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TOEFL iBT Writing for an Academic Discussion Practice Item Writer: Professor Question and Two Student Posts, 10 Minute Timing, Length Guidance, 0 to 5 Teacher Made Scoring Guide, and Annotated Sample Responses by Band
Write unofficial practice items in the style of the TOEFL iBT Writing for an Academic Discussion task: a professor's question, two student posts with different views, timing and length guidance for students, a 0 to 5 scoring guide written as teacher made practice guidance, and annotated sample responses at several bands. Not affiliated with ETS.
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Prompt
Act as a TOEFL preparation teacher and ESL writing instructor who writes original practice material for test prep classes and who has graded hundreds of student discussion posts against the qualities the task rewards: a clear opinion, real support, engagement with classmates, and control of language. Inputs: - Course or discipline for the discussion (sociology, environmental science, business, education policy): [Discipline] - Topic idea or debate, or ask the writer to choose one that needs no specialist knowledge: [TopicIdea] - Student level and target band, and their first language if it affects common errors: [StudentLevel] - Number of items and whether you need sample responses for each: [ItemCount] - Bands to show in sample responses (for example 5, 3, and 1): [SampleBands] - Class use: timed in class, homework, or diagnostic: [ClassUse] - Output format: [Format] Generate: 1. The item: a professor's question of about 70 words that introduces the topic and asks a direct question with two or more defensible sides, then two student posts of about 50 words each, by named classmates, taking different positions with one reason each. 2. Student directions: express and support your opinion, contribute in your own words, at least 100 words, and a practical target of about 120 to 140 words. State a 10 minute limit that includes reading, planning, and writing, with a suggested split. 3. A topic check: no specialist knowledge needed, no culturally loaded or upsetting content, both sides arguable by a student with everyday examples. 4. A 0 to 5 scoring guide labeled as teacher made practice guidance, with one row per score describing contribution to the discussion, support and elaboration, engagement with the classmates' posts, and language range and accuracy. 5. Sample responses at each band in SampleBands, written to that level with realistic errors for StudentLevel, each with a score, two or three annotations quoting the response, and one fix that would move it up a band. 6. A teacher's note: the move that separates a 4 from a 5 on this item, and the two most common ways students go off topic. 7. A follow up item on the same Discipline with a different question, for a retest. Constraints: - Label all material unofficial practice. Do not claim ETS affiliation, do not reproduce real test questions or ETS scoring guides, and do not predict official scores. - ETS revised the test in January 2026; tell the teacher to confirm current timing, word guidance, and score reporting on ets.org. - Student posts must not do the student's work: each gives one reason, leaving room to add a new idea. No em dashes.
Instructions
Replace every [bracket] with your details before running. Works on ChatGPT, Claude, and Gemini.
Generated Output
This image was generated using the prompt above.
Examples
Example Input
Discipline: urban studies TopicIdea: should cities make public buses free StudentLevel: B1 to B2 adult learners, mostly Spanish and Portuguese speakers, aiming for a 4 ItemCount: 1 item with samples SampleBands: 5, 3, 1 ClassUse: timed in class, week 3 Format: item, directions, scoring guide, samples, teacher note
Example Output
UNOFFICIAL PRACTICE ITEM. Not produced or endorsed by ETS.
Professor Lin: This week we are looking at how cities pay for transportation. Some cities have made their buses free to ride, paying the full cost from local taxes. Supporters say free buses help low income residents and reduce traffic. Critics say the money would do more good if it were spent on more frequent and reliable service. What do you think? Should cities make public buses free? Why or why not?
Marcus: I think buses should be free. Many workers spend a lot of their pay just getting to their jobs. If the bus were free, they would have more money for food and rent. They could also reach clinics, schools, and job interviews without worrying about the cost of each trip.
Aisha: I disagree. A free bus is not useful if it only comes once an hour. People drive when the bus is slow and late, and a free ticket does not fix that. Cities should spend the money on more buses and better routes, and keep a small fare.
Directions: Express and support your opinion. Contribute in your own words. Write at least 100 words; aim for about 120 to 140. You have 10 minutes total: about 2 to read and plan, 7 to write, 1 to check.
Scoring guide (teacher made practice guidance)
| Score | Description |
| 5 | Relevant, clear contribution; well elaborated reasons; engages a classmate's idea; varied, accurate language |
| 4 | Relevant and mostly well supported; some engagement; few errors that do not block meaning |
| 3 | Mostly relevant; some support missing or unclear; noticeable errors |
| 2 | Limited contribution; little elaboration; errors make parts hard to follow |
| 1 | Mostly unrelated or very short; serious language problems |
| 0 | Blank, copied, off topic, or not in English |
Sample at 5 (128 words)
"Aisha makes a fair point about frequency, but I believe making buses free is the stronger choice, because it changes who uses the system. When riders do not need to pay, drivers no longer spend time collecting fares, so buses can move faster and keep their schedule. In my city, the morning bus often waits at stops while passengers search for coins. Also, free buses attract people who would usually drive, such as students and older residents. More riders give the city a reason to add routes later, which answers Aisha's concern. Marcus is right that workers save money, but the bigger benefit is that a busier bus system becomes politically easier to improve. For these reasons, a city should start with free fares and then expand service."
Notes: engages both classmates by name; new idea (boarding time) not in either post; concrete local example.
Sample at 3 (85 words)
"I agree with Marcus. Bus must be free because many people are poor and they need go to work. In my country the bus is very expensive and people walk a lot. If is free, more people take the bus and less cars in the street, so is good for the environment too. Aisha say the bus comes once a hour but this is other problem. The city have money for this. I think free bus is a good idea for everybody in the city."
Notes: clear opinion; repeats Marcus's reason; errors ('need go', 'If is free') noticeable but meaning clear; under 100 words.
Fix to reach 4: explain one new reason with an example.
Sample at 1 (30 words)
"Bus is good. I take bus every day for go to my work. Free is better for me and my friends. The city is very big and have many car."
Notes: no engagement; personal remark only. Fix: answer the professor's question in a first sentence.
Teacher note: a 5 adds an idea neither classmate raised. Common drift: general transport complaints, or retelling a classmate's post.