essay cambridge c2

• Guide to the Cambridge C2 Proficiency Writing Exam – Part 1: Essay

• Posted on 19/04/2023
• Categories: Blog

Are you preparing for the Cambridge C2 Proficiency (CPE) writing exam? If so, you may be feeling a little nervous and concerned about what lies ahead . Let us help put that fear and anxiety to bed and get started on how your academic writing can leave a positive impression on the examiner.

By the end of this blog post, you’ll know exactly what you need to do, how to prepare and how you can use your knowledge of other parts of the exam to help you.

Although you’ll find the advanced writing skills you’ve mastered at C1 will stand you in good stead for C2 writing, there are clear differences in the exam format in CPE. As in Cambridge C1, there are two parts in the writing exam, and understanding what you need to do before you’ve even put a pen to paper is incredibly important. So, let’s go!

What’s in Part 1?

First, let’s look at the format of Part 1:

• Task: essay.
• Word count: 240–280 words.
• Register: formal.
• Overview: a summary of two texts and an evaluation of the ideas.
• Suggested structure: introduction, paragraph 1, paragraph 2, conclusion.
• Time: 1 hour 30 minutes for Part 1 and 2.

Before we look at an example task, let’s look at how your paper will be assessed. The examiner will mark your paper using four separate assessment scales:

• Content – this demonstrates your ability to complete the task, including only relevant information.
• Communicative achievement – this shows how well you’ve completed the task, having followed the conventions of the task, used the correct register and maintained the reader’s attention throughout.
• Organisation – the overall structure of your essay, the paragraphs and the sentences.
• Language – your ability to use a wide range of C2 grammar and vocabulary in a fluent and accurate way.

How can I write a fantastic essay?

Let’s look at an example task:

The key things you’re being asked to do here are summarise, evaluate and include your own ideas, using your own words as far as possible. So, in short, you have to paraphrase. As a Cambridge exams expert, you’ll know that this is a skill you already use throughout the exam.

In Reading and Use of English Part 4, the techniques you are using to make the keyword transformations (active to passive, comparative structures, negative inversions, common word patterns, etc) will show you that you already know how you can say the same thing in other words.

Your ability to do word formation in Reading and Use of English Part 3 is useful here, as you look for verbs that you can change into nouns, and vice versa. This enables you to say reword sentences without losing the original meaning.

You are already adept at identifying the correct options in Reading and Use of English Part 5 and Listening Parts 1 and 3, although the words given are different to the information in the text or audio.

So, be aware of the skills you have already practised, and use them to your advantage!

How should I plan and structure my essay?

Before you even consider writing, read both texts thoroughly . Highlight the key points in each text and make notes about how you can express this in your own words. Look for contrasting opinions and think about how you can connect the ideas together. These contrasting ideas will usually form the basis of paragraphs 2 and 3.

Although there are multiple ways you can organise your essay, here is a tried and tested structure:

Paragraph 1: Introduction

Paragraph 2: Idea 1 with support

Paragraph 3: Idea 2 with support

Paragraph 4: Conclusion

Introduction

Use your introduction as a way to present the general theme. Don’t give anything away in terms of your own opinion, but instead give an overview of what you will discuss. Imagine this as a global comment, talking about how society as a whole may feel about the topic.

Start with a strong sentence. Make your intentions clear, then back up your idea with a supporting sentence and elaborate on it. Use linkers to show how this idea has different stances, paraphrased from the key points you highlighted in the texts.

Follow the same structure as Idea 1, but focus on a different element from the two texts. Introduce it clearly, then provide more support to the idea. Keep emotional distance from the topic – save your opinion for the conclusion!

Here is the opportunity for you to introduce your personal opinion. There shouldn’t be anything new included here other than how you personally feel about the topics discussed. Use your conclusion to refer back to the main point and round up how your opinion differs or is similar.

This is just one example of how you can structure your essay. However, we recommend trying different formats. The more you practise, the more feedback you’ll get from your teacher. Once you’ve settled on the structure that suits you, your planning will be a lot quicker and easier.

