TOEFL · Writing · Exemples
Exemples de TOEFL Writing (2026)
Étudiez des réponses modèles réalistes pour le TOEFL Writing : e-mail et discussion académique. Chaque exemple comprend le sujet, une réponse modèle et une analyse de ses points forts.
Relu par la LingoLeap Research Team · Mise à jour en avril 2026 · Basé sur le format TOEFL 2026
Source : Contenu officiel du TOEFL iBT — ETS.
À quoi ressemblent de bons TOEFL Writing Examples ?
Les meilleures réponses TOEFL Writing traitent toutes les parties du sujet, s'appuient sur des arguments précis et concretsplutôt que sur des affirmations vagues, adoptent un registre adaptéet témoignent d' une maîtrise linguistique cohérente. Elles donnent l'impression d'une première rédaction réaliste — organisée et claire, mais sans excès de polish.
Ce que révèlent les bons exemples de TOEFL Writing
Les correcteurs TOEFL notent selon des critères précis. Le moyen le plus efficace de les comprendre est de lire de bons TOEFL Writing examples à côté des grilles d'évaluation officielles. Les bons exemples montrent comment la grille s'applique en pratique — et pas seulement en théorie.
Grilles d'évaluation du TOEFL Writing →
Pour aller plus loin : Page officielle de préparation TOEFL iBT Writing d'ETS.
- Comment traiter toutes les parties du sujet sans s'éparpiller
- À quoi ressemble concrètement un argument précis dans une réponse courte
- Comment adapter le registre au destinataire et au type de tâche
- Comment écrire clairement sans trop peaufiner — c'est une première rédaction
- À quoi ressemble une organisation naturelle sous contrainte de temps
Exemple de TOEFL Writing : l'e-mail
Sujet
Vous êtes un(e) étudiant(e) à l'université. La salle de sport du campus a récemment commencé à proposer des cours de yoga gratuits en semaine le matin. Vous avez assisté à plusieurs séances et les avez trouvées bénéfiques. Rédigez un e-mail à un(e) ami(e) pour lui recommander d'essayer ces cours. Expliquez pourquoi vous les avez trouvés utiles et encouragez votre ami(e) à s'inscrire.
Réponse modèle
Salut Alex,
Je voulais te parler des cours de yoga gratuits que la salle de sport du campus a commencé à proposer — je pense que tu adorerais ça.
Je vais aux séances du mardi et du jeudi matin depuis trois semaines, et j'ai remarqué une vraie différence dans mon quotidien. Les cours durent environ 45 minutes et sont axés sur les étirements et la respiration, ce qui m'a vraiment aidé à mieux me concentrer pendant mes cours de l'après-midi. En plus, commencer la journée par du sport me met de bonne humeur pour travailler.
Tu m'as dit la semaine dernière que tu stressais à cause des partiels, alors je me suis dit que ça pourrait être une bonne façon de décompresser sans empiéter sur ton temps de révision — les séances sont suffisamment tôt pour ne pas entrer en conflit avec la plupart des emplois du temps.
Tu peux t'inscrire sur le site de la salle de sport, dans la section « Cours collectifs ». Dis-moi si tu veux qu'on y aille ensemble !
À bientôt,
Jordan
Exemple illustratif rédigé par la LingoLeap Research Team — ce n'est pas une réponse officielle ETS.
Pourquoi cette réponse est efficace
Exemple de TOEFL Writing : la discussion académique
Sujet
Professeur : Certains enseignants affirment que les universités devraient entièrement remplacer les examens traditionnels par des évaluations par projets. D'autres estiment que les examens restent le moyen le plus fiable de mesurer les connaissances des étudiants. Quelle est votre opinion ?
Étudiant A : Je suis favorable aux évaluations par projets car elles évaluent des compétences pratiques que les étudiants utiliseront réellement dans leur vie professionnelle. Apprendre des faits par cœur pour un examen ne prépare pas aux défis du monde réel.
Étudiant B : Je pense que les examens restent importants car ils garantissent que tous les étudiants sont évalués sur le même contenu et dans les mêmes conditions. Les projets peuvent être inéquitables, car certains étudiants disposent de plus de ressources ou ont de meilleurs camarades de groupe.
