CELPIP Writing Samples by Level (7, 9, 10)
What separates a level 7, 9 and 10 answer is rarely a list of advanced words. It is how fully the task is answered, how far each reason is developed, how ideas connect and how precisely the writer qualifies a position. Below, the same prompts are answered at three target levels — original teaching examples, not officially scored.
Task 2 survey response: level 7 vs 9 vs 10
One library survey, three answers. Switch the highlight to see what each level adds.
Task 2 prompt
Your local library has funding for one improvement. Which option do you prefer? Explain your reasons.
- AStay open until 9 p.m. on weekdays.
- BBuy additional public computers.
Where each answer does what the prompt asks.
Original teaching example · not officially scored
I think the library should stay open until 9 p.m. on weekdays. This would help people who work during the day. I finish work at six, and the library closes before I can get there. If it stayed open later, I could borrow books after dinner and spend some time reading. Longer hours would also help students. Some students have activities after school, so they cannot visit the library in the afternoon. They could come in the evening to study or work on group projects. The library is quieter than many homes, and it has useful books for homework. Parents who work late could also bring their children, which would make family visits easier during the school week. More computers would be useful too. However, I have usually found a free computer when I visit on Saturdays. For this reason, I think longer opening hours would help more people in our area. I hope the library will choose this option.
Why this level
The position is clear and every paragraph supports it. The reasons stay general (“help people”, “help students”), the linking words are the basic ones, and the other option is mentioned but answered with a Saturday observation that does not really speak to weekday demand.
Original teaching example · not officially scored
I would prefer the library to remain open until 9 p.m. on weekdays, mainly because its current schedule excludes many working residents. By the time I finish my shift and travel home, there is rarely enough time to visit. Evening access would allow people like me to use the library regularly rather than trying to fit every visit into the weekend. Students would benefit as well. Those who share a crowded home or attend activities after school need a reliable place to study. A few extra evening hours would give them access to a quiet environment, reference materials and the computers the library already owns. Buying additional computers is a reasonable alternative, particularly for residents without internet access. However, those computers would still be unavailable whenever the building is closed. I suggest extending the hours for a three-month trial and recording evening attendance and computer demand. This would meet an immediate need while giving the library useful evidence for its next spending decision.
Why this level
Each reason is tied to real people and a real obstacle. The other option is treated fairly before it is set aside — and the reply links back to it (“the computers the library already owns”). A short trial turns a preference into a plan.
Original teaching example · not officially scored
I support extending weekday opening hours to 9 p.m., provided the library can cover the additional staffing costs within its budget. The main obstacle for many residents is access: a well-equipped building offers limited value to someone whose working hours overlap with its opening hours. Later access would serve shift workers, commuters and students who lack a quiet place at home. It would also make the existing computers available for longer, potentially helping job seekers who need to complete applications after work. This gives the proposal benefits beyond simply allowing more time to borrow books. Additional computers could still be the better investment if waiting lists show persistent shortages throughout the day. The library should therefore check usage records before committing. If the budget permits, I would favour an initial trial on the busiest weekday evenings, with attendance, computer waiting times and staffing costs reviewed after three months. That approach would test whether longer hours improve access enough to justify continuing them.
Why this level
The writer sets conditions on their own position, weighs the other option on evidence and says exactly what would change their mind — in economical, exact language. The trial idea is not what earns the level; another well-reasoned approach could do the same.
Task 1 email: level 7 vs 9 vs 10
The same complaint about a gym charge, written three ways. All three cover every point — the difference is how.
Task 1 prompt
You recently cancelled your gym membership, but you were charged again this month. Write an email to the gym’s customer service team.
- Explain when and how you cancelled.
- Describe the charge and why it is a problem for you.
- Say what you would like the gym to do.
Where each answer does what the prompt asks.
Original teaching example · not officially scored
Dear Customer Service Team, I am writing about my gym membership. I cancelled my membership on September 28. I went to the front desk and filled out the cancellation form. The staff member told me that my membership was finished and I would not pay anymore. However, on October 15 I saw a charge of $49.99 on my credit card from your gym. This is a problem for me because I did not use the gym this month. Also, I am saving money for my rent, so this money is important for me. I was very surprised when I saw the charge. I would like you to return the $49.99 to my credit card. Please also check that my membership is really cancelled, so this does not happen again next month. I still have a copy of the form if you need it. Please reply to me soon. Thank you for your help. Sincerely, Ana Lopez
Why this level
All three points are covered in order and the tone is polite. Sentences are short and similar (“I cancelled… I went… I saw…”), the impact is stated rather than shown, and the request is clear but plain.