What can I do to prepare?

According to the Cambridge English website, ‘A C2 Proficiency qualification shows the world that you have mastered English to an exceptional level. It proves you can communicate with the fluency and sophistication of a highly competent English speaker.’

This means that being a proficient writer in your own language is not enough. So, what can you do to really convince the examiner that you truly are smarter than the average Joe ?

Prepare! Prepare! Prepare!

✔ Read academic texts regularly.

✔ Pay attention to model essay answers and highlight things that stand out.

✔ Always try to upgrade your vocabulary. Challenge yourself to think of synonyms.

✔ Write frequently and study the feedback your teacher gives you.

✔ Study C2 grammar and include it in your writing.

What do I need to avoid?

Don’t overuse the same linkers. Practise using different ones and not only in essays. You can write something much shorter and ask your teacher to check for correct usage.

• Don’t constantly repeat the same sentence length and punctuation. Long sentences may seem the most sophisticated, but you should consider adding shorter ones from time to time. This adds variety and a dramatic effect. Try it!
• Don’t be discouraged by your mistakes – learn from them! If you struggle with a grammar point, master it. If you spell something incorrectly, write it again and again.
• Don’t limit your English studying time. Do as much as possible in English – watch TV, read, listen to podcasts, or meet with English speaking friends. English time should not only be reserved for the classroom.

What websites can help me?

The Official Cambridge English page, where you can find a link to sample papers.

BBC Learning English has a range of activities geared towards advanced level learners.

Flo-joe has very useful writing practice exercises that allow you to see other students’ writing.

Writing apps and tools like Grammarly can improve your writing style with their feedback and suggestions.

Don’t forget about our fantastic C2 blogs too!

Passing Cambridge C2 Proficiency: Part 3 Reading and Use of English

Passing C2 Proficiency: A Guide to Reading Part 5

Passing C2 Proficiency: A Guide to Reading Part 6

Guide to the Cambridge C2 Proficiency Listening Test

Guide to the Cambridge C2 Proficiency Speaking Test

Looking for further support?

If you’re interested in preparing for the C2 Proficiency exam but don’t know where to start, get in touch with us here at Oxford House today! We offer specific courses that are designed especially to help you get ready for the exam. Let our fully qualified teachers use their exam experience to guide you through your learning journey. Sign up now and receive your free mock test!

Glossary for Language Learners

Find the following words in the article and then write down any new ones you didn’t know.

lie ahead (pv): be in the future.

stand you in good stead (id): be of great use to you.

adept at (adj): have a good ability to do something.

thoroughly (adv): completely.

tried and tested (adj): used many times before and proved to be successful.

back up (pv): give support to.

round up (pv): summarise.

settle on (pv): choose after careful consideration

average Joe (n): normal person.

discouraged (adj): having lost your enthusiasm or confidence.

pv = phrasal verb

adj = adjective

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• Posted on 05/04/2023

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Cambridge English: Proficiency

Check out students' answers to Flo-Joe's CPE Writing tasks with a teacher's feedback

• Writing Class

Writing Class: Essay

Task type: essay.

Question Read the two texts below. Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible and include your own ideas in your answers.

Write the essay. (around 240 - 280 words)

Makeover: Zamira

Read Zamira's answer to this question below. Try correcting the piece of writing yourself first: use the marking codes to think about what might be wrong (or what's good) about the piece of work. Then when you're ready, click the green buttons in the text for our feedback.

Content You have addressed the task appropriately and given a full and thoughtful answer to the question. The essay is within the word limit and everything is relevant. You have covered the main issues in each text and you have also offered an opinion of your own. Communicative Achievement The essay is written in an appropriate format and in an academic style. I nearly suggested deleting the final sentence as it verged on the kind of comment you would find in an article rather than an academic piece of writing. But it works well so I've left it in! The reader would be fully informed of the content of both texts and your own views. Organisation The essay is organised logically with clear paragraphing. Linking words and discourse markers are used very well to create an extremely coherent piece of writing. Language This is a very well written essay. You have used both vocabulary and grammatical structures well to express your ideas flexibly. I am particularly impressed with your use of advanced sentence structures and your ability to write in very natural English. There are very few ‘mistakes’ as such. Well done!