Réponse modèle
À mon sens, combiner les deux types d'évaluation serait plus bénéfique pour les étudiants que de s'appuyer exclusivement sur l'un ou l'autre.
Si l'étudiant A soulève un point valable concernant les compétences pratiques, remplacer entièrement les examens poserait selon moi de vrais problèmes. En tant qu'étudiant en biologie, j'ai constaté que les examens m'ont aidé à consolider des connaissances fondamentales — la structure cellulaire ou les voies métaboliques, par exemple — dont j'avais ensuite besoin pour réaliser mon projet de laboratoire. Sans cette base, le projet lui-même aurait été bien plus difficile à mener à bien.
Cela dit, la préoccupation de l'étudiante B concernant l'équité des évaluations par projets mérite réflexion, mais elle peut être résolue par une meilleure conception — des projets individuels, des grilles d'évaluation claires et un cadre maîtrisé peuvent réduire significativement les inégalités.
Les universités devraient utiliser les examens pour vérifier les connaissances fondamentales et les projets pour développer les compétences appliquées. Ces deux formats servent des objectifs différents, et les étudiants progressent davantage lorsque l'évaluation reflète l'ensemble de ce qu'ils doivent apprendre.
Nombre de mots : environ 170 mots
Exemple illustratif rédigé par la LingoLeap Research Team — ce n'est pas une réponse officielle ETS.
Pourquoi cette réponse est efficace
Ce qui rend ces exemples efficaces
Les deux exemples partagent des qualités essentielles qui correspondent aux grilles d'évaluation du TOEFL Writing.
Grilles d'évaluation du TOEFL Writing →
| Critère | Exemple e-mail | Exemple discussion académique |
|---|---|---|
| Traitement du sujet | Recommande, explique pourquoi, encourage à s'inscrire | Prend position, l'étaye, répond aux deux étudiants |
| Arguments précis | Jours, durée, bénéfices personnels cités | Exemple du cours de biologie, lien avec le projet de laboratoire |
| Registre adapté | Décontracté, amical, naturel pour un e-mail entre amis | Analytique, mesuré, adapté à une discussion académique |
| Organisation | Salutation → objectif → arguments → action → conclusion | Position → argumentation → engagement → conclusion |
| Maîtrise de la langue | Vocabulaire naturel, phrases fluides | Syntaxe variée, choix des mots précis |
TOEFL Email Sample Answers at Scores 5, 4 and 3
The fastest way to see what the rubric rewards is to read the same prompt answered at different levels. Each prompt below has a score 5, 4 and 3 response, with a note on every rubric criterion and what would move the response up a level. All responses were written by LingoLeap for this page, and the score levels are our annotated estimates against the published 2026 criteria, not ETS scores.
These three email prompts are also in our free checker, so you can write your own answer to the same task and get it scored. Try these prompts in the free TOEFL writing checker →
Asking a professor for a meeting before the midterm
Write an email to Professor Chen
You are taking an introductory biology course and have been struggling with the material covered in the last two lectures. You have an upcoming midterm exam next week and would like to meet with your professor to clarify some concepts.
- Describe which topics you are finding difficult and why.
- Explain why meeting before the midterm would be helpful for you.
- Request a specific time to meet during office hours or suggest an alternative.
Score 5 response (141 words)
Dear Professor Chen, I hope you are well. I am writing because I have been struggling with the material from our last two lectures on cellular respiration. In particular, I cannot see how the electron transport chain connects to ATP production, and my notes on the Krebs cycle do not match the diagrams in the textbook. Since the midterm is next Thursday and these topics make up a large part of it, I would really benefit from going through a few practice questions with you. Even fifteen minutes would help me identify where my reasoning goes wrong before I review on my own. Would it be possible to meet during your office hours on Tuesday at 2:00 p.m.? If that time is already taken, I am free on Wednesday morning as well. Thank you for your time. Best regards, Alex Kim
- Content
- All three points are covered, each with a concrete detail: the two topics named, why before the midterm, and a specific time plus an alternative.
- Syntactic and lexical variety
- Varied sentence shapes ("Since the midterm…", "Even fifteen minutes would help…") and precise word choice ("identify where my reasoning goes wrong").
- Social conventions
- A polite, appropriately formal register for a professor, a clear purpose in the first lines, and a request phrased as a question.
