C1 Level Grammar Structures Part 2

Our previous article, C1 Level Grammar Structures, has only wet our appetite for C1 level grammar structures. Why not dive further and explore some other advanced grammar components?

It’s grammar time!

The task below consists in identifying fourteen more C1 level grammar structures. Once familiarized yourself with them, get the hang of these as well as many more grammar structures and prepare your grammar magic trick bag for the Writing paper of the Cambridge C1 Advanced exam.

Identify THE grammar structure

The use of adverb phrases:

  • adverb + “enough”
  • adverb + prepositional phrase
  • adverb + adverb

The use of “not necessarily” to express a possible exception to a general perception.

The use of nouns with a superlative and a postmodifier.

The use of inverted conditional clause:

should” + inverted subject

The use of “may well” to give emphasis to something unexpected.

The use of “might” in a question form.

The use of “might” in a question form to make polite criticism and suggestions.

The use of the ellipted “if” clause: “if” + “_ed” form.

The use of phrasal-prepositional:

Verb + particle + stranded preposition (separated from the complement)

The use of verbs of senses + direct object + infinitive without “to

The use of “can” in passive reporting clauses in formal context, e.g. it can be concluded that, it can be considered that.

The use of the reciprocal “Each …”+ “the other(s)

Anything” + ellipsis (a situation when words are left out of a sentence, e.g. “If there is anything you want” – “Anything you want”

Present continuous in rhetorical questions.

c1 grammar structures in writing

THE grammar structures in Advanced writings

As you already know, C1 Advanced exam candidates must be well-familiar with the following text-types in the Writing paper:

  1. An essay
  2. An email/a letter (formal and informal)
  3. A proposal
  4. A report
  5. A review

Check out on more details about the exam here How To Prepare for C1 Advanced (CAE) Exam Successfully

In part 1, the essay is the compulsory task, whereas in part 2, there are three questions you must choose one from. It is said that practising writing only two text types from the ones in Part 2 would do the job, I mean choosing one for plan A, as the one you are best at, and another for the back-up; however, I would advise you NOT limit your writing skills. You are about to show your English proficiency taking the official C1 Advanced exam. Be comfortable writing any text type.

You are also familiar with the four writing assessment criteria. They are:

  • Content
  • Communicative achievement
  • Organisation, and
  • Language

Let’s therefore see, in terms of Communicative Achievement and Language, what C1 level grammar structures are a must-be in your written works.

The main focus of this activity is to make C1 Advanced candidates aware that there are certain grammar structures whose presence  is a must, which therefore weighs way more than others.

Here comes the task. 

In your notebook, make a Grammar Checklist with those structures that each of the text types below normally requires the use of. Read then the palette of thirty or so grammar structures and try to identify in which of the C1 Advanced text types you could use each one. Click on the accordion item to see what the answer is. Finally, see the grammar checklists provided and add any other grammar structures to your own checklist.

Prepare your magic writing bag for each of the six text types!

AN ESSAY

A FORMAL EMAIL/LETTER

AN INFORMAL EMAIL/LETTER

A PROPOSAL

A REPORT

A REVIEW

C1 Grammar checklist in writing

A REPORT, A PROPOSAL

A PROPOSAL, A REPORT, and any other text type given the exam question

AN ESSAY, A REPORT, A PROPOSAL, A FORMAL LETTER/EMAIL

FORMAL AND INFORMAL LETTERS/EMAIL

A REPORT, A PROPOSAL, AN ESSAY

C1 level grammar checklist in writing

Grammar structures in C1 Writing checklists

It must be highlighted that the checklists below are open to changes, since it all depends on what the questions in the exam task are. But they do give guidelines given the general purpose of each of the text types.