Original teaching example · not officially scored
Dear Customer Service Team, I am writing to request a refund for a membership fee that was charged after I had cancelled my account. On September 28, I visited the front desk at your Main Street location and completed the cancellation form. The staff member confirmed that no further payments would be taken, and I kept a copy of the signed form. Despite this, a charge of $49.99 appeared on my credit card on October 15. Apart from the money itself, the charge caused a practical problem: it pushed my card close to its limit just before my rent payment was due, so I had to move funds between accounts at short notice. I would appreciate it if you could refund the full amount to the same card and confirm in writing that my membership has been closed. I have attached a photo of the cancellation form for your records. Could you let me know when I can expect the refund? Thank you for looking into this. Kind regards, Ana Lopez
Why this level
The purpose is in the first sentence, the evidence (date, location, signed form) makes the claim credible and the impact is concrete. Phrases such as “Despite this” carry the reader from fact to problem to request.
Original teaching example · not officially scored
Dear Customer Service Team, I am writing about a $49.99 charge that appeared on my credit card on October 15, more than two weeks after I cancelled my membership. I cancelled in person on September 28 at your Main Street location. The staff member processed the form while I waited and confirmed that no further payments would be taken; I have attached a photo of my signed copy. The October charge therefore appears to be an error, perhaps because the cancellation was not entered into your billing system before the monthly payment run. The amount is modest, but its timing was not: it arrived two days before my rent was due, and I had to transfer money between accounts to avoid a declined payment. I would be grateful if you could refund the charge to the original card, confirm in writing that the account is closed, and let me know roughly how long the refund will take to appear. If you need any further details, I am happy to provide them. Kind regards, Ana Lopez
Why this level
Every sentence does a job. The writer anticipates the company’s side (a likely billing delay) without sounding accusatory, controls tone precisely (“The amount is modest, but its timing was not”) and makes a three-part request that is easy to act on.
What changes between a level 7, 9 and 10 answer?
A target 7 answer does the task clearly but stays general. A target 9 answer ties each reason to real people and situations, deals fairly with the other side and links ideas smoothly. A target 10 answer adds control: conditions, trade-offs and exact word choice, often in fewer words. None of it depends on rare vocabulary.
| Lens | Target 7 | Target 9 | Target 10 |
|---|---|---|---|
| Task coverage | Every part answered, plainly | Every part answered, with evidence | Every part answered, anticipating the reader |
| Reasons | Stated, briefly supported | Tied to specific people and obstacles | Weighed, with conditions and trade-offs |
| Linking | Basic: also, however, so | Varied; carries the argument forward | Economical; often built into the sentence |
| Precision | General words (help, good, useful) | Specific (excludes, reliable, at short notice) | Exact and qualified (provided, persistent, roughly) |
How should I use these samples?
- Study the level just above yours, not the top one. If you are around 7, the jump to 9 shows the next habits to build.
- Switch lenses one at a time. Turn on “Reasons” and compare how far each version develops the same idea.
- Don’t memorise sentences. Notice moves you can reuse — stating a condition, conceding a point, adding a specific detail.
- Write your own answer to the same prompt in the timed survey editor or email editor, then compare.
Are these officially scored CELPIP answers?
No. Our editors wrote them to show the features that typically separate the levels. A real CELPIP level depends on your whole performance across both tasks and on the official rating process, so “target 9” describes what a sample is meant to show — it does not guarantee that score.
The trial idea in the level 9 and 10 survey answers is one good approach, not a requirement. Another well-reasoned answer can reach the same level.
Write yours and get feedback
Write against the real timer in the Task 1 or Task 2 editor, or paste an answer you already have into the writing checker. You get a level range, sentence-by-sentence fixes and a revision at the level you are aiming for.
Questions people ask
Are longer answers a higher level?
Can I memorise these samples for the test?
Do I need advanced vocabulary for level 9 or 10?
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Unofficial practice and estimates — not affiliated with Paragon or IRCC, and not legal advice. Read the disclaimer