- Accuracy
- No errors that affect meaning.
Score 4 response (101 words)
Dear Professor Chen, I am a student in your introduction to biology class. I am writing because I have difficulty with the last two lectures. The topics about cell energy are confusing for me, especially the electron transport chain. I think meeting you before the midterm would be very helpful, because the midterm is next week and I want to understand the concepts clearly. I studied the textbook but I still have some questions. Could I meet you in your office hours on Tuesday? If it is not possible, please let me know another time. Thank you very much. Best, Alex
- Content
- All three points are addressed, but the second is thin: "I want to understand the concepts clearly" says little about why a meeting, rather than more reading, would help.
- Syntactic and lexical variety
- Clear but repetitive: several sentences begin "I…", and "helpful" and "confusing" do most of the work.
- Social conventions
- Polite and appropriate throughout.
- Accuracy
- Small slips ("difficulty with the last two lectures") that do not get in the way of meaning.
To reach the next level: Name exactly what you will ask about and why it matters for the exam, and offer a specific time rather than "Tuesday".
Score 3 response (52 words)
Hi Professor, I have problem in biology class. The last lectures was very hard and I dont understand many things. Midterm is next week so I am worried about it. Can I meet you? I want to ask some questions about the lecture. Please tell me when you are free. Thanks, Alex
- Content
- The topics are never named, the reason for meeting before the midterm is only implied, and no time is proposed. The third point is handed back to the professor.
- Syntactic and lexical variety
- Short, simple sentences with basic vocabulary.
- Social conventions
- "Hi Professor" and "Thanks" are too casual for this recipient, and the request is abrupt.
- Accuracy
- Noticeable errors ("I have problem", "lectures was", "dont"), although the meaning stays clear.
To reach the next level: Answer each bullet explicitly, with one detail per bullet, and adjust the greeting and sign-off to a professor.
Complaining to the housing office about noise
Write an email to the Housing Office
Your dormitory neighbor in the room next to yours plays loud music every night past midnight. You have spoken to them twice, but the noise has not stopped. You are losing sleep and your academic performance is suffering.
- Describe the noise problem and how long it has been happening
- Explain how the situation is affecting your sleep and studies
- Request a specific action the housing office can take to resolve the issue
Score 5 response (135 words)
Dear Housing Office, I am writing about an ongoing noise problem in Hartley Hall. For about three weeks, the resident of room 214, next to mine, has played loud music almost every night until 1:00 or 2:00 a.m. I have spoken to him politely twice, and although he apologized both times, the noise continued the following night. As a result, I am averaging about five hours of sleep a night. I fell asleep during a statistics lecture last week, and my score on Friday's quiz was the lowest I have had this semester. Could a resident advisor speak with him and remind him of the 11:00 p.m. quiet hours? If the problem continues after that, I would be grateful to discuss moving to another room. Thank you for your help. Sincerely, Maya Patel (room 216)
- Content
- Duration, times and the two earlier conversations are specific; the effects are concrete (sleep, a lecture, a quiz); the request is a precise action with a fallback.
- Syntactic and lexical variety
- Subordinate clauses and transitions used naturally ("although he apologized both times", "As a result").
- Social conventions
- Firm but courteous, which suits a complaint to an office, and the writer identifies herself by room number.
- Accuracy
- Error-free.
Score 4 response (84 words)
Dear Housing Office, I would like to complain about my neighbor in the dormitory. He plays loud music every night after midnight, and this has been happening for a few weeks. I already talked to him two times but nothing changed. Because of the noise, I cannot sleep well and I feel tired in my classes. My grades are also getting worse. I hope you can talk to my neighbor or do something to stop the noise. Thank you for your understanding. Sincerely, Maya
- Content
- Every point is there, but the effects are general ("grades are getting worse") and the request is vague ("or do something").
- Syntactic and lexical variety
- Adequate, with limited range.
- Social conventions
- Appropriately polite; the sign-off would be stronger with a room number so the office can act.
- Accuracy
- Minor informality ("two times") but no real errors.
To reach the next level: Turn "do something" into one action the office can actually take, and give one specific consequence instead of a general one.
