Spoke 9 · Writing Mistakes
Common CELPIP Writing Mistakes to Avoid
Last updated: June 2026
Most CELPIP Writing scores below 9 result from a small number of recurring errors. This page documents every high-impact mistake in Task 1 and Task 2 — with the wrong approach, the right approach, and the reason each mistake costs points.
Part of the CELPIP Writing Module: Complete Guide.
Task 1 (Email) mistakes
Ordered by impact on score.
Missing one or more bullet points
✗ Wrong
You write a well-structured email about the heating problem but forget to request a specific action (bullet 3) because you ran out of time.
✓ Right
Before writing, note each bullet point on scratch paper: 1. Describe problem ✓, 2. Explain impact ✓, 3. Request action ✓. Check off each as you write it.
Why it matters: Task Response is the highest-weighted criterion. Missing a bullet is the single most common cause of an unexpected low score on Task 1.
Missing the subject line
✗ Wrong
Your email starts directly with 'Dear Ms. Thompson,' and no subject line.
✓ Right
Every Task 1 email needs a subject line. Write it first — it takes 5 seconds and prevents a format error that costs points.
Why it matters: CELPIP graders check email format explicitly. A missing subject line is flagged as an incomplete response.
Register mismatch — too informal for the context
✗ Wrong
Writing to an employer: 'Hey, I can't make it to the meeting on Thursday because I've got stuff going on at home.'
✓ Right
'Dear Mr. Adams, I am writing to inform you that I will be unable to attend Thursday's meeting due to a family commitment. I apologize for any inconvenience this may cause.'
Why it matters: Register mismatch affects both Lexical Resource and Task Response. The scenario tells you the relationship — a professional context requires formal register.
Too-short response (under 120 words)
✗ Wrong
Writing 80 words that technically cover all 3 bullets but lack specific detail: 'There is a problem with my heating. It is affecting me. Please fix it.'
✓ Right
Each bullet point deserves at least 1–3 specific sentences. Specificity (unit number, timeframe, proposed action) is what separates a 7 from a 12.
Why it matters: Short responses score low on Task Response (insufficient development) and Lexical Resource (insufficient vocabulary range).
Generic opening sentence
✗ Wrong
'I am writing this email to you to write about some issues that I have been having.'
✓ Right
'I am writing to report a heating malfunction in my apartment (Unit 4B) that has persisted for the past three days.'
Why it matters: The opening sentence establishes your writing ability immediately. A vague opener signals weak Lexical Resource before the rater has read the full response.
Forgetting the sign-off
✗ Wrong
Email ends with 'I look forward to your response.' — no sign-off, no name.
✓ Right
'I look forward to your response. Regards, John Smith'
Why it matters: Missing sign-off is a format error. It does not drastically lower your score, but combined with other format issues, it reinforces an impression of incomplete response.
Free 30-Day CELPIP Study Schedule
A day-by-day plan covering all 4 sections — Reading, Listening, Writing, and Speaking. Download the PDF and follow it straight to test day.
CELPIP Writing Sample Answers Bundle
32 complete, annotated writing samples at CELPIP 10–12 level. Task 1 emails and Task 2 survey responses — the fastest way to see what a top-scoring answer looks like and internalize the pattern.
- ✓20 Task 1 email samples — all common scenario types (complaint, request, apology, inquiry, follow-up)
- ✓12 Task 2 survey responses — all 3 prompt types (agree/disagree, two-option, multi-part)
- ✓Scoring notes on every answer — why each response earns 10–12
- ✓Vocabulary substitution sheet — 120 formal phrase replacements
- ✓Self-scoring checklist — grade your own writing before test day
- ✓Printable PDF — study offline, print and annotate
Instant download · No subscription · 100% satisfaction guaranteed or your money back.
Want free writing tips first? Read the free Writing Guide or browse 10 free Task 1 samples.
Task 2 (Survey) mistakes
Ordered by impact on score.