Marking Code

/\ Word(s) missing

- Omit word

C Capitalization

O Organisation

P Punctuation

PE Poorly expressed

R Register/Formality

SS Sentence Structure

WF Wrong form

WO Word order

WT Wrong tense

WW Wrong word

CPE Info and Practice

Cpe resources to buy.

Cambridge C2 Proficiciency (CPE): How to Write a Review

• Mandatory task: no
• Word count: 280-320
• Main characteristics: descriptive, narrative, evaluative, recommendations/suggestions
• Register: depends on the task

Introduction

A review may be about a book, magazine, film, play, or concert, but it may also be about, for example, an exhibition. The target reader is specified in the question, so the candidate knows not only what register is appropriate, but also has an idea about the kind of information to include. A review does not merely require a general description of, for example, an event or publication, but it specifies the particular aspects to be considered. For example, the review may employ narrative, as well as descriptive and evaluative language, and a range of vocabulary relating, for example, to literature and the media such as cinema or TV. Source: Cambridge English Assessment: C2 Proficiency Handbook for teachers

Reviews are one type of text in Cambridge C2 Advanced that you don’t have to do but you can choose to do it together with articles , reports and formal/informal letters while essays are the only mandatory task in the writing test.

One of the easier tasks

I find reviews to be quite popular among my students because they are very common and really part of our everyday lives. Whenever we try to check out a new restaurant, film, book or experience when we are on holiday, we have a look at what other people think, who have already bought or done it.

That’s why writing reviews comes fairly naturally to many people simply because we see them all the time. We know that a good review is interesting, informative and persuasive and if you can do these things in the exam, you are good to go.

Of course, there are always certain criteria you need to keep in mind, but that’s what I’m here for, so let’s get into it.

What a typical review task looks like

First of all, it is a good idea to have a look at a task and get as much information from it as possible.

We usually want to find out three things that help us prepare for writing a great review:

• What is the topic of the task?
• What exactly do I have to include in the review?
• Who is going to read the review?

The topic of the review is children’s books and you have to talk about one that you enjoyed as child and would recommend even today. To be more specific, you have to say what you liked about it and why you think children today would still get something out of it .

Last but not least, you are writing for the readers of a literary magazine, which tells us that we shouldn’t write in a style that it too informal, but I also wouldn’t write as formally as in an essay . So, we ought to keep the style of language neutral , meaning that we can include some phrasal verbs and other smaller informal features like contractions (e.g. I’m or don’t), but I recommend not using any colloquial expressions that we typically use in spoken English.

How to organise your review

Reviews in C2 Proficiency can normally be structured in a similar way because the different elements we need to include are always the same: a descriptive part, something we need to discuss in a bit more detail, and a recommendation.

Title & introduction

Description, recommendation.

This commonly works very well. You can, of course split up the descriptive part or the discussion part in several paragraphs if it makes sense and at this level, you should definitely be able to make any task work for you, but this is a good basic scaffold that you can utilise in your writing.

Don’t forget to plan your review

Creating a plan before you start writing is an essential element of a good strategy in C2 Proficiency and I strongly suggest not skipping this step. It helps you to put your thoughts in order, which, in turn, can save you a lot of time when you are bringing them to paper.

The easiest way to create a plan is to take the paragraph structure you want to apply and to make some notes for each part:

• Title & introduction : Pippi Longstocking; Astrid Lindgren; 1945; childhood memories
• Description : young girl living by herself with her horse and monkey; super strength; Tommy and Annika; brave; adventures
• Discussion : I love her fearlessness, adventures and colourful world; children nowadays overprotected –> can benefit from a strong character like Pippi
• Recommendation : strongly recommend it; good entry to literature; good example of badass girl

Making the plan was a 4-minute effort and now I’m set and ready for my awesome review. The plan will keep me on track and I won’t have to think about the content anymore. All I have to do is turn my notes into full sentences and focus on good language.

