TOEFL · Writing · Przykłady
Przykłady zadań TOEFL Writing (2026)
Zapoznaj się z realistycznymi wzorcowymi odpowiedziami do zadań TOEFL Email Writing i Academic Discussion. Każdy przykład zawiera polecenie, wzorcową odpowiedź oraz analizę tego, co sprawia, że jest ona skuteczna.
Zweryfikowane przez LingoLeap Research Team · Zaktualizowane w kwietniu 2026 · Zgodne z formatem TOEFL 2026
Źródło: Oficjalne treści TOEFL iBT — ETS.
Jak wyglądają mocne TOEFL Writing Examples?
Mocne odpowiedzi w TOEFL Writing odnoszą się do każdej części polecenia, zawierają konkretne argumentyzamiast ogólnikowych stwierdzeń, utrzymują odpowiedni rejestr językowyi wykazują się konsekwentną kontrolą języka. Brzmią jak realistyczny pierwszy szkic – zorganizowany i przejrzysty, ale bez przesadnego szlifowania.
Co pokazują dobre przykłady TOEFL Writing
Oceniający TOEFL przyznają punkty według konkretnych kryteriów. Najskuteczniej zrozumiesz te kryteria, czytając mocne TOEFL Writing examples razem z oficjalnymi rubrykami oceniania. Dobre przykłady pokazują, jak rubryki działają w praktyce — nie tylko w teorii.
Kryteria oceniania TOEFL Writing →
Dalsza lektura: Oficjalna strona przygotowań TOEFL iBT Writing ETS.
- Jak odnieść się do każdej części polecenia bez zbędnego rozbudowywania odpowiedzi
- Jak wygląda konkretne, rzeczowe uzasadnienie w krótkiej odpowiedzi
- Jak dopasować rejestr językowy do odbiorcy i rodzaju zadania
- Jak pisać jasno bez nadmiernego szlifowania – to jest pierwszy szkic
- Jak wygląda naturalna organizacja tekstu pod presją czasu
Przykład zadania TOEFL Email Writing
Polecenie
Jesteś studentem/studentką uczelni. Na kampusowym siłowni niedawno wprowadzono bezpłatne zajęcia jogi w porannych godzinach w dni robocze. Uczestniczyłeś/aś w kilku zajęciach i przyniosły Ci korzyści. Napisz e-mail do znajomego/znajomej, polecając mu/jej udział w zajęciach jogi. Wyjaśnij, dlaczego okazały się dla Ciebie pomocne, i zachęć do zapisu.
Wzorcowa odpowiedź
Cześć, Alex!
Chciałem/chciałam Ci opowiedzieć o bezpłatnych zajęciach jogi, które pojawiły się na kampusowej siłowni – myślę, że bardzo Ci się spodobają.
Chodzę na wtorkowe i czwartkowe poranki od trzech tygodni i naprawdę widać różnicę w tym, jak się czuję w ciągu dnia. Zajęcia trwają około 45 minut i skupiają się na rozciąganiu oraz ćwiczeniach oddechowych, co – ku mojemu zaskoczeniu – pomogło mi się lepiej koncentrować na popołudniowych wykładach. Poza tym zaczynanie dnia od ruchu zdecydowanie poprawia mi humor i nastawienie do nauki.
Mówiłeś/mówiłaś w zeszłym tygodniu, że stresujesz się kolokwiami, więc pomyślałem/pomyślałam, że to dobry sposób na chwilę przerwy bez straty cennego czasu – zajęcia są na tyle wczesne, że nie kolidują z większością planów zajęć.
Możesz się zapisać przez stronę internetową siłowni, w zakładce „Zajęcia grupowe". Daj mi znać, jeśli kiedyś zechcesz pójść razem!
Pozdrawiam,
Jordan
Przykład ilustracyjny przygotowany przez LingoLeap Research Team — to nie jest oficjalna odpowiedź ETS.
Dlaczego ta odpowiedź jest skuteczna
Przykład zadania TOEFL Academic Discussion
Polecenie
Profesor: Część pedagogów twierdzi, że uczelnie powinny całkowicie zastąpić tradycyjne egzaminy ocenianiem projektowym. Inni uważają, że egzaminy nadal są najbardziej rzetelnym sposobem mierzenia wiedzy studentów. Jaka jest Twoja opinia?