AN ESSAY

  • Present simple for facts and situations that are permanent
  • The use of introductory phrases with that, e.g. Another advantage is that …; it is a fact that …; the most important point is that …
  • The use of “can” in passive reporting clauses in formal context, e.g. it can be concluded that, it can be considered that.
  • The use of verbs of senses + direct object + infinitive without “to” e.g. It is common to hear elderly people say
  • Conditionals expressions like in case of, otherwise, but for, as/so long as, etc, e.g. So long as developed countries invest into these reserves, such species will be kept safe. 
  • A variety of passive forms, e.g. are being educated, are encouraged, measures should be taken, etc
  • Adjective with a noun phrase, e.g. dangerous carbon emissions, crowded rush hour, etc

A FORMAL EMAIL/LETTER

  • The use of “might” in a question form to make suggestions, e.g. Might I suggest …?
  • The use of the ellipted “if” clause: “if” + “_ed” form, e.g. If required, feel free to ask us.
  • Noun clauses, e.g. I can guarantee that you will …
  • Nouns followed by particular prepositions, e.g. the experience of, a good knowledge of, an interest in, an expertise in, a demand for, etc
  • Present participle, e.g I am writing in response to the advertisement asking for

AN INFORMAL EMAIL/LETTER

  • Anything” + ellipsis (a situation when words are left out of a sentence, e.g. “If there is anything you want” – “Anything you want”
  • Ellipsis, e.g. When in trouble, just give me a ring
  • Adverbs to emphasize adjectives, to show how certain you are, etc, e.g. extremely relaxed, to be perfectly honest, definitely, actually, quite cheap, simply, firstly, etc
  • Direct questions, e.g. Would you prefer to …?

A PROPOSAL

  • Cleft sentences and nouns followed by relative clauses, e.g. the reason why I am recommending this is, a charity event in which …
  • Modal verbs e.g. should, need to, would, could
  • Comparative and superlative forms, e.g. a more efficient method
  • Phrases like doing so, in doing so, by doing so to avoid repetition when giving the consequences, e.g. Schools in remote areas of the country should have Internet access. By/In doing so, …
  • The use of introductory it and there to report different views and make recommendations, e.g. It appears that most members … ; There is a strong preference for … ; It is important to consider …: I find it vital that …
  • Adjectives and adverbs as ways to persuade the reader, e.g. really, incredibly, unforgettable, extremely, etc
  • Long noun phrases, e.g. a very interesting educational field visit to a science centre

A REPORT

  • Cleft sentences, e.g. The purpose of writing this report is to …; the facility that has impressed me the most is … 
  • Reporting, e.g. Some participants complained that the range of courses fell far short of their expectations. Others noted that …
  • Present perfect simple, e.g. The number of users has fallen, the Government has spent a lot of money, etc
  • Inversion to emphasize a point, e.g. Not only has the new amusement park attracted tourists to the town, but it also provided employment for its residents.
  • Determiners and quantifiers, e.g. all the members, less time for breaks, most days, etc
  • Adverb phrases, e.g. reasonably well-equipped
  • Nominalised forms, e.g. The aim of this report, widespread use of, an increase in traffic, the rise in illnesses, the worsening of, ease of access, a lack of understanding, a significant impact, etc
  • Past participle to join sentences, e.g. The new leisure centre provided by the city council, etc
  • Passive forms, e.g. is opposed by many local residents, are used for, has been investigated by, etc

A REVIEW

  • Nouns with a superlative and a post-modifier, e.g. the greatest exhibition ever 
  • (Compound) descriptive adjectives, e.g. vibrant, stunning, shocking, awe-inspiring, strong-willed, never-ending, highly-respected, ice-cold etc
  • Adverbial clauses to give opinion and say why you recommend the film/book, etc, e.g. I can’s wait until he appears in the new season; While romantic films are not usually my thing, she was terrific playing the part of …
  • Present and past participle clauses, e.g. Set in a suburban area, the novel …; having watched this thriller twice, …
  • Complex prepositions, e.g. in comparison with, together with, away from, as well as, etc

You must be “Grammarly” full now ;). We hope you’ve found today’s grammar share useful.

See you next time with our last C1 level grammar structures helping!

Stay tuned for more words of advice and handy material!

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