Not stating a clear position in the first sentence
✗ Wrong
'There are many advantages and disadvantages to working from home. Some people prefer it while others do not.'
✓ Right
'I strongly believe that employees should work from home full-time, as the flexibility and productivity gains far outweigh the disadvantages.'
Why it matters: Task Response requires a clear position. An opener that avoids committing to one scores at the same level as a Task Response that is incomplete — because from the grader's perspective, it is.
Giving the same reason twice with different words
✗ Wrong
Reason 1: 'Working from home saves commuting time.' Reason 2: 'Not commuting means you have more hours in the day.'
✓ Right
Reason 1: 'Eliminates commuting time (~90 min/day for most urban workers).' Reason 2: 'Reduces exposure to workplace illness, decreasing sick days by an estimated 30%.' — a completely different dimension.
Why it matters: Repeated reasoning scores low on both Coherence (the ideas don't develop) and Lexical Resource (the vocabulary appears limited).
Using abstract reasoning without specific support
✗ Wrong
'Working from home is better for people because it makes them happier and more productive in general.'
✓ Right
'In my experience managing a remote team, project completion rates increased by 22% after we shifted to full remote work, largely because employees reported fewer interruptions.'
Why it matters: Abstract statements are not reasons — they are conclusions restated at a lower level. Specific details (percentages, personal examples, named scenarios) signal competence at CLB 9+.
Over-developing the counter-argument
✗ Wrong
Spending 4–5 sentences explaining why the opposing view has merit, then failing to clearly rebut it.
✓ Right
'While some argue that in-office attendance builds culture, the evidence from remote-first companies such as those in the tech sector suggests that culture can be maintained through intentional practices rather than physical proximity.'
Why it matters: The counter-acknowledgement should be one sentence. Longer counter-arguments undermine your position and confuse the rater about which view you actually hold.
Ending without a conclusion
✗ Wrong
Response ends after the second reason with no closing sentence.
✓ Right
Final sentence: 'For these reasons, I firmly maintain that a hybrid model with at least three office days per week provides the most effective balance for both employees and organizations.'
Why it matters: Abrupt endings score lower on Task Response (task incomplete) and Coherence (no logical resolution to the argument).
Grammar mistakes (both tasks)
The 5 grammar errors that appear most often in CELPIP Writing.
Subject-verb disagreement with compound subjects
✗ Wrong
'The management along with all employees are required to…'
✓ Right
'The management, along with all employees, is required to…'
Rule: The subject is 'management' (singular). Parenthetical phrases ('along with', 'as well as', 'together with') do not change the subject's number.
Wrong article before vowel sounds
✗ Wrong
'I would like a update on the situation.'
✓ Right
'I would like an update on the situation.'
Rule: Use 'an' before words beginning with a vowel sound (update, hour, honest, unusual). The rule is about the sound, not the spelling.
Inconsistent tense shifts
✗ Wrong
'I received the wrong item on Monday. I am very upset and I contacted customer service immediately.'
✓ Right
'I received the wrong item on Monday. I was very upset and contacted customer service immediately.'
Rule: Choose a dominant tense (past for events, present for current state) and maintain it throughout. Shift deliberately when the timeline requires it.
Comma splice — joining two sentences with just a comma
✗ Wrong
'I have been a customer for three years, I expect better service.'
✓ Right
'I have been a customer for three years. I therefore expect better service.' OR 'I have been a customer for three years, and I therefore expect better service.'
Rule: Two independent clauses cannot be joined with only a comma. Use a period, semicolon, or a coordinating conjunction (and, but, so, yet).
Overusing 'very' and 'really'
✗ Wrong
'I was very upset and really disappointed by this very serious situation.'
✓ Right
'I was deeply disappointed by this significant oversight.'
Rule: 'Very' and 'really' are weak intensifiers that lower your Lexical Resource score. Replace them with precise adjectives or adverbs: 'deeply', 'significantly', 'substantially', 'considerably'.
One Writing tip per week
Free, from a 12/12 scorer.