C2 Proficiency Essay Vocabulary | 200 Words for Writing Part 1

This Cambridge C2 Proficiency essay vocabulary list gives you 200 words for summarising, evaluating and connecting two short texts in Writing Part 1. Use the examples to attribute claims accurately, test their assumptions and integrate your own judgement.

The Writing paper lasts 1 hour 30 minutes. Part 1 is a compulsory discursive essay of 240–280 words based on two texts of about 100 words each. Summarise and evaluate the key points in both and integrate your own ideas. Part 2 is a separate response of 280–320 words.

The 200-word list

1–20 Evaluating limits and assumptions · 21–40 Taking a position · 41–60 Using evidence and reasoning · 61–80 Connecting ideas · 81–100 Explaining cause and effect · 101–120 Synthesising sources · 121–140 Building commentary and argument · 141–160 Weighing competing priorities · 161–180 Reading, selection and evaluation · 181–200 Describing scale and change

Exam requirements · Model essay · Model analysis · Fencing Method · Practice and FAQs · Ten focused practice drills

1–20 Evaluating limits and assumptions

presuppose — treat something as already true before arguing. presuppose that demand is fixed.
conflate — treat distinct things as if they were the same. conflate availability with accessibility.
elide — leave out or pass over a distinction or detail. elide the difference between choice and constraint.
overgeneralise — draw a conclusion that covers more cases than the evidence allows. overgeneralise from one institution.
extrapolate — extend an observed pattern beyond the data available. extrapolate from a small pilot.
circumscribe — limit something to a defined range. circumscribe the policy’s application.
predicate — base a claim or decision on a condition. predicate success on continued funding.
reductive — simplifying a subject in a way that loses important detail. a reductive account of motivation.
tenable — capable of being maintained under criticism. a tenable explanation of the discrepancy.
fallacious — based on faulty reasoning. a fallacious comparison between unlike cases.
ambivalent — having mixed or opposing feelings about something. an ambivalent response to regulation.
normative — concerned with what ought to be done or valued. a normative claim about fairness.
empirical — based on observation or evidence from experience. empirical evidence on take-up.
asymmetry — a significant difference between two sides that are compared. an asymmetry in bargaining power.
contention — a claim presented as part of an argument. the contention that access is universal.
caveat — a warning or limitation attached to a statement. accept the proposal with a caveat.
paradox — an apparently contradictory situation or statement. the paradox of choice without access.
compatibility — ability to work or coexist together. compatibility with local practice.
salience — importance or prominence in a particular context. the salience of cost in the debate.
commensurate — matching another thing in size or degree. support commensurate with need.

21–40 Taking a position

claim — a statement you want the reader to accept. make a claim.
stance — your position on a question. take a clear stance.
thesis — the central position or interpretation your response develops. support the thesis.
premise — an idea the argument starts from. question the premise.
assumption — something treated as true without being established. test the assumption.
assert — state a position firmly. assert that access matters.
argue — give reasons in support of a position. argue for a trial.
maintain — continue to hold or defend a view. maintain that the policy is fair.
contend — put forward a position that can be challenged. contend that the proposal is workable.
justify — give sufficient reasons for a decision or judgement. justify the expense.
advocate — publicly support an action or change. advocate for reform.
defend — answer criticism of a view or choice. defend a decision.
qualify — limit a statement so it applies only where warranted. qualify the conclusion.
concede — acknowledge a valid point made by the other side. concede that costs may rise.
rebut — answer an opposing claim with reasoning or evidence. rebut the objection.
counterargument — a reasoned objection to a position. address a counterargument.
reservation — a concern that makes agreement incomplete. express a reservation.
distinguish — show what makes two things different. distinguish cost from value.
criteria — standards used to judge something. agree on the criteria.
verdict — a final judgement reached after consideration. reach a verdict.