Student A: Jestem za ocenianiem projektowym, ponieważ sprawdza ono praktyczne umiejętności, które studenci rzeczywiście wykorzystają w pracy zawodowej. Samo zapamiętywanie faktów na egzamin nie przygotowuje do wyzwań w realnym świecie.
Student B: Uważam, że egzaminy są ważne, bo zapewniają sprawdzenie każdego studenta z tego samego materiału w ten sam sposób. Projekty mogą być niesprawiedliwe, bo niektórzy studenci mają dostęp do lepszych zasobów lub trafiają na lepszych partnerów grupowych.
Wzorcowa odpowiedź
Moim zdaniem połączenie obu form oceniania przyniesie studentom lepsze efekty niż poleganie wyłącznie na jednej z nich.
Choć Student A słusznie zwraca uwagę na znaczenie umiejętności praktycznych, uważam, że całkowite zastąpienie egzaminów stwarzałoby problemy. Z własnego doświadczenia jako student biologii wiem, że egzaminy pomogły mi ugruntować wiedzę podstawową – na przykład budowę komórki i szlaki metaboliczne – której potrzebowałem później podczas pracy nad projektem laboratoryjnym. Bez tej bazy wiedzy ukończenie projektu z powodzeniem byłoby znacznie trudniejsze.
Jednocześnie obawa Studenta B dotycząca sprawiedliwości oceniania projektowego jest warta rozważenia, ale można ją rozwiązać poprzez lepsze projektowanie zadań – indywidualne projekty, przejrzyste kryteria oceniania i kontrolowany zakres mogą znacząco zmniejszyć problem nierówności.
Uczelnie powinny korzystać z egzaminów do weryfikacji podstawowej wiedzy, a z projektów do rozwijania umiejętności praktycznych. Obie formy służą różnym celom i studenci korzystają najbardziej wtedy, gdy ocenianie odzwierciedla pełen zakres tego, czego muszą się nauczyć.
Liczba słów: około 170
Przykład ilustracyjny przygotowany przez LingoLeap Research Team — to nie jest oficjalna odpowiedź ETS.
Dlaczego ta odpowiedź jest skuteczna
Co sprawia, że te przykłady są skuteczne
Oba przykłady mają wspólne cechy zgodne z kryteriami oceniania TOEFL Writing.
Kryteria oceniania TOEFL Writing →
| Kryterium | Przykład e-maila | Przykład dyskusji |
|---|---|---|
| Realizacja polecenia | Poleca zajęcia, wyjaśnia korzyści, zachęca do zapisu | Formułuje stanowisko, uzasadnia je, odnosi się do obu studentów |
| Konkretne argumenty | Podaje dni zajęć, czas trwania, osobiste korzyści | Przykład z kursu biologii, powiązanie z projektem laboratoryjnym |
| Odpowiedni rejestr | Swobodny, przyjazny, naturalny dla e-maila do znajomego | Analityczny, wyważony, odpowiedni dla dyskusji akademickiej |
| Organizacja | Pozdrowienie → cel → argumenty → propozycja działania → zakończenie | Stanowisko → uzasadnienie → odniesienie do dyskusji → podsumowanie |
| Kontrola języka | Naturalny słownik, płynne zdania | Zróżnicowana składnia, trafny dobór słów |
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 →Jak uczyć się z przykładów bez kopiowania
Najpierw napisz własną odpowiedź, potem przeczytaj przykład
Spróbuj samodzielnie odpowiedzieć na polecenie, zanim spojrzysz na wzorzec. Następnie porównaj obie wersje, żeby zidentyfikować luki w strukturze, rozwinięciu lub rejestrze językowym.
Analizuj strukturę, a nie słowa
Skup się na tym, jak odpowiedź jest zorganizowana – gdzie wyrażone jest stanowisko, jak rozwinięte są argumenty, jak działa zakończenie. Zastosuj tę samą logikę strukturalną, używając własnych treści.
Obserwuj, co sprawia, że argumenty są konkretne
Zwróć uwagę, jak w obu przykładach użyto konkretnych szczegółów („wtorkowe i czwartkowe poranki", „struktura komórki i szlaki metaboliczne"). Poćwicz tworzenie własnych, szczegółowych przykładów do różnych poleceń.
Dostrzegaj różnice w rejestrze między zadaniami
E-mail brzmi osobisto i konwersacyjnie. Dyskusja brzmi analitycznie i wyważono. Ćwicz świadome przełączanie się między tymi rejestrami w zależności od rodzaju zadania.