Score 3 response (40 words)
Dear Sir, My neighbor is very noisy, he play music every night and I cant sleep. This is very bad for me and I am angry. I talked to him but he dont stop. Please solve this problem quickly. Maya
- Content
- How long it has been happening is missing, the effect on studies is never mentioned, and "solve this problem" is not a specific action.
- Syntactic and lexical variety
- Very limited: a comma splice and short, repeated structures.
- Social conventions
- "I am angry" and "quickly" sound demanding, and there is no closing courtesy.
- Accuracy
- Agreement errors ("he play", "he dont") and missing apostrophes, but the meaning is clear.
To reach the next level: Cover all three bullets with a detail each, and replace emotion with facts: when it started, what happened, what you want done.
Proposing a plan to a classmate
Write an email to your classmate Jordan
Your group project for sociology class is falling behind because tasks have not been divided clearly.
- Suggest a way to divide the remaining work between group members
- Propose a deadline for each section so the project stays on track
- Ask if the arrangement works or if they prefer a different split
Score 5 response (121 words)
Hi Jordan, I've been looking at our sociology project, and I think we're behind mainly because nobody is sure who is doing what. Here's an idea for splitting the rest: you take the literature review, since you already found most of the sources; Sam handles the survey analysis; and I'll write the introduction and pull everything into one document. To stay on track, how about the literature review and the analysis by next Friday, the introduction by Sunday, and a full draft we all read on Tuesday, two days before it's due? Does that work for you? If you'd rather take the analysis instead, I'm happy to swap — I just want us all working from the same plan. Thanks, Riley
- Content
- A clear division with a reason, a deadline for each section and a buffer before the due date, and a genuine question that offers an alternative.
- Syntactic and lexical variety
- Natural, varied structures ("since you already found…", "If you'd rather…").
- Social conventions
- A friendly register that suits a classmate, with no stiffness and no bossiness.
- Accuracy
- Error-free.
Score 4 response (64 words)
Hi Jordan, Our project is behind, so I think we should divide the work. You can do the literature review, Sam can do the analysis and I will do the introduction. I think we should finish our parts by next Friday, and then we can put everything together. Is this OK for you? Let me know if you want to change anything. Thanks, Riley
- Content
- The work is divided, but there is one shared deadline rather than one per section, and no time is left to combine and review.
- Syntactic and lexical variety
- Simple and clear, with little range.
- Social conventions
- An appropriate tone for a classmate.
- Accuracy
- Accurate.
To reach the next level: Give each section its own deadline, as the prompt asks, and say why the split makes sense.
Score 3 response (35 words)
Dear Jordan, We need to finish the project. Everyone should do some parts. I think it is better if we work hard and finish soon because the deadline is coming. What do you think? Riley
- Content
- No actual division of work and no deadlines: the first two bullets are only gestured at.
- Syntactic and lexical variety
- Generic statements ("work hard and finish soon").
- Social conventions
- Polite enough, but "Dear Jordan" is stiff for a classmate.
- Accuracy
- Few errors, but there is very little content to judge.
To reach the next level: Accuracy is not the problem here; content is. Name who does what and by when.
TOEFL Academic Discussion Sample Answers at Scores 5, 4 and 3
The difference between a 4 and a 5 is rarely grammar. It is usually how specifically the post supports its position and how directly it engages with the other students. More practice prompts by topic →
Should universities require an internship to graduate?
Dr. Ramos (education)
Dr. Ramos: Some universities now require every student to complete an internship before graduating. Supporters say it prepares students for work; critics say it is an unfair burden. Should internships be required? Why or why not?
Mina: Yes. I learned more in one summer at a marketing firm than in two years of classes. Employers expect experience, and a requirement makes sure everyone gets some.
Tomas: I disagree. Many students already work part-time jobs to pay tuition, and many internships are unpaid. A requirement would hurt exactly the students who can least afford it.
Score 5 response (133 words)
I think universities should require some form of work experience, but Tomas is right that an unpaid internship cannot be the only way to meet it. Mina's point stands: experience teaches things a classroom cannot, such as how to manage a deadline that affects other people. Making it a requirement also matters, because the students who skip optional internships are often the ones without family connections to find one. However, the requirement should count paid part-time jobs, research assistantships and campus work, as long as students reflect on what they learned. For example, a student working twenty hours a week at a café is already practicing teamwork and handling difficult customers. A flexible requirement like this would give every student work experience without forcing those who need an income to work for free.