The different parts of a review

Everything I’ve told you up to this point has been about getting yourself ready for the actual writing. We have a paragraph structure we can trust as well as an outline of our ideas. Now, we are going to look at an example and I will explain to you what my thought process looks like.

The introduction in a review has a very straightforward purpose: engage the reader and make interesting from the beginning. I like doing that by asking a question , which involves the reader immediately, including some kind of personal anecdote as well as some very basic facts about the topic of the review , in this case the name of the book and the author.

Pippi Longstocking by Astrid Lindgren Do you still know your favourite story from your childhood? I remember listening to my dad reading stories to me and my sister after lunch every day and my most treasured book was about a brave little girl called Pippi Longstocking written by the Swedish author Astrid Lindgren in 1945.

Every review gets a title, which doesn’t have to be anything spectacular but make sure that your text has one. Then, you can see that I basically just included the different things I mentioned earlier: a question (“Do you still know …?”), a personal anecdote (“I remember listening …”) and some factual info about the book itself. Mission accomplished. The reader is hooked and we can move on to the next part.

The second paragraph is there to talk a little bit more about the subject of your review . In the case of a book you want to give more information, for example, who the main characters are, where and when the story is set, etc. For a review of a restaurant you might mention the location and the cuisine they serve there or why you went there in the first place. I guess you get the idea. Describe what the task wants you to describe and make sure that your language is on point .

Pippi is a nine-year-old girl who lives in her own house called Villa Villekulla together with her meerkat, Mr. Nillson, and a horse. Not only is she an exceptionally brave girl that goes on many adventures with her best friends Annika and Tommy, but she also possesses superhuman strength, which she often shows off throughout the story, for example, by lifting the horse in the air with her friends sitting on it.

Here you can see that I give a breakdown of the main characters as well as the general setting of the story. You don’t want to give too many spoilers because no one likes that, right?

Thanks to my plan I didn’t have to worry about the content, but I was able to focus on the language. I’ve included some nice vocabulary and grammar (not only, but also; exceptionally brave; superhuman strength; which; shows off) to keep the reader engaged .

The discussion portion of a review always asks you to give your opinion on some aspect of the experience . In our example task, we have to say what we enjoyed about the book when we read it and why we think children today might still like it.

We could definitely split this part into two paragraphs, but I made it work in just one.

The excitement I felt back then is still very vivid in my memories. I loved Pippi’s fearlessness and her constant appetite for adventure as well as the colourful world with all its odd characters Astrid Lindgren brings to life. I’m sure that I would still enjoy the book if I ever decided to pick it up again and its timeless character makes Pippi Longstocking a great choice even for children today. In a world where many parents try to bubble wrap their kids and control every aspect of their lives, a rebel like Pippi can be the perfect antidote to that. Young people can learn what it means to confront and even thrive in the face of a challenge instead of avoiding it, which I believe is a very useful quality to have in life.

First, I give reasons for why I liked the story (fearlessness, appetite for adventure, colourful world) and then I project those aspects onto children’s lives today with their very scheduled weeks and little room for creativity and enjoyment while being encapsulated by their helicopter parents (Google it, it’s a real expression.).

With the first sentence I link this paragraph to the introduction and the different aspects in this section are all well connected using different cohesive devices (as well as, I would still enjoy; a great choice even for children today). Use the freedom you have in a review to link everything well and make it as easy as possible for the reader to follow your logical arguments.

The last part of a review should always be a final recommendation. This doesn’t have to be anything special, but this is why we read a review in the first place. We want to know if the writer thinks we should consume or experience the same thing or not.

Long story short, I would highly recommend the story to parents who want to offer their children an entry point into literature and a world full of wonder and excitement that they can share with Pippi Longstocking in a time when their daughters and sons need it more than ever.