41–60 Using evidence and reasoning

evidence — information that helps establish a claim. draw on evidence.
example — a specific case that makes a general point clearer. give a concrete example.
illustrate — make an idea clearer through a case or detail. illustrate the difficulty.
demonstrate — show how or why something is true. demonstrate a connection.
substantiate — support a claim with convincing information. substantiate the allegation.
corroborate — provide independent support for an existing account. corroborate the witness’s account.
infer — draw a conclusion from available clues. infer a motive from the wording.
imply — suggest a meaning without saying it directly. imply that change is possible.
interpret — explain what something means in context. interpret a figure in context.
analyse — examine how parts work together. analyse the writer’s choices.
evaluate — judge the strength, quality or value of something. evaluate the proposal.
plausible — reasonable enough to believe given what is known. a plausible explanation.
credible — worthy of belief or trust. a credible source.
relevant — directly connected to the issue being considered. relevant to the question.
sufficient — enough for the purpose or conclusion at hand. sufficient for a limited trial.
representative — typical enough to reflect a larger group. a representative sample.
anecdote — a brief account of a particular incident. open with an anecdote.
limitation — something that restricts what a method or claim can establish. acknowledge a limitation.
contradict — state or show something incompatible with another claim. contradict the earlier finding.
synthesise — combine ideas from separate sources into a new account. synthesise competing accounts.

61–80 Connecting ideas

whereas — introduces a clause that contrasts with another. whereas the first option costs less.
although — introduces a fact that qualifies the main statement. although demand may rise.
however — signals a contrast or change in direction. however, costs remain uncertain.
nevertheless — signals that a point still holds despite a difficulty. nevertheless, the trial could go ahead.
conversely — introduces a contrasting relationship in the reverse direction. conversely, lower demand can free capacity.
similarly — points out a meaningful likeness. similarly, smaller groups need space.
likewise — shows that a similar point applies elsewhere. likewise, evening users need lighting.
consequently — introduces a result of what came before. consequently, the queue grew.
therefore — introduces a conclusion or result that follows. therefore, a trial is justified.
furthermore — adds a supporting point. furthermore, the existing room is free.
specifically — narrows the discussion to a precise detail. specifically, the plan would add two sessions.
instead — signals a replacement or different choice. instead, use the current building.
alternatively — introduces another option. alternatively, change the timetable.
otherwise — indicates what happens under different conditions. book early, otherwise places may fill.
provided — introduces a condition when used with a following clause. provided that staffing is adequate.
despite — introduces something that fails to prevent the main outcome. despite the delay.
unlike — marks a difference between two things. unlike the previous scheme.
respectively — matches items with values in the same stated order. costs were $5 and $8, respectively.
overall — signals a judgement about the whole picture. overall, the benefits are modest.
ultimately — identifies what matters after other factors are considered. ultimately, the decision depends on demand.

81–100 Explaining cause and effect

cause — produce or bring about an outcome. cause avoidable delays.
contribute — play a part in bringing about an outcome. contribute to overcrowding.
trigger — set a process or reaction in motion. trigger a review.
accelerate — make a process happen faster. accelerate the transition.
intensify — make something stronger or more severe. intensify competition.
exacerbate — make an existing problem worse. exacerbate existing inequalities.
mitigate — reduce the severity or harmful effect of something. mitigate the harm.
prevent — stop something from happening. prevent further damage.
deter — discourage someone from taking an action. deter people from taking risks.
enable — make an action possible. enable students to attend.
facilitate — make an action or process easier. facilitate access to training.
reinforce — strengthen an effect, belief or behaviour. reinforce an existing pattern.
undermine — weaken something, often gradually. undermine public trust.
sustain — keep something going over time. sustain the improvement.
displace — push something or someone out of an existing place or role. displace smaller operators.
redistribute — change how something is shared. redistribute public funds.
consequence — an outcome that follows an action or event. an unintended consequence.
mechanism — the process through which an effect occurs. identify the mechanism.
correlation — a pattern in which two things vary together. observe a correlation.
constraint — a condition that limits what can be done. work within a budget constraint.

101–120 Synthesising sources

attribute — identify where an idea or quotation comes from. attribute the statistic to Source A.
cite — identify the source of material used in an argument. cite the survey in Source B.
paraphrase — restate a source’s meaning in your own words and structure. paraphrase the author’s reasoning.
excerpt — a passage taken from a longer work. an excerpt from a public address.
provenance — the origin and history of a piece of material. check the provenance of a photograph.
testimony — a person’s account offered as evidence. testimony from residents.
dataset — an organised collection of data. a dataset on bus ridership.
sample — a subset examined to learn about a larger group. a sample of city schools.
metric — a defined quantity used to measure performance or change. an attendance metric.
variable — a factor that may vary or be deliberately changed. control for a confounding variable.
baseline — a reference point used to judge later differences. measure change against the baseline.
methodology — the overall system of methods used to investigate a question. question the study’s methodology.
outlier — a result far from the others in a set. identify an outlier.
independent — arising separately from the source or factor under discussion. an independent source.
convergence — movement towards agreement or a shared conclusion. convergence between findings.
divergence — movement apart or difference between results or views. divergence between local and national data.
complement — add a missing part or strength to something else. complement the survey with testimony.
complicate — show that a simple explanation leaves important things out. complicate the initial conclusion.
reconcile — explain how apparently conflicting claims can fit together. reconcile the two findings.
triangulate — check a claim by comparing different independent sources or methods. triangulate claims across three sources.