- Content and elaboration
- A clear, qualified position, developed with a reason (who misses out when it is optional), a proposal and a concrete example.
- Response to the discussion
- Engages both students: it builds on Mina's point and adapts Tomas's objection into a solution, in its own words.
- Syntactic and lexical variety
- Complex sentences used precisely ("as long as…", "without forcing…").
- Language accuracy
- Error-free.
Score 4 response (83 words)
In my opinion, universities should require internships. I agree with Mina that internships give students practical experience. When students do an internship, they can use what they learned in class in a real situation, and this helps them find a job after graduation. Tomas says some students cannot work for free, which is true. But universities can help these students by finding paid internships for them. Overall, I believe the benefits of internships are bigger than the problems, so they should be required.
- Content and elaboration
- A clear position with a reason, but the support stays general: no specific example of what an internship teaches.
- Response to the discussion
- Responds to both students, though "universities can help…" answers Tomas's objection only briefly.
- Syntactic and lexical variety
- Competent but plain.
- Language accuracy
- Minor slips ("bigger than the problems") only.
To reach the next level: Replace the general benefit with one concrete case, and explain how your answer to Tomas would actually work.
Score 3 response (44 words)
I agree with Mina. Internship is very important for students because they can get experience. Experience is important for find a job. If students have experience, company will like them. So university should require internship for all students. It is good for the future.
- Content and elaboration
- A position, but the reasoning goes in a circle (experience is important because it is important), with no example.
- Response to the discussion
- Agrees with Mina and largely repeats her point; Tomas is ignored.
- Syntactic and lexical variety
- Short, repetitive sentences; "important" appears twice in two sentences.
- Language accuracy
- Frequent article and form errors ("for find a job", "company will like them").
To reach the next level: Add your own reason or example rather than restating Mina, and answer Tomas's objection in one sentence.
Digital resources or physical books for public libraries?
Professor Lee (public policy)
Professor Lee: City libraries have limited budgets. Some people think libraries should now spend most of their money on digital resources like e-books and online databases. Others think physical books and library spaces should remain the priority. Which do you support, and why?
Ravi: Digital resources. People can borrow an e-book at midnight from home, and they never run out of copies.
Elena: Physical books and spaces. For many people the library is the only quiet place to study, and not everyone has a good device or internet at home.
Score 5 response (129 words)
I would side with Elena, mainly because of who actually depends on the library. Ravi's point about convenience is real, but it mostly benefits people who already own a laptop and reliable internet, and they have plenty of other ways to find information. The residents who rely on the library most, such as students in crowded apartments or older people without devices, need something an e-book cannot provide: a quiet, free place to be. In my own neighborhood, the library is full every afternoon with high school students doing homework because they have no space at home. Cutting books and space to fund databases would shift the budget away from them. Libraries should keep buying some digital resources, but not at the cost of the building and the shelves.
- Content and elaboration
- The position is argued through a clear principle (who depends on the library) and supported with a specific observation.
- Response to the discussion
- Takes Ravi's point seriously and explains its limit, rather than simply agreeing with Elena.
- Syntactic and lexical variety
- Varied and precise ("shift the budget away from them", "not at the cost of").
- Language accuracy
- Error-free.
Score 4 response (88 words)
I support Elena's opinion that physical books and spaces should be the priority. Many people do not have computers or fast internet at home, so they need to go to the library to study and read. Also, reading a physical book is better for the eyes than reading on a screen for a long time. Although Ravi is right that e-books are convenient, I think libraries should first help the people who need them most. Digital resources are useful, but they should not take most of the budget.
- Content and elaboration
- Two reasons, but the second (eye strain) is asserted, not developed, and neither has a concrete example.
- Response to the discussion
- Acknowledges Ravi, though only in one clause.
- Syntactic and lexical variety
- Good control with a modest range.
- Language accuracy
- Accurate.
To reach the next level: Develop one reason fully with an example rather than listing two, and say why Ravi's point does not change your view.
Score 3 response (37 words)
I think digital resources is better. Because now everyone use phone and computer. Book is old and expensive. E-book is cheap and easy, people can read anywhere. So library should buy more e-book and less paper book.
