CELPIP Writing Templates: Task 1 & 2 Level 9, 10 and 12 Sample Answers

A good CELPIP Writing template saves planning time and protects your organization. A bad template fills your response with memorized sentences that do not fit the prompt. The difference matters because CELPIP Writing is not scored by counting advanced words or checking whether you followed one perfect paragraph pattern. Your response must answer the situation, develop relevant ideas, remain easy to read and use a tone that fits the reader.

This guide gives you adaptable templates for both CELPIP Writing tasks. More importantly, it applies each template to one shared prompt at three target levels. You can compare a Level 9 model with Level 10 and Level 12 models sentence by sentence and see how specificity, vocabulary, sentence control and task fulfillment change. For the complete format and scoring foundation, first review our CELPIP Writing test guide.

Can you use a template in CELPIP Writing?

Yes, if the template is a structure rather than a script. It is useful to know that an email needs a clear purpose, developed body paragraphs, an appropriate request and a natural closing. It is also useful to know that a survey response needs an early position, separate reasons, relevant examples and a conclusion. Those choices reduce the number of decisions you need to make under the timer.

The danger begins when you memorize complete introductions, examples or conclusions. A sentence such as 'This controversial issue has sparked considerable debate in modern society' is usually a poor fit for an everyday workplace survey. It consumes words without answering the question. Likewise, a formal complaint opening sounds unnatural when the Task 1 reader is a friend. Keep the framework; change the language, detail and tone for every prompt.

CELPIP Writing format and scoring

The official CELPIP test format gives 53 minutes for Writing. Task 1 is Writing an Email and Task 2 is Responding to Survey Questions. Current preparation material divides that time into 27 minutes for Task 1 and 26 minutes for Task 2, with about 150 to 200 words expected for each response.

CELPIP lists four Writing performance dimensions: Content/Coherence, Vocabulary, Readability and Task Fulfillment. The official results and scoring page explains the factors inside each dimension. Templates mostly support organization and completeness; the quality of your own language and development determines how effectively the framework is used.

CELPIP Writing Task 1 template

Task 1 gives you an everyday situation and instructions to cover in an email. Before writing, identify four things: who the reader is, why you are writing, what points must be included and what you want the reader to do. Those answers determine the structure and tone.

Task 1 planning template

1. 1Reader and tone: familiar, semi-formal or formal?
2. 2Purpose sentence: why am I writing today?
3. 3Instruction 1: what specific detail proves or explains this point?
4. 4Instruction 2: how did the situation affect someone?
5. 5Instruction 3: what reasonable action or solution do I want?
6. 6Closing: what should the reader understand or do next?

Useful Task 1 language by purpose

Task 1 comparison prompt

The elevator in your apartment building has stopped working three times this month. Write an email to the property manager. Describe the problem, explain how residents have been affected and request specific action. Write about 150 to 200 words.

Task 1 Level 9 model answer

Dear Ms. Wilson, I am writing about the elevator in Maple Court, which has stopped working three times this month. The latest breakdown began on Friday evening and continued until Monday morning. No notice was posted, so several residents waited for the elevator before realizing that it was unavailable. These repeated outages are creating serious difficulties. I live on the sixth floor with my two-year-old son, and carrying him, his stroller and groceries up the stairs is extremely difficult. Our neighbour on the eighth floor uses a walking aid and was unable to leave the building for a medical appointment on Saturday. Could you please arrange a complete inspection instead of another temporary repair? Residents would also appreciate an email or lobby notice explaining when service will return. If the repair will take more than one day, please provide assistance for residents with mobility limitations. Thank you for looking into this matter. I hope a reliable solution can be arranged soon. Kind regards, Maya SinghOriginal Level 9 model - 165 words

Why this model targets Level 9 characteristics

• The purpose and requested action are clear.
• Relevant details develop the impact on two residents.
• Paragraphs move logically from problem to effect to solution.
• Vocabulary is accurate and appropriate without sounding memorized.
• The formal but cooperative tone fits a resident writing to a property manager.