121–140 Building commentary and argument

commentary — reasoning that explains how evidence supports a claim. develop the commentary after a quotation.
warrant — the reasoning that connects evidence to a claim. explain the warrant for the claim.
grounds — the basis or reasons for holding a position. give grounds for a limited trial.
scope — the range of cases a statement or argument covers. limit the scope of the argument.
inference — a conclusion reached from available evidence. draw an inference from the pattern.
deduction — reasoning in which a conclusion follows necessarily from its premises. reach the conclusion by deduction.
generalization — a broad statement drawn from specific cases. a generalization from a narrow sample.
analogue — a comparable case with a similar structure or function. an analogue from a neighboring district.
precedent — an earlier case used as a guide for a later one. cite a legal precedent.
exception — a case to which a rule or pattern does not apply. allow for an exception.
criterion — a single standard for judging something. use reliability as one criterion.
condition — a circumstance required for a claim or proposal to hold. state a condition for success.
implication — what follows from a statement even when left unstated. consider the implication for families.
counterexample — a case that shows a general claim does not always hold. offer a counterexample to an absolute claim.
oversimplification — an explanation that drops important complexity. avoid oversimplification.
falsehood — a statement that is untrue. identify a falsehood in a source.
equivocation — a shift between meanings of a term within a line of reasoning. detect equivocation over the meaning of freedom.
contingent — dependent on a named condition. contingent on reliable funding.
tentative — held provisionally pending stronger evidence. a tentative explanation.
defensible — capable of being supported with sound reasons. a defensible thesis.

141–160 Weighing competing priorities

trade-off — a choice in which obtaining one benefit comes with a loss elsewhere. a trade-off between privacy and convenience.
proportionate — appropriate in scale to the problem or objective. a proportionate response to a risk.
equitable — fair in view of different needs or starting points. equitable access to public services.
discretion — freedom to exercise judgement within a role or set of rules. give teachers discretion.
autonomy — the ability or right to make one’s own decisions. protect personal autonomy.
accountability — responsibility to explain and answer for decisions. increase public accountability.
consensus — broad agreement among a group. build consensus over priorities.
dissent — expressed disagreement with a prevailing view. allow space for dissent.
compliance — acting according to a rule or requirement. monitor compliance with the rule.
enforcement — steps taken to make a rule operate in practice. the cost of enforcement.
disparity — a noticeable difference between groups or outcomes. a disparity in participation.
burden — a cost, duty or difficulty borne by someone. reduce the burden on families.
incentive — a feature that encourages someone to act. create an incentive to volunteer.
deterrent — something that discourages an action. a deterrent to unsafe driving.
feasibility — whether a proposal can be carried out in practice. assess the feasibility of a pilot.
viability — whether a proposal can work or continue successfully. question the long-term viability.
allocation — distribution of limited resources among possible uses. the allocation of public funds.
reciprocity — mutual exchange of benefits, help or obligations. a relationship based on reciprocity.
compromise — a settlement in which competing parties accept some limits. reach a compromise.
safeguard — a measure designed to protect against a risk. build in a safeguard for applicants.

161–180 Reading, selection and evaluation

leverage — use a resource or advantage to achieve a result. leverage existing community networks.
acknowledge — recognise a fact, contribution or difficulty. acknowledge the staffing concern.
outstrip — grow faster than or exceed something else. demand can outstrip capacity.
summarise — give the important points in a shorter form. summarise the main finding.
foreground — place an idea or detail at the centre of attention. foreground the needs of younger pupils.
omit — leave something out. omit a minor detail.
selective — choosing particular details and leaving others aside. be selective about the evidence.
pertinent — directly relevant to the point under discussion. raise a pertinent objection.
explicit — stated clearly and directly. make the request explicit.
implicit — understood from clues rather than directly stated. an implicit criticism of the plan.
nuance — a subtle distinction in meaning or attitude. recognise a nuance in tone.
contrast — show a marked difference. contrast the two accounts.
align — bring ideas or decisions into agreement. align the plan with pupils’ needs.
discrepancy — a difference between accounts expected to agree. notice a discrepancy in the figures.
oversight — an important detail missed by mistake. correct an oversight.
overstate — present something as greater or more certain than warranted. overstate the benefits.
underestimate — judge something to be smaller or easier than it is. underestimate the cost.
conflict — a clash between accounts, needs or interests. a conflict between priorities.
appraise — assess the value or quality of something. appraise the merits of each option.
dismiss — reject an idea or treat it as unworthy of consideration. dismiss a concern too quickly.

