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Scoring Guides–

Writing

These are the Scoring Guides for the Writing section. Go to the Planner website

www.ets.org/toeﬂ/planner for sample Writing questions and responses. As you view

and listen, refer to the Scoring Guides to better understand the score levels.

Scoring Guide for Integrated Writing

Here is the ofﬁcial Scoring Guide used by raters when they read the Integrated Writing Task.

Score

Task Description

A response at this level successfully selects the important information from the lecture and coherently and accurately

presents this information in relation to the relevant information presented in the reading. The response is well

organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of

content or connections.

A response at this level is generally good in selecting the important information from the lecture and in coherently

and accurately presenting this information in relation to the relevant information in the reading, but it may have minor

omission, inaccuracy, vagueness or imprecision of some content from the lecture or in connection to points made in

the reading. A response is also scored at this level if it has more frequent or noticeable minor language errors, as long

as such usage and grammatical structures do not result in anything more than an occasional lapse of clarity or in the

connection of ideas.

A response at this level contains some important information from the lecture and conveys some relevant connection to

the reading, but it is marked by one or more of the following:

• Although the overall response is deﬁnitely oriented to the task, it conveys only vague, global, unclear or somewhat

imprecise connection of the points made in the lecture to points made in the reading.

• The response may omit one major key point made in the lecture.

• Some key points made in the lecture or the reading, or connections between the two, may be incomplete,

inaccurate or imprecise.

• Errors of usage and/or grammar may be more frequent or may result in noticeably vague expressions or obscured

meanings in conveying ideas and connections.

A response at this level contains some relevant information from the lecture, but is marked by signiﬁcant language

difﬁculties or by signiﬁcant omission or inaccuracy of important ideas from the lecture or in the connections between

the lecture and the reading. A response at this level is marked by one or more of the following:

• The response signiﬁcantly misrepresents or completely omits the overall connection between the lecture and the

reading.

• The response signiﬁcantly omits or signiﬁcantly misrepresents important points made in the lecture.

• The response contains language errors or expressions that largely obscure connections or meaning at key

junctures, or that would likely obscure understanding of key ideas for a reader not already familiar with the

reading and the lecture.

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Score

Task Description

A response at this level is marked by one or more of the following:

• The response provides little or no meaningful or relevant coherent content from the lecture.

• The language level of the response is so low that it is difﬁcult to derive meaning.

A response at this level merely copies sentences from the reading, rejects the topic or is otherwise not connected to the

topic, is written in a foreign language, consists of keystroke characters or is blank.

Scoring Guide for Independent Writing

Score

Task Description

An essay at this level largely accomplishes all of the following:

• Effectively addresses the topic and task

• Is well organized and well developed, using clearly appropriate explanations, exempliﬁcations and/or details

• Displays unity, progression and coherence

• Displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice and

idiomaticity, though it may have minor lexical or grammatical errors

An essay at this level largely accomplishes all of the following:

• Addresses the topic and task well, though some points may not be fully elaborated

• Is generally well organized and well developed, using appropriate and sufﬁcient explanations, exempliﬁcations

and/or details

• Displays unity, progression and coherence, though it may contain occasional redundancy, digression or unclear

connections

• Displays facility in the use of language, demonstrating syntactic variety and range of vocabulary, though it will

probably have occasional noticeable minor errors in structure, word form or use of idiomatic language that do not

interfere with meaning

An essay at this level is marked by one or more of the following:

• Addresses the topic and task using somewhat developed explanations, exempliﬁcations and/or details

• Displays unity, progression and coherence, though connection of ideas may be occasionally obscured

• May demonstrate inconsistent facility in sentence formation and word choice that may result in lack of clarity and

occasionally obscure meaning

• May display accurate but limited range of syntactic structures and vocabulary

An essay at this level may reveal one or more of the following weaknesses:

• Limited development in response to the topic and task

• Inadequate organization or connection of ideas

• Inappropriate or insufﬁcient exempliﬁcations, explanations or details to support or illustrate generalizations in

response to the task

• A noticeably inappropriate choice of words or word forms

• An accumulation of errors in sentence structure and/or usage

An essay at this level is seriously ﬂawed by one or more of the following weaknesses:

• Serious disorganization or underdevelopment

• Little or no detail, irrelevant speciﬁcs or questionable responsiveness to the task

• Serious and frequent errors in sentence structure or usage

An essay at this level merely copies words from the topic, rejects the topic or is otherwise not connected to the topic, is

written in a foreign language, consists of keystroke characters or is blank.

appendix 4: Scoring Guides–Writing

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Sample

Independent

Writing Topics

The following is a list of some of the actual Independent Writing topics on former versions

of the TOEFL

test. You’ll see topics very similar to these on the test. None of the topics

requires specialized knowledge. Most topics are general and are based on the common

experience of people in general and students in particular. Whatever the topic, you’ll

be asked to give your opinion and to support your opinion with speciﬁc reasons

and examples.

