vocabulary accurate and natural rather than artificially complex?
• Are sentence boundaries, verb forms, punctuation and spelling controlled?
• Does the tone fit the recipient or survey audience?
• Is the response around the published 150–200-word practice range without padding?
• Did I leave enough time to remove repetition and fix obvious errors?

How to use AI feedback without turning practice into assisted writing

1. Write the entire response independently under a timer.
2. Submit it only after you finish.
3. Compare feedback across the four published dimensions.
4. Choose two recurring problems, not twenty cosmetic edits.
5. Rewrite one weak paragraph yourself.
6. Verify the same improvement on a fresh prompt.

MyCELPIP's AI feedback is a preparation aid, not an official CELPIP score and not a guarantee of a test-day level.

Practice and related guides

• Start CELPIP Writing practice
• CELPIP Writing practice hub
• Task 1 email strategy
• Task 2 survey strategy
• Email writing examples
• Survey response examples
• Writing 8 to 9

MyCELPIP is independent and is not affiliated with or endorsed by CELPIP, Paragon Testing Enterprises or Prometric. The scenarios and responses on this page are original MyCELPIP examples.

Frequently asked questions

Are these official CELPIP Writing samples?

No. They are original preparation examples built around the published task types and assessment dimensions. Use CELPIP's official scoring-level resources when you want official samples.

How many words should a CELPIP Writing response be?

CELPIP's published scoring-level sample prompts instruct test takers to write about 150–200 words. Use that as an approximate working range while prioritizing completeness and relevance.

Can a sample answer show my exact CELPIP level?

No. An unofficial sample can illustrate useful writing choices, but it cannot reproduce the full official rating process or guarantee a level.

Should I copy phrases from a strong sample?

Study functions and patterns rather than copying whole sentences. Your language must fit the actual recipient, purpose, required points and survey position in the new prompt.