181–200 Describing scale and change

widespread — present across many places or groups. widespread smartphone use.
prevalent — common in a particular group or setting. prevalent among younger adults.
persistent — continuing over a period despite efforts or change. a persistent shortage.
gradual — happening in small steps over time. a gradual decline.
incremental — proceeding through successive small additions or changes. incremental improvements.
temporary — lasting for a limited period. a temporary measure.
permanent — intended or expected to continue indefinitely. a permanent change.
systemic — rooted in the workings of a whole system. a systemic failure.
structural — arising from the organisation of institutions or systems. structural barriers to employment.
localised — limited to a particular area or group. a localised shortage.
uneven — distributed or developing differently across a group. uneven growth across regions.
disproportionate — too large or too small relative to a comparison. a disproportionate burden.
unintended — occurring without being planned. an unintended effect.
preventable — capable of being stopped before it happens. preventable injuries.
measurable — able to be assessed in observable terms. a measurable improvement.
threshold — a point at which a rule, effect or condition begins to apply. reach a minimum threshold.
trajectory — the direction in which change is moving over time. alter the long-term trajectory.
fluctuate — rise and fall irregularly. prices fluctuate over time.
stabilise — become or make something more steady. stabilise demand.
reverse — change an earlier direction or outcome. reverse the decline.

What a C2 Proficiency essay needs to do

Identify the main claims in each text and note what supports them. Cambridge asks you to summarise and evaluate the key points and add your own ideas. Read the two texts together before you plan. They may agree about the problem and disagree about the remedy, or they may approach different aspects of one issue.

For evaluation, ask what has to be true for a conclusion to hold. A text may claim that a service is accessible because it is free. That inference depends on whether people can reach it and use it. Your own reasoning might introduce a relevant condition, give a counterexample or distinguish groups affected in different ways.

Cambridge assesses Content, Communicative Achievement, Organisation and Language. The essay needs enough attribution for the reader to recognise the source ideas and enough evaluation to see your reasoning. A coherent structure can group related claims by issue.

Cambridge C2 Proficiency exam format · C2 Proficiency information for candidates

Word list · Model essay

Model essay with source evaluation

Practice source notes. Text A argues that digitising local archives widens access and protects fragile materials from handling. Text B argues that online collections lose historical context and can exclude people who lack equipment or skills. These notes stand in for two full texts during this exercise.

Digitisation can widen access to local history while protecting fragile documents, as the first text argues. The second text, however, questions how much access a digital archive provides when users lack suitable equipment or need context that a scan cannot supply. The dispute concerns what meaningful access requires.

The first text is persuasive about preservation. Researchers who can read a digital copy have less reason to handle a delicate original. A searchable collection may also help people who live far from the archive. Yet the argument risks equating the availability of a file with a person’s ability to use it. A poor scan or an unfamiliar search interface can create new barriers even after distance has ceased to matter.

The second text’s concern about context is strongest where the arrangement or physical condition of a record affects its interpretation. A photograph of an isolated page may conceal how it sits within a sequence of entries. However, digital access can supply context through catalogue notes and linked images, provided the archive invests in preparing them. This makes the quality of the digitisation more consequential than the simple distinction between online and physical access.

A stronger policy would preserve original materials, prioritise high-quality digital copies and offer supported access in libraries. Such a policy would address geographical distance without assuming that a public website automatically serves every user. Its success would depend on whether people can find, read and interpret the records they need.

Word list · Exam requirements · Model analysis

Why the evaluation holds together

The model gives the preservation claim a clear mechanism and distinguishes it from the wider claim about access. It identifies an assumption about usability and gives a concrete case where context matters. It then tests the second text’s concern by explaining when catalogue notes and linked images could address it.

Try compressing the first two source summaries into one sentence without changing either author’s position. Then add a separate sentence that states your criterion for evaluation. If a source makes a limited claim, keep its scope. A paraphrase that strengthens the original claim can make your rebuttal easier and less accurate.