Sample Writing topic List

• It has been said, “Not everything that is learned is contained in books.” Compare

and contrast knowledge gained from experience with knowledge gained from books.

In your opinion, which source is more important? Why? Use speciﬁc reasons and

examples to support your answer.

• Choose one of the following transportation vehicles and explain why you think it has

changed people’s lives:

– automobile

– bicycle

– airplane

Use speciﬁc reasons and examples to support your answer.

• Some people prefer to work for a large company. Others prefer to work for a small

company. Which would you prefer? Use speciﬁc reasons and details to support

your choice.

• Should a city try to preserve its old, historic buildings or destroy them and replace

them with modern buildings? Use speciﬁc reasons and examples to support

your opinion.

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• If you were an employer, which kind of worker would you prefer to hire: an

inexperienced worker at a lower salary or an experienced worker at a higher salary?

Use speciﬁc reasons and details to support your answer.

• Do you agree or disagree with the following statement? Technology has made

the world a better place to live. Use speciﬁc reasons and examples to support

your opinion.

• If you could go back to some time and place in the past, when and where would you

go? Why? Use speciﬁc reasons and details to support your choice.

• In your opinion, what is the most important characteristic (for example, honesty,

intelligence, a sense of humor) that a person can have to be successful in life? Use

speciﬁc reasons and examples from your experience to explain your answer.

• The government has announced that it plans to build a new university. Some people

think that your community would be a good place to locate the university. Compare

the advantages and disadvantages of establishing a new university in your community.

Use speciﬁc details in your discussion.

• Imagine that you have received some land to use as you wish. How would you use this

land? Use speciﬁc details to explain your answer.

appendix 5: Sample Independent Writing topics

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Speaking and

Writing Score

Conversion

Charts

The responses on both the Speaking and Writing sections are sent to the ETS Online

Scoring Network.

Speaking

Responses for each of the six tasks in Speaking are rated by three to six raters on a scale

from 0 to 4 according to the Scoring Guides on pages 77–79. The mean (average) of all six

tasks is then converted to a scaled score of 0 to 30.

Writing

Responses for the two tasks in Writing are rated by four raters on a scale from 0 to 5

according to the Scoring Guides on pages 80–81. The mean (average) of the scores on the

two tasks is then converted to a scaled score of 0 to 30.

Following are the conversion charts for Speaking and Writing. When you have a teacher

or tutor, evaluate your responses to questions from The Ofﬁcial Guide. You can use these

charts to convert your average scores on all the tasks to a scaled score.

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appendix 6: Speaking and Writing Score

conversion charts

WrItInG

ratInG aVeraGe

ScaLeD ScOre

5.00

4.75

4.50

4.25

4.00

3.75

3.50

3.25

3.00

2.75

2.50

2.25

2.00

1.75

1.50

1.25

1.00

SpeakInG

ratInG aVeraGe

ScaLeD ScOre

4.00

3.83

3.66

3.50

3.33

3.16

3.00

2.83

2.66

2.50

2.33

2.16

2.00

1.83

1.66

1.50

1.33

1.16

1.00

Converting Rating Averages to Scaled Scores for the

Writing and Speaking Sections of the TOEFL iBT

Test

note: Performance on the Speaking and Writing sections of the TOEFL iBT

test is evaluated based on ratings of 0 to 5 for each of the

two Writing tasks and 0 to 4 for each of the six Speaking tasks. The tables above show how the mean scores of the two Writing tasks

and the average ratings of six Speaking tasks are converted to a scaled score of 0 to 30.

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Notes

________________________________________________________________________________

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________________________________________________________________________________

notes

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________________________________________________________________________________

notes

TOEFL iBT are registered trademarks of Educational Testing Service (ETS) in the United States and other countries. All other trademarks are property

of their respective owners. 20850

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