Task 1 Level 10 model answer

Dear Ms. Wilson, I am writing to request urgent attention to the recurring elevator failures at Maple Court. The elevator has broken down three times this month, most recently from Friday evening until Monday morning. During that period, residents received neither an advance warning nor an estimated repair time. The disruption extends beyond inconvenience. As a parent on the sixth floor, I had to carry a toddler, stroller and groceries up several flights of stairs. More seriously, an eighth-floor resident who relies on a walking aid missed a medical appointment because she could not safely leave the building. Repeated short-term repairs are clearly not resolving the underlying fault. Please arrange a comprehensive inspection by a qualified technician and share the findings with residents. A text or email alert should also be introduced for future outages, together with temporary assistance for anyone with limited mobility. Could you confirm the inspection date and the building's emergency plan by Friday? These measures would restore confidence and help residents plan safely. Thank you for your prompt attention. Kind regards, Maya SinghOriginal Level 10 model - 178 words

What develops from Level 9 to Level 10

• The impact is framed more precisely as a safety and access problem.
• The writer connects repeated failures to the possibility of an underlying fault.
• Requests are more specific: inspection, findings, alerts, assistance and a confirmation deadline.
• Transitions and sentence structures connect details more tightly.
• The response remains concise even though it communicates a wider range of facts and requested actions.

Task 1 Level 12 model answer

Dear Ms. Wilson, I am writing on behalf of several Maple Court residents to request a permanent response to the building's repeated elevator failures. Three outages have occurred this month alone; the latest left the building without service from Friday evening until Monday morning, with no notice or repair estimate provided. For residents above the fifth floor, the consequences are significant. I carried my toddler, folded stroller and groceries up six flights, while an elderly neighbour who uses a walking aid had to cancel a medical appointment. In an emergency, the same lack of access could place a vulnerable resident at genuine risk. Another temporary repair would therefore be inadequate. Please commission a full diagnostic inspection, circulate its findings and provide a schedule for any recommended replacement work. I also suggest an outage protocol that combines immediate text alerts, lobby notices and direct welfare checks for residents who have registered mobility needs. Would you confirm by Friday when the inspection will occur and who residents should contact during future failures? A transparent, preventative plan would address both the mechanical problem and the loss of confidence it has created. Sincerely, Maya SinghOriginal Level 12 model - 192 words

What develops from Level 10 to Level 12

• The email serves a wider purpose by representing several residents, not only the writer.
• Details are selected to show inconvenience, accessibility, emergency risk and confidence in management.
• The solution becomes preventative: diagnosis, communication, replacement planning and welfare checks.
• Vocabulary is precise and situation-specific, including diagnostic inspection, outage protocol and mobility needs.
• The tone balances urgency, evidence and cooperation without becoming aggressive.

CELPIP Writing Task 2 template

Task 2 asks you to choose one of two options and explain why you prefer it. Choose the side you can support with two different reasons. The test is not checking whether your real opinion is popular. It is checking whether you can communicate a position clearly and develop it under the timer.

Task 2 planning template

1. 1Choose the option that gives you two clear, different reasons.
2. 2Write a one-sentence position that names the option and overall benefit.
3. 3For reason one, add an affected person, realistic situation or measurable consequence.
4. 4For reason two, add a different benefit and supporting example.
5. 5Note one limitation of the alternative that helps the comparison.
6. 6Decide how the conclusion will summarize the value without copying the opening.

Task 2 comparison prompt

Your company wants to change employee schedules. Option A is to allow flexible daily starting times. Option B is to introduce a four-day compressed workweek with longer working days. Which option do you prefer? Explain your reasons in about 150 to 200 words.

Task 2 Level 9 model answer

I would prefer flexible daily starting times because this option would help more employees manage their responsibilities without making each workday longer. First, workers have different commuting and family schedules. A parent could begin at 7:30 a.m. and leave in time to collect a child from school, while someone who uses public transit could start later to avoid the busiest travel period. Employees would still complete the same number of hours, but with less daily stress. Flexible starting times could also improve concentration. Some people work best early in the morning, whereas others are more productive later. Giving employees a choice would allow them to complete demanding tasks when they are most alert. A four-day week would provide an extra day off, but the longer shifts could be difficult for parents, caregivers and employees with health concerns. Fatigue near the end of a ten-hour day may also reduce the quality of work. Overall, flexible hours would be the fairer and more practical option for a diverse workplace.Original Level 9 model - 169 words

Why this model targets Level 9 characteristics

• The preferred option appears in the first sentence and remains consistent.
• Two distinct reasons - personal scheduling and concentration - are supported with realistic examples.
• The alternative receives a relevant comparison rather than an unrelated criticism.
• Common workplace vocabulary communicates the intended meaning accurately.
• The progression from choice to reasons, comparison and conclusion is easy to follow.