Word list · Model essay · Fencing Method

How to fence a C2 Proficiency word

1. Base. The proposal conflates access and availability. 2. Detail. The proposal conflates access to records with the availability of scans. 3. Tone. The proposal risks conflating access to records with the availability of scans. 4. Logic. The proposal risks conflating access with availability, since users may be unable to search the scans. 5. Transfer. The argument conflates permission to attend with the practical ability to travel.

Use conflate only when the argument treats distinct things as equivalent. If the distinction is simply absent, try overlook or leave unexplained. The aim is to identify the exact problem in the argument.

The eduKate Fencing Method for Vocabulary

Word list · Model analysis · Practice and FAQs

Timed practice and FAQs

Write a short synthesis using two practice notes about remote work. One says remote work increases autonomy. The other says it can make staff feel isolated. Distinguish control over hours from access to colleagues, then propose a condition under which both concerns can be addressed.

How many texts should I use? Both supplied texts. How long is the essay? The Part 1 range is 240–280 words. Where do my own ideas go? Integrate them where they clarify the relationship between the claims or help evaluate an assumption. Check that every new example still serves the given topic.

To edit, underline each place where a source claim appears. Draw a line to the sentence that tests, develops or qualifies it. Check your attribution, scope and language. The reader should be able to distinguish your inference from the position of either source.

Word list · Fencing Method

Ten focused practice drills

1. Before you introduce an assumption, find a sentence in the source that depends on it. If a text claims that digitisation removes distance barriers, the claim need not imply that every person can use a website. Identify exactly where your proposed limitation belongs.

2. Write one sentence of faithful attribution before you evaluate. Then ask whether the evidence justifies the scale of the conclusion. A personal account can illustrate a barrier and may be insufficient to establish how common the barrier is. Both observations can belong in the same paragraph.

3. Distinguish a counterexample from an exception. If the text presents a universal claim, one valid counterexample can challenge it. If the claim is already limited to particular circumstances, a case outside those circumstances may simply mark its scope.

4. Use a connector to show how two claims interact. A text can be persuasive about preservation and incomplete about access. However can mark that shift. If both authors agree on the outcome but disagree over the method, state the agreement before introducing the contrast.

5. Explain the process behind a claimed effect. Scans might reduce handling by giving readers another way to inspect fragile pages. The mechanism depends on legibility and the completeness of the record. Show how a condition affects the mechanism before judging the proposal’s value.

6. Check independence before calling evidence corroboration. Two articles repeating figures from the same survey supply one underlying dataset. If different methods reach a similar conclusion, explain what each contributes and whether they examine comparable users or settings.

7. Separate a normative claim from an empirical one. Everyone should have access expresses a value. Most users can access the collection requires observation. Evaluate each in the appropriate way and make your own criterion for fairness visible.

8. Make your own contribution do analytical work. A sentence about access might name a group neither text considers and explain why that group tests both proposals. If the new example only repeats the issue with different nouns, consider using the space to develop an implication.

9. Paraphrase the reasoning, including its limits. If an author argues that a policy can have an effect, avoid saying the author believes it will. If they mean a local case, retain that scale. A fair paraphrase makes the later evaluation more credible.

10. Finish with a conclusion that integrates the claims. You could specify the condition under which the two proposals work together or explain why one goal should guide the other. Let the conclusion resolve something the essay has established.

A second C2 practice plan

Try these source notes about flexible working. Text A argues that freedom to choose working hours increases autonomy and makes it easier to meet personal commitments. Text B argues that variable hours can make collaboration harder and may leave junior staff without support. Write a claim for each in your own words and preserve its scope.

Look for a shared issue. Both texts consider control over time, but one focuses on the individual and the other on coordination. You could distinguish flexibility over the start and end of the day from complete independence over working hours. This distinction gives you a way to evaluate both texts without dismissing either concern.

Build a paragraph that integrates a claim and an evaluation. Text A is persuasive about the value of control over working hours for staff with fixed responsibilities outside work. Its argument is less decisive when colleagues need quick responses at unpredictable times. Some shared hours could preserve individual choice while making collaboration possible. Add one condition where that compromise might fail.

Review whether your own example does more than repeat the claim. A worker collecting a child after school illustrates why control matters. A team coordinating an emergency response identifies a limit. Explain how the two examples change the conditions under which a flexible policy would work.

Check the conclusion for scope. A claim about people who do independent work should stay limited to those circumstances unless the essay has explained why it applies elsewhere. Mark words such as all, always and inevitably. Keep them only where your argument can support them.

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