Traktuj przykłady jako punkt odniesienia
Po każdej sesji ćwiczeń porównaj swoją odpowiedź z mocnym przykładem. Zadaj sobie pytania: Czy odwołałem/am się do każdej części polecenia? Czy moje argumenty są wystarczająco konkretne? Czy mój rejestr jest odpowiedni?
Typowe błędy popełniane po przeczytaniu wzorcowych odpowiedzi
Zapamiętywanie zwrotów z wzorcowych odpowiedzi
Oceniający rozpoznają wyuczone na pamięć sformułowania. Zamiast tego naucz się strategii leżącej u ich podstaw (konkretne argumenty, przejrzysta struktura) i zastosuj ją własnymi słowami.
Próba odtworzenia dokładnego stylu wzorca
Twój styl pisania nie musi być identyczny z wzorcem. Ważne jest, żebyś jasno odpowiedział/a na polecenie, podał/a konkretne argumenty i zachował/a odpowiedni rejestr.
Tylko czytanie przykładów bez aktywnego ćwiczenia pisania
Czytanie jest bierne. Pisanie jest aktywne. Musisz pisać odpowiedzi w warunkach czasowych, żeby wyrobić tempo i płynność, które demonstrują wzorcowe przykłady.
Zakładanie, że każda odpowiedź musi być długa
Przykładowy e-mail jest stosunkowo krótki, ale w pełni rozwinięty. Długość powinna służyć treści – nie rozbudowuj odpowiedzi zbędnymi słowami.
Ignorowanie kryteriów oceniania podczas analizy przykładów
Zawsze łącz analizę przykładów z kryteriami oceniania. Zrozumienie, dlaczego dana odpowiedź zdobywa wysokie punkty, jest ważniejsze niż podziwianie samego stylu pisania.
Jak ćwiczyć z użyciem wzorcowych odpowiedzi
Wybierz polecenie i ustaw timer
7 minut na e-mail, 10 minut na dyskusję akademicką. Napisz odpowiedź pod realną presją czasu.
Porównaj swoją odpowiedź z wzorcem
Szukaj różnic w strukturze, konkretności argumentów, rejestrze i stopniu realizacji polecenia. Określ 1–2 konkretne obszary do poprawy.
Oceń siebie według kryteriów oceniania
Skorzystaj z kryteriów oceniania TOEFL Writing, żeby oszacować swój wynik. Bądź szczery/a w ocenie tego, które wymiary są mocne, a które wymagają pracy.
Przepisz najsłabszą część
Nie przepisuj całej odpowiedzi. Skup się na fragmencie, który wymaga największej poprawy, i spróbuj jeszcze raz.
Uzyskaj zewnętrzną informację zwrotną
Samoocena ma swoje ograniczenia. Skorzystaj z narzędzi opartych na sztucznej inteligencji lub z pomocy korepetytora, żeby odkryć niewidoczne dla siebie błędy w pisaniu.
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.
Napisz własne odpowiedzi TOEFL
Ćwicz z realistycznymi poleceniami i otrzymuj opartą na kryteriach oceniania informację zwrotną od AI, która dokładnie pokazuje, jak poprawić swoje pisanie.
Rozpocznij ćwiczenia TOEFL WritingNajczęściej zadawane pytania
Gdzie mogę znaleźć przykłady zadań TOEFL Writing?
Czy powinienem/powinnam uczyć się na pamięć wzorcowych odpowiedzi TOEFL Writing?
Co sprawia, że przykład TOEFL Writing jest dobry?
Czy te przykłady pochodzą z prawdziwych testów TOEFL?
Jak powinienem/powinnam korzystać z wzorcowych odpowiedzi, żeby się poprawić?
Czy odpowiedzi z wysokimi wynikami muszą być bezbłędne?
Powiązane przewodniki TOEFL Writing
Szablony do TOEFL Writing
Elastyczne struktury do zadań Email i Academic Discussion.
Czytaj przewodnik → →Kryteria oceniania TOEFL Writing
Dowiedz się, czego szukają oceniający na każdym poziomie punktowym.
Czytaj przewodnik → →Tematy TOEFL Writing
Najczęstsze kategorie tematyczne w zadaniach Email i Academic Discussion.
Czytaj przewodnik → →Jak zdobyć 6 punktów w TOEFL Writing
Strategia oparta na kryteriach oceniania, pozwalająca osiągnąć najwyższy poziom pisania.
Czytaj przewodnik → →