CELPIP® Writing Task 2 sample: Student Progress Feedback Survey

Level 7 sample answer

167 words

I would choose Option A because short monthly emails would help me follow my child's schoolwork. A quick note is easy to read after a busy day.

First, I could find out about a problem sooner. If my child struggled with fractions, I could help at home. We could try a few math problems after supper. Waiting until the middle of the term could make this harder. By then, the class may have moved on.

Also, one tip would show us what to practise. Parents do not always know where to start. A clear task would help us use our time well. It would give us chance to build a useful habit.

The meeting in Option B would let parents ask questions. That is helpful, but finding time to attend can be hard. Monthly emails would fits my schedule better. Regular report cards would still give us other news about school.

Overall, I prefer Option A. Small updates through the term would help families take action early.

Why this answer is at level 7

This level 7 answer clearly supports monthly emails with relevant examples and an easy-to-follow structure. Compared with the higher-level answers, its explanations are simpler, its vocabulary is more general, and noticeable grammar errors reduce accuracy.

• If my child struggled with fractions, I could help at home. — Content/Coherence: The fractions example connects early feedback to practical help at home. However, the explanation stays straightforward; the higher-level answers explore more precisely how feedback changes a family's response or prevents a difficulty from becoming established.
• Small updates through the term would help families take action early. — Vocabulary: The wording communicates the main benefit clearly, but expressions such as “Small updates” and “take action” remain general. A higher-level answer would describe more precisely what families would adjust and why the timing matters.
• Monthly emails would fits my schedule better. — Readability: The scheduling argument is understandable, but “would fits” is grammatically incorrect. Together with “give us chance” earlier, this weakens sentence accuracy compared with the more controlled language in the higher-level answers.
• Regular report cards would still give us other news about school. — Task Fulfillment: This correctly recognizes that report cards will continue and treats monthly emails as additional feedback. A higher-level response would explain more specifically how those sources complement each other and connect the choice to teachers' limited preparation time.

Level 9 sample answer

178 words

I favour Option B: a detailed midterm review followed by a 15-minute conference. Monthly emails would be convenient, but a conversation would help families understand what the teacher's observations actually mean.

A written comment can raise as many questions as it answers. For example, if a review says a student needs to contribute more during group work, I would want to know whether the difficulty involves understanding the assignment or speaking confidently. The conference would let the teacher explain the situation and help the family choose a suitable response.

The detailed review would also put individual concerns into perspective. A child who struggles with writing may still be making strong progress in reading, and seeing both areas together could prevent unnecessary worry. Families could read the review beforehand, making the short meeting more productive.

Although arranging an appointment takes effort, one meeting during the term seems manageable. Since regular report cards will continue, families would still receive other progress information. I would choose the review and conference because they offer a chance to get on the same page.

Why this answer is at level 9

This level 9 answer develops its preference through a specific example, balanced reasoning, and fluent sentences. Compared with level 7, it explains more fully why a conference helps; compared with level 11, it weighs the school's preparation constraint less directly and ends with a broader expression of its benefit.

• I would want to know whether the difficulty involves understanding the assignment or speaking confidently. — Content/Coherence: This distinguishes possible causes of the same classroom behaviour, showing exactly why clarification matters. It develops the argument beyond level 7's simpler example. A higher-level response would carry this precision into a fuller comparison of clarification, feedback frequency, and available teacher time.
• because they offer a chance to get on the same page. — Vocabulary: The idiom sounds natural and conveys shared understanding between families and teachers. However, it summarizes the benefit broadly. The level 11 answer uses its conclusion to specify the action families can take and the value of acting while classroom work remains fresh.
• Families could read the review beforehand, making the short meeting more productive. — Readability: The sentence smoothly connects preparation with a practical benefit, using a more varied structure than the short sentences common in level 7. A higher-level answer would sustain this clear causal linking while bringing more of the competing constraints into the argument.
• Although arranging an appointment takes effort, one meeting during the term seems manageable. — Task Fulfillment: This acknowledges a genuine disadvantage of the chosen option and explains why the family could accept it. The response addresses the survey well, but a higher-level answer would also explicitly weigh teachers' limited preparation time when defending the detailed review and conference.

Level 11 sample answer

182 words

I favour Option A because timely, actionable feedback would enable families to address emerging difficulties before they become entrenched, rather than waiting for a single midterm discussion.

For example, if a student consistently supplies correct numerical answers without explaining the reasoning, a monthly observation accompanied by a focused practice suggestion could prompt a useful adjustment at home. Asking my child to explain two calculations aloud after supper would be manageable, whereas discovering the pattern several weeks later could require unlearning an established habit.

Equally important, a brief message would help families distinguish an immediate priority from the broader picture provided by regular report cards. When faced with several recommendations at once, I sometimes struggle to decide where to begin; one clearly defined goal would make our limited practice time more purposeful.

Although the conference would allow valuable clarification, its depth would not compensate fully for the delay between observations and action. Given that teachers have limited preparation time, I would prioritize concise guidance delivered throughout the term so that families can make small adjustments while the relevant classroom work is still fresh.

Why this answer is at level 11

This level 11 answer combines precise language, a developed home-practice example, and a sustained comparison of timing and depth. Its strength comes from connecting the family's practical needs, continuing report cards, and teachers' limited preparation time to a consistent preference for monthly emails.

• whereas discovering the pattern several weeks later could require unlearning an established habit. — Content/Coherence: This explains the consequence of delayed feedback rather than merely asserting that earlier updates are better. It completes the numerical-reasoning example by showing how timing could change the effort needed at home, giving the comparison greater depth.
• timely, actionable feedback would enable families to address emerging difficulties before they become entrenched — Vocabulary: The vocabulary precisely identifies the feedback's timing, usefulness, and preventive purpose. Expressions such as “emerging difficulties” and “become entrenched” support the argument, and the later home-practice example makes these abstract ideas concrete.
• Although the conference would allow valuable clarification, its depth would not compensate fully — Readability: The concessive structure acknowledges the conference's strength while keeping the preference clear. Controlled sentence construction makes the trade-off easy to follow and connects naturally with the earlier explanation of why delayed action could be less effective.
• Given that teachers have limited preparation time, I would prioritize concise guidance delivered throughout the term — Task Fulfillment: This explicitly incorporates the school's funding and preparation context into the final preference. Alongside the explanation of how monthly priorities complement regular report cards, it makes the recommendation closely responsive to this particular survey.