- Content and elaboration
- A clear choice, but the claims are broad ("everyone use phone") and unsupported.
- Response to the discussion
- Neither student is mentioned, and Elena's point about access is ignored even though it challenges this answer directly.
- Syntactic and lexical variety
- A fragment ("Because now…") and very simple sentences.
- Language accuracy
- Agreement and plural errors throughout ("resources is", "everyone use", "more e-book").
To reach the next level: Answer the strongest point against you (Elena's), and support your claim with one realistic example.
Government bans or individual choices to cut plastic waste?
Dr. Okafor (environmental science)
Dr. Okafor: Plastic waste keeps growing. Some argue that only government bans, for example on single-use bags and straws, can make a real difference. Others think individual choices and education are more effective in the long run. Which approach do you find more convincing?
Lucas: Bans. People know plastic is bad, but most will not change unless they have to. When my city banned plastic bags, everyone started bringing their own within a month.
Aisha: Education. Bans only cover a few items, but if people understand the problem, they will reduce plastic in every part of their lives.
Score 5 response (123 words)
Lucas's example convinces me that bans should come first, although Aisha describes a better long-term goal. The problem with relying on education is the gap between knowing and doing: most people already know plastic harms the ocean, yet they still accept a bag at the checkout because it is the easiest option. A ban removes that choice, and, as Lucas's city shows, a new habit forms quickly once the old option disappears. That said, bans can only target a few obvious products, so Aisha is right that education matters for everything else. The most effective approach is probably to ban the worst items and use the publicity around each ban to teach people why, so that the rule and the understanding grow together.
- Content and elaboration
- Explains the mechanism (the gap between knowing and doing) and proposes how the two approaches combine.
- Response to the discussion
- Uses Lucas's evidence and concedes Aisha's point precisely, without just splitting the difference.
- Syntactic and lexical variety
- Sophisticated structures handled cleanly.
- Language accuracy
- Error-free.
Score 4 response (76 words)
I agree with Lucas that government bans are more effective. People usually do not change their behavior if there is no rule. For example, many people know that plastic is bad for the environment, but they still use plastic bags because it is convenient. When there is a ban, people have to change. Aisha's idea is good, but education takes a long time and not everyone will listen. So I think bans are the better choice.
- Content and elaboration
- A relevant example and a sound reason, though the example is a general observation rather than something specific.
- Response to the discussion
- Responds to both students, but dismisses Aisha quickly.
- Syntactic and lexical variety
- Clear, with limited range.
- Language accuracy
- Accurate.
To reach the next level: Engage with what Aisha's approach does better before explaining why bans still win.
Score 3 response (41 words)
Plastic is very bad for environment and animals. Many animal die because of plastic in the sea. I think government and people both should do something. Government can make law and people can stop use plastic. Everybody should protect the earth.
- Content and elaboration
- Never really answers the question of which approach is more convincing; the general statements about plastic are off-target.
- Response to the discussion
- Does not engage with either student's argument.
- Syntactic and lexical variety
- Simple, repetitive structures.
- Language accuracy
- Frequent errors ("many animal die", "stop use plastic").
To reach the next level: Choose a side in the first sentence, then use one of the students' points to explain why.
Real Student Answers, AI-Scored
For range beyond the annotated samples, LingoLeap publishes more than 16,000 Academic Discussion answers written by students in the app, each with the AI score and feedback it received, organised by the class subject of the prompt.
Many of these answers were scored before the 2026 format change, so their scores use the old 0-30 scale rather than the 0-5 task scale, and some feedback is in Chinese. Read them for the variety of real arguments and mistakes, and use the annotated samples above to calibrate what each level looks like.
Browse all Academic Discussion subjects with student answers →Comment s'inspirer des exemples sans les copier
Rédigez d'abord, lisez l'exemple ensuite
Essayez de répondre au sujet par vous-même avant de consulter la réponse modèle. Comparez ensuite votre version pour repérer les lacunes en termes de structure, de développement ou de registre.
Analysez la structure, pas les mots
Concentrez-vous sur l'organisation de la réponse — où la position est énoncée, comment les arguments sont développés, comment la conclusion fonctionne. Appliquez cette même logique structurelle avec votre propre contenu.
