Hi Maria,

Here are your results from your most recent practice test session.

Score Summary

Section	Raw Score	Scaled Score	Target Scaled	Target Raw Range	Improvement Needed
Writing	14	3.0	5.0	18–18	4–4

Summary reflects scored questions only. Unscored practice questions are shown in the Reading Breakdown below.

This table shows how your current performance compares to your target score in each section. The 'Improvement Needed' column shows how many more raw points you need to reach your target range.

Writing Breakdown

Task	Score
Build a Sentence	7
Email — Band	4
Email — Word Count	131
Academic Discussion — Band	3
Academic Discussion — Word Count	125

Build a Sentence contains 10 questions, each worth 1 raw point. Email and Academic Discussion are scored on a band of 0–5.

Build a Sentence — Questions to Review

Writing — Feedback

1. Email

Dear Priya, How have you been? I hope this email finds you well. I wanted to let you know that I am going to be travelling to Berlin next month for a three-month internship placement to get more experience as a student. My goal is to learn more about my major, while also exploring the German learning environment. This reminds me that you also completed a similar placement there last year. How did it go for you? Do you have any recommendations regarding the settling in and preparing? I would really appreciate if you could share some advice and help me out with this. I hope it goes smoothly and without any complications. I would like to avoid any unpleasant moments and misunderstandings with the staff and students there. Best, Kelly

Band: 4   Word Count: 131

1. Content (Purpose & Elaboration): The student's email addresses each bullet point but lacks specific detail and full development. For the first bullet point, the student mentions the goal of gaining experience and exploring the German learning environment but does not elaborate on what specific experiences or aspects they are interested in. In the second bullet point, the student asks for recommendations but does not specify what areas they need help with, making the request less detailed than the sample's specific request for a technician. For the third bullet point, the student states a general hope to avoid unpleasant moments but does not specify what they most hope to gain, unlike the sample which clearly outlines the impact of the issue on work.

2. Syntactic &

Lexical Variety: The student's email uses simple sentence structures and lacks the variety found in the sample. Most sentences are straightforward and similar in structure, such as "I wanted to let you know" and "I would really appreciate if you could share some advice." The vocabulary is also limited, with repeated use of common words like "experience" and "learn." In contrast, the sample uses a wider range of sentence structures and vocabulary, such as "arrange for a technician" and "let me know when this issue might be resolved," which add depth and clarity to the communication.

2. Academic Discussion Writing

While different people have diverse note-taking strategies, it is important to understand that the whole point of taking notes is to be able to look back at the information you copied down. I think that it is crucial to take notes of only the main ideas of a presentation or speech, because it is not very likely that you will be remembering all of the filler information you wrote down. One reason for that is you are not going to have enough time to go through all of the writing, and another is that you, most likely, will not be paying attention to what is being explained in the moment. I prefer to take notes of the key concepts after I have understood the topic.

Band: 3   Word Count: 125

1. Content (Purpose & Elaboration): The student's response lacks depth in its development compared to the Band 5 sample. The student states a preference for taking notes on main ideas but does not elaborate on how this approach supports learning or engagement with the material. The Band 5 sample provides a detailed example about the evolution of medical education and its impact on patient communication, illustrating the point with specific outcomes. In contrast, the student's response lacks a concrete example or detailed explanation of the benefits of their preferred note-taking strategy.

2. Syntactic &

Lexical Variety: The student's response demonstrates limited syntactic and lexical variety. The sentence structures are relatively simple and repetitive, primarily using straightforward declarative sentences. For example, "I think that it is crucial to take notes of only the main ideas" and "I prefer to take notes of the key concepts after I have understood the topic" show limited complexity. The Band 5 sample, on the other hand, uses a range of sentence structures, including complex sentences and varied vocabulary, such as "warmer interactions encourage patients" and "communication techniques are taught," which contribute to a more sophisticated and engaging response.