Once again, I didn’t reinvent the wheel here. I make my recommendation and try to connect this paragraph to the previous one (“… in a time when their daughters and sons need it more than ever”). With a sprinkle of interesting language (long story short; a world full of wonder and excitement) we bring our review to a close.

Feeling ready for a review now?

By now, you probably can’t wait to start practising. Reviews in Cambridge C2 Proficiency are really not that difficult, especially if you know what you’re doing. Keep in mind the different typical aspects of a review (paragraph structure, planning, interesting and engaging language) and I don’t see how you can ever write a bad review ever again.

If you are interested, I can also help you with some writing feedback or even private classes . Until then, all the best.

Lots of love,

Teacher Phill 🙂

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Essay; Bailing Out Moscow

By William Safire

• Feb. 25, 1988

We have just been told by a well-placed informant inside the Kremlin that the Soviet Union is not the economic power our intelligence analysts have long thought it was.

Throughout the Reagan years, our experts have assumed that Soviet growth averaged slightly over 3 percent yearly. That is a vital statistic: we then put a price each year on what we know the Soviet military machine cost, and get what we hope is a clear idea of what percentage of its economy Moscow is devoting to armament.

That's just about the most important intelligence number of all. In the 70's, a ''Team B'' of outsiders was brought in by the C.I.A. to challenge the conventional wisdom, and doubled the previous estimate to 13 percent in the Soviet Union. That laid the basis for our own increased defense spending, which now amounts to 6 percent of our gross national product.

In a little-noted passage of his long speech last week to his Central Committee, Mikhail Gorbachev made a stunning revelation that kicks our estimates into a cocked hat.

He pointed out that during the Brezhnev years, economic growth had been artificially hiked by the sale of oil at high prices (the U.S.S.R. is the world's largest producer) and the accelerated sale of vodka (Soviet spending on alcohol may have reached 10 percent of total output, compared with less than 2 percent of ours).

''If we purge economic growth indicators of the influence of these factors,'' said Mr. Gorbachev, ''it turns out that, basically, for four five-year periods there was no increase in the absolute growth of the national income and, at the beginning of the 80's, it had even begun to fall. That is the real picture, comrades!''

No doubt the current Kremlin leader is trying to make the present bad economic picture look better by saying the old days under his predecessor were really much worse. But we should allow for the possibility that, concerning the 80's at least, Mr. Gorbachev may be telling the truth.

If that is the real picture, comrades, we have to do some fast reassessing of our own. During the 80's, as the price of oil has been cut in half, and the Soviet gulping of booze has been restricted, the total Soviet output is not likely to have risen much, if at all, from what Mr. Gorbachev says was its falling state in 1980.

Here is what that new assessment leads us to deduce: the Soviet economy has been stagnant (or possibly declining) for seven years - most definitely not growing steadily at the over-3-percent rate per year our analysts had been assuming. That means our assessment of total growth of about one-fourth in this decade has been egregiously mistaken. That supposedly seven-foot giant turns out to be closer to five feet tall, same as he was in the Brezhnev years.

Apply that new assessment to arms control. The way we estimate Soviet arms expenditures is by simple bean-counting, mainly from satellites, and that total is not affected. What does change is the percentage of the output devoted to arms; if it was 14 percent by the old assessment, it must be an unbearable 20 percent in the new reality Mr. Gorbachev reveals.

Thus, under pressure to reduce arms spending, he seeks treaties; forced to cut losses, he announces withdrawal from Afghanistan and may offer to reduce subsidies in Central America; faced with the prospect of having to match serious Star Wars spending, he rails at the idea of strategic defense.

Apply that no-growth, one-fourth-smaller fact to economic diplomacy. It explains why the Russians finally settled the old Czarist debt for a dime on the dollar, paving the way for a recent $77 million Soviet bond issue. That's also why the Kremlin will be seeking entry into the International Monetary Fund, GATT and the World Bank at the next meetings (in West Berlin) this fall. Soviet Communism is starving for capital.