Observez ce qui rend les arguments précis
Remarquez comment les deux exemples utilisent des détails concrets (« mardi et jeudi matin », « structure cellulaire et voies métaboliques »). Entraînez-vous à générer vos propres détails spécifiques pour différents sujets.
Repérez les différences de registre selon les tâches
L'e-mail a un ton personnel et conversationnel. La discussion académique est analytique et mesurée. Entraînez-vous à passer d'un registre à l'autre en fonction du type de tâche.
Utilisez les exemples comme points de référence
Après chaque session d'entraînement, comparez votre réponse à un bon exemple. Demandez-vous : ai-je traité toutes les parties du sujet ? Mes arguments sont-ils suffisamment précis ? Mon registre est-il adapté ?
Erreurs fréquentes après avoir lu des réponses modèles
Mémoriser des formules issues des réponses modèles
Les correcteurs repèrent le langage mémorisé. Apprenez la stratégie sous-jacente (arguments précis, structure claire) et appliquez-la avec vos propres mots.
Chercher à reproduire exactement le même style
Votre style d'écriture n'a pas besoin de correspondre à celui de l'exemple. Ce qui compte, c'est de traiter clairement le sujet, d'apporter des arguments précis et d'adopter un registre adapté.
Se contenter de lire les exemples sans s'entraîner
Lire est passif. Écrire est actif. Vous devez rédiger des réponses dans des conditions chronométrées pour développer la rapidité et la fluidité que démontrent les exemples.
Penser que chaque réponse doit être longue
L'exemple d'e-mail est relativement court mais pleinement développé. La longueur doit servir le contenu — n'étoffez pas votre réponse avec des mots inutiles.
Négliger la grille d'évaluation en étudiant les exemples
Reliez toujours les exemples aux critères de notation. Comprendre pourquoi une réponse obtient une bonne note est plus utile que d'admirer la qualité de la rédaction.
Comment s'entraîner avec des réponses modèles
Choisissez un sujet et lancez le chronomètre
7 minutes pour l'e-mail, 10 minutes pour la discussion académique. Rédigez votre réponse dans de vraies conditions de temps.
Comparez votre réponse à l'exemple
Repérez les différences en termes de structure, de précision des arguments, de registre et de traitement du sujet. Identifiez 1 à 2 points concrets à améliorer.
Auto-évaluez-vous avec la grille de notation
Utilisez les grilles d'évaluation du TOEFL Writing pour estimer votre score. Soyez honnête sur vos points forts et les dimensions qui nécessitent encore du travail.
Réécrivez la partie la plus faible
Ne réécrivez pas toute la réponse. Concentrez-vous sur la partie qui a le plus besoin d'amélioration et retravaillez-la.
Obtenez un retour externe
L'auto-évaluation a ses limites. Utilisez des outils basés sur l'IA ou faites appel à un tuteur pour identifier les angles morts de votre rédaction.
Read these after you have written your own answer, not before. For the routine that makes that work — timing, self-scoring against the rubric, and the one task you can drill free — see the TOEFL writing practice guide.
Rédigez vos propres réponses TOEFL
Entraînez-vous avec des sujets réalistes et obtenez un retour basé sur la grille d'évaluation grâce à l'IA — pour savoir exactement comment progresser.
Commencer l'entraînement au TOEFL WritingQuestions fréquentes
Où trouver des exemples de TOEFL Writing ?
Dois-je mémoriser des réponses modèles pour le TOEFL Writing ?
Qu'est-ce qui fait qu'un exemple de TOEFL Writing est bon ?
Ces exemples proviennent-ils de vrais examens TOEFL ?
Comment utiliser les réponses modèles pour progresser ?
Une réponse bien notée doit-elle être parfaite ?
Guides associés sur le TOEFL Writing
Modèles de rédaction TOEFL
Des structures flexibles pour l'e-mail et la discussion académique.
Lire le guide → →Grilles d'évaluation du TOEFL Writing
Comprenez ce que recherchent les correcteurs à chaque niveau de score.
Lire le guide → →Sujets du TOEFL Writing
Les grandes catégories de sujets pour l'e-mail et la discussion académique.
Lire le guide → →Comment obtenir un 6 au TOEFL Writing
Une stratégie basée sur la grille d'évaluation pour atteindre le niveau d'excellence.
Lire le guide → →