Task 2 Level 10 model answer

I would choose flexible starting times because they would improve both accessibility and performance while preserving a sustainable workday. Employees balance very different obligations. A parent might start at 7:00 a.m. to manage school pickup, while a commuter could arrive after rush hour and avoid an unreliable connection. Since everyone would still complete the required hours, the company could provide flexibility without reducing coverage or output. This policy could also make teams more productive. Employees who schedule demanding work during their strongest hours are likely to concentrate better, and staggered schedules could extend the period when clients can reach the office. Managers could protect collaboration by setting core meeting hours, such as 10:00 a.m. to 3:00 p.m. A compressed week offers an appealing extra day off, but four ten-hour shifts may create fatigue and exclude caregivers or employees managing health conditions. Flexible start times provide many of the same scheduling benefits without concentrating the workload into exhausting days. For these reasons, they are the more inclusive and operationally reliable choice.Original Level 10 model - 176 words

What develops from Level 9 to Level 10

• Each reason is connected to an organizational result such as coverage, output or collaboration.
• The core-hours proposal anticipates a weakness and offers a practical safeguard.
• The comparison becomes more balanced by acknowledging why the four-day week is appealing.
• More precise phrases, including sustainable workday and operationally reliable, sharpen the recommendation.
• Sentence patterns vary while the response stays concise and readable.

Task 2 Level 12 model answer

I would implement flexible starting times because the policy accommodates individual needs while giving the company greater control over service, productivity and staff retention. Its immediate advantage is accessibility. Parents, caregivers and transit users could adjust arrival times without requesting repeated exceptions, yet remain accountable for the same working hours. A defined collaboration window from 10:00 a.m. to 3:00 p.m. would preserve meetings and teamwork. Flexibility could also strengthen operations. Staggered schedules would extend client coverage beyond traditional office hours, while employees could reserve their most analytical work for periods when they are genuinely alert. The company could measure the policy through response times, project delivery and employee feedback, then adjust it if performance declined. A compressed four-day week is attractive in principle, but it exchanges one free day for four unusually long shifts. That arrangement may intensify fatigue, create childcare difficulties and unintentionally disadvantage employees with disabilities or medical routines. Flexible starting times deliver meaningful autonomy without imposing the same solution on everyone. They therefore offer the more inclusive policy and the more defensible long-term business decision.Original Level 12 model - 182 words

What develops from Level 10 to Level 12

• The recommendation addresses individual needs, company performance and long-term retention together.
• The writer proposes both a safeguard and a way to measure whether the policy succeeds.
• The alternative is evaluated through several plausible consequences without losing focus.
• Vocabulary is broad but exact, moving naturally between accessibility, operations and policy language.
• Complex ideas remain economical, controlled and precisely adapted to a workplace audience.

What changes between CELPIP Levels 9, 10 and 12?

A higher level does not simply mean a longer answer or more difficult vocabulary. The official CELPIP Score Comparison Chart lets candidates study rated responses and analysis at different levels. The current CELPIP level descriptors show a progression in the complexity and sufficiency of development, precision of vocabulary, control of sentence structures and ability to adapt communication to purpose and audience.

Phrase bank for adapting the templates

Phrase banks are most useful when organized by function. Learn several natural ways to perform the same job, then choose the one that fits the prompt. Build more topic-specific language with CELPIP vocabulary practice.

Common CELPIP Writing template mistakes

• Using the same greeting and closing for a friend, manager and public official.
• Writing a long general introduction before answering the task.
• Copying words from the prompt without adding a specific effect or example.
• Forcing an advanced phrase into a sentence where it sounds unnatural.
• Using Firstly, Secondly and Moreover repeatedly instead of creating real connections.
• Giving three shallow reasons when two developed reasons would be clearer.
• Discussing both Task 2 options without stating a definite preference.
• Missing one Task 1 instruction because the memorized structure took priority.
• Assuming that a polished model answer is guaranteed to receive the same level in the official test.

How to practise with these templates

1. 1Read the prompt and make a plan without looking at the template.
2. 2Use the template to check whether the plan covers purpose, reader, instructions and development.
3. 3Write under the real Task 1 or Task 2 timer.
4. 4Review the response across all four official dimensions.
5. 5Compare your development with the three models, but do not copy their topic-specific sentences.
6. 6Rewrite the weakest paragraph using clearer detail, more precise vocabulary or better organization.
7. 7Use the same structure on a completely different prompt to prove that you can adapt it.

The strongest next step is to write before studying more samples. Try an email-writing question or a survey-response question, then compare your result with the framework. For a complete timed set, use the CELPIP Writing practice tests.