Our European allies are rushing to lend Moscow money and to subsidize pipelines, while accommodationists here want to offer the Russians most-favored-nation status on trade. Commerce and State Department detenteniks await only vague ''economic reforms'' to end our opposition to Soviet entry into Western credit markets.

Here is a genuine issue to toss at the candidates in our election. In light of what the Soviet leader admits is ''a very serious financial problem,'' should U.S. policy seek to finance our adversary? Or should we ''stress'' Moscow now, as it surely would do to us if the roles were reversed?

Or should we use this moment of admitted Soviet economic weakness to put an irrevocable, verifiable, behavior-modifying price on every concession we confer?

Timothy J. Colton

Morris and anna feldberg professor of government and russian studies and faculty associate at davis center.

• Moscow: Governing the Socialist Metropolis

Recent Publications

• Yeltsin: A Life
• The State after Communism: Governance in the New Russia
• Popular Choice and Managed Democracy: The Russian Elections of 1999 and 2000
• Transitional Citizens: Voters and What Influences Them in the New Russia
• The Dilemma of Reform in the Soviet Union

Publications By Year

Publications by type.

Karl Marx Works 1844

Economic & Philosophic Manuscripts of 1844 [1]

Written: Between April and August 1844; First Published: 1932; Source: Marx. Economic and Philosophic Manuscripts of 1844; Publisher: Progress Publishers, Moscow 1959; Translated: by Martin Milligan; Transcribed: for marxists.org by Andy Blunden in 2000; Proofed: and corrected by Matthew Carmody 2009; See alternate translation .

See also PDF version in one file .

First Manuscript

Wages of Labour Profit of Capital

1. Capital 2. The Profit of Capital 3. The Rule of Capital Over Labour and the Motives of the Capitalist 4. The Accumulation of Capitals and the Competition Among the Capitalists

Rent of Land Estranged Labour

Second Manuscript

Antithesis of Capital and Labour. Landed Property and Capital

Third Manuscript

Private Property and Labour Private Property and Communism Human Needs & Division of Labour Under the Rule of Private Property The Power Of Money Critique of the Hegelian Dialectic and Philosophy as a Whole

Hegel’s Construction of The Phenomenology , November 1844 Plan for a Work on The Modern State , November 1844

||XXXIX| I have already announced in the Deutsch-Französische Jahrbücher the critique of jurisprudence and political science in the form of a critique of the Hegelian philosophy of law . While preparing it for publication, the intermingling of criticism directed only against speculation with criticism of the various subjects themselves proved utterly unsuitable, hampering the development of the argument and rendering comprehension difficult. Moreover, the wealth and diversity of the subjects to be treated could have been compressed into one work only in a purely aphoristic style; whilst an aphoristic presentation of this kind, for its part, would have given the impression of arbitrary systematism. I shall therefore publish the critique of law, ethics, politics, etc., in a series of distinct, independent pamphlets, and afterwards try in a special work to present them again as a connected whole showing the interrelationship of the separate parts, and lastly attempt a critique of the speculative elaboration of that material. For this reason it will be found that the interconnection between political economy and the state, law, ethics, civil life, etc., is touched upon in the present work only to the extent to which political economy itself expressly touches upon these subjects.

It is hardly necessary to assure the reader conversant with political economy that my results have been attained by means of a wholly empirical analysis based on a conscientious critical study of political economy.

(Whereas the uninformed reviewer who tries to hide his complete ignorance and intellectual poverty by hurling the “ utopian phrase ” at the positive critic’s head, or again such phrases as “quite pure, quite resolute, quite critical criticism,” the “not merely legal but social – utterly social – society,” the “compact, massy mass,” the “outspoken spokesmen of the massy mass,” [2] this reviewer has yet to furnish the first proof that besides his theological family affairs he has anything to contribute to a discussion of worldly matters.)

It goes without saying that besides the French and English socialists I have also used German socialist works. The only original German works of substance in this science, however – other than Weitling’s writings – are the essays by Hess published in Einundzwanzig Bogen [3] and Umrisse zu einer Kritik der Nationalökonomie by Engels in the Deutsch-Französische Jahrbücher, where also the basic elements of this work have been indicated by me in a very general way.

(Besides being indebted to these authors who have given critical attention to political economy, positive criticism as a whole – and therefore also German positive criticism of political economy – owes its true foundation to the discoveries of Feuerbach , against whose Philosophie der Zukunft and Thesen zur Reform der Philosophie in the Anekdota, despite the tacit use that is made of them, the petty envy of some and the veritable wrath of others seem to have instigated a regular conspiracy of silence.

It is only with Feuerbach that positive, humanistic and naturalistic criticism begins. The less noise they make, the more certain, profound, extensive, and enduring is the effect of Feuerbach’s writings, the only writings since Hegel’s Phänomenologie and Logik to contain a real theoretical revolution.

In contrast to the critical theologians of our day, I have deemed the concluding chapter of this work – a critical discussion of Hegelian dialectic and philosophy as a whole to be absolutely necessary, a task not yet performed. This lack of thoroughness is not accidental, since even the critical theologian remains a theologian. Hence, either he has to start from certain presuppositions of philosophy accepted as authoritative; or, if in the process of criticism and as a result of other people’s discoveries doubts about these philosophical presuppositions have arisen in him, he abandons them in a cowardly and unwarrantable fashion, abstracts from them, thus showing his servile dependence on these presuppositions and his resentment at this servility merely in a negative, unconscious and sophistical manner.

(He does this either by constantly repeating assurances concerning the purity of his own criticism, or by trying to make it seem as though all that was left for criticism to deal with now was some other limited form of criticism outside itself – say eighteenth-century criticism – and also the limitations of the masses, in order to divert the observer’s attention as well as his own from the necessary task of settling accounts between criticism and its point of origin – Hegelian dialectic and German philosophy as a whole – that is, from this necessary raising of modern criticism above its own limitation and crudity. Eventually, however, whenever discoveries (such as Feuerbach’s ) are made regarding the nature of his own philosophic presuppositions, the critical theologian partly makes it appear as if he were the one who had accomplished this, producing that appearance by taking the results of these discoveries and, without being able to develop them, hurling them in the form of catch-phrases at writers still caught in the confines of philosophy. He partly even manages to acquire a sense of his own superiority to such discoveries by asserting in a mysterious way and in a veiled, malicious and skeptical fashion elements of the Hegelian dialectic which he still finds lacking in the criticism of that dialectic (which have not yet been critically served up to him for his use) against such criticism – not having tried to bring such elements into their proper relation or having been capable of doing so, asserting, say, the category of mediating proof against the category of positive, self-originating truth, (...) in a way peculiar to Hegelian dialectic. For to the theological critic it seems quite natural that everything has to be done by philosophy, so that he can chatter away about purity, resoluteness, and quite critical criticism; and he fancies himself the true conqueror of philosophy whenever he happens to feel some element [4] in Hegel to be lacking in Feuerbach – for however much he practises the spiritual idolatry of “ self-consciousness ” and “mind” the theological critic does not get beyond feeling to consciousness.)

On close inspection theological criticism – genuinely progressive though it was at the inception of the movement – is seen in the final analysis to be nothing but the culmination and consequence of the old philosophical, and especially the Hegelian, transcendentalism, twisted into a theological caricature. This interesting example of historical justice, which now assigns to theology, ever philosophy’s spot of infection, the further role of portraying in itself the negative dissolution of philosophy, i.e., the process of its decay – this historical nemesis I shall demonstrate on another occasion. [5]

(How far, on the other hand, Feuerbach’s discoveries about the nature of philosophy still, for their proof at least, called for a critical discussion of philosophical dialectic will be seen from my exposition itself.) ||LX|

Wages of Labour – First Section 1844 Index | Study Guide | Marx-Engels Internet Archive