About this TOEFL English practice test

TOEFL Writing tests two completely different skills: the reading-lecture comparative summary in the Integrated task, and the rapid, text-only Academic Discussion task. These exercises mirror the actual on-screen format of both tasks, showing how to weave academic vocabulary, concessions, and clear assertions into the structure raters are trained to reward.

TOEFL Writing Practice Test sample questions

These starter questions help you launch a english mock test quickly. Swap them with your own worksheet, notebook, or textbook questions any time.

1. 1. How much time are test-takers given to write their response in the Academic Discussion Writing Task?

2. A) 3 minutes

3. B) 10 minutes

4. C) 20 minutes

5. D) 30 minutes

6. 2. Once the reading passage and lecture have finished in the Integrated Writing Task, how long do you have to write your response?

7. A) 10 minutes

8. B) 15 minutes

9. C) 20 minutes

10. D) 25 minutes

11. 3. Both TOEFL Writing tasks are first scored by human raters on what scale before being converted into the reported Writing section score?

12. A) 0-9

13. B) 0-5

14. C) 0-10

15. D) 0-100

16. 4. In the Integrated Writing Task, roughly how long is the reading passage displayed before the lecture audio begins?

17. A) 1 minute

18. B) 3 minutes

19. C) 5 minutes

20. D) 7 minutes

21. 5. According to the official Integrated Writing rubric, a response that selects the important lecture points and presents them accurately in relation to the reading, with only occasional minor language slips that never obscure meaning, would most likely receive which score?

22. A) 2

23. B) 3

24. C) 4

25. D) 5

26. 6. A response that makes a relevant contribution to an Academic Discussion but relies on a narrow range of vocabulary and sentence structures, with some errors that occasionally obscure meaning, best matches which score on the Academic Discussion rubric?

27. A) 1

28. B) 3

29. C) 4

30. D) 5

31. 7. A response that is clearly relevant and reasonably well elaborated, uses a fair variety of sentence structures and vocabulary, but contains a few errors that never interfere with meaning, typically earns which score on the Academic Discussion rubric?

32. A) 2

33. B) 3

34. C) 4

35. D) 5

36. 8. Which of the following would most likely raise an Academic Discussion Writing score?

37. A) Restating the professor's question in different words before giving an opinion

38. B) Repeating one of the classmates' points using synonyms

39. C) Giving a clear position supported by a specific original reason or example

40. D) Writing the longest possible response regardless of relevance

41. 9. Which of the following would most likely lower an Integrated Writing score even if the response is well organised and grammatically correct?

42. A) Using synonyms instead of the reading's exact wording

43. B) Presenting the lecture's third point as agreeing with the reading when it actually contradicts it

44. C) Opening with a sentence that states the overall relationship between the reading and the lecture

45. D) Leaving out a personal opinion about the topic

46. 10. Should a test-taker include their own personal opinion about the topic in an Integrated Writing response?

47. A) Yes, examiners want to see original critical thinking

48. B) No, the task requires objectively reporting how the lecture relates to the reading

49. C) Only in the concluding sentence

50. D) Only if the reading and lecture fully agree

51. 11. Which sentence best demonstrates appropriate academic hedging?

52. A) "The data prove that remote work always increases productivity."

53. B) "The data suggest that remote work may increase productivity for some employees."

54. C) "Remote work increases productivity, no exceptions."

55. D) "Everybody agrees that remote work is better."

56. 12. Which reporting verb most accurately introduces a lecturer's counterargument against a claim made in the reading passage?

57. A) agrees

58. B) confirms

59. C) disputes

60. D) repeats

61. 13. Which connective pair correctly signals a concession followed by the writer's main point?

62. A) "Furthermore ..., moreover ..."

63. B) "Although the reading claims X, the lecturer nevertheless presents evidence that..."

64. C) "Because the reading claims X, therefore..."

65. D) "Similarly, the reading and lecture both claim X."

66. 14. Which sentence uses passive voice appropriately to keep the focus on the finding rather than on who did the research?

67. A) "Researchers conducted the study in 2019."

68. B) "The study was conducted in 2019 to test the hypothesis."

69. C) "In 2019, the study conducted researchers."

70. D) "The hypothesis, researchers tested it in 2019."

71. 15. Which sentence correctly combines two ideas into one complex sentence using a relative clause?

72. A) "The lecturer mentioned a study. The study was conducted in Norway."

73. B) "The lecturer mentioned a study, it was conducted in Norway."

74. C) "The lecturer mentioned a study that was conducted in Norway."

75. D) "The lecturer mentioned a study conducted in Norway it."

76. 16. Which sentence uses a nominalised noun phrase appropriate for formal academic register?

77. A) "Because emissions reduced, air quality improved."

78. B) "The reduction in emissions led to an improvement in air quality."

79. C) "Emissions went down and so air got better."

80. D) "They reduced emissions and air quality got better too."

81. 17. The reading states: "Urban beekeeping has declined in the past decade due to stricter zoning regulations and rising land costs." Which is the best paraphrase for an Integrated Writing response?

82. A) "Urban beekeeping has declined in the past decade due to stricter zoning regulations and rising land costs."

83. B) "Beekeeping in cities has decreased recently because of costs."

84. C) "Tighter zoning rules and higher land prices have caused a decline in urban beekeeping over the last ten years."

85. D) "The reading says that beekeeping is bad now."

86. 18. Which sentence best reports a lecturer's findings using precise academic verb choice?

87. A) "The lecturer says the results are good."

88. B) "The lecturer's data reveal that the treatment reduced symptoms significantly."

89. C) "The lecturer talks about the treatment."

90. D) "The lecturer thinks the treatment worked, maybe."

91. 19. Which connective best signals a cause-and-effect relationship between two sentences?

92. A) Similarly

93. B) In contrast

94. C) Consequently

95. D) Meanwhile

96. 20. Which sentence is overhedged to the point of sounding vague and non-committal, a weakness raters penalise?

97. A) "The results indicate a possible link between diet and concentration."

98. B) "It might perhaps possibly be the case that there could potentially be some sort of connection."

99. C) "The results show no clear pattern."

100. D) "The lecturer contests this interpretation."

101. 21. Professor: "Some universities are considering requiring all incoming students to complete a structured gap year of work or volunteering before starting their degree. Do you think this should become standard practice?"

102. Mia: "I think a gap year should be required because it gives students real-world experience and helps them choose a major with more confidence, rather than picking one blindly at eighteen."

103. Daniel: "I disagree. A mandatory gap year could disadvantage students from low-income families who cannot afford to delay earning a degree, and some students would simply waste the time rather than use it productively."

104. Which original point below would best extend the discussion without repeating either Mia's or Daniel's reasoning?

105. A) Restating that a gap year gives students real-world experience before choosing a major

106. B) Pointing out that some students cannot afford to delay their degree

107. C) Proposing that universities offer optional, funded gap-year programmes, so the benefit Mia describes is available without the financial burden Daniel raises

108. D) Saying that gap years are common in some countries

109. 22. Professor: "Should companies allow most employees to set their own daily working hours, rather than requiring a fixed 9-to-5 schedule?"

110. Priya: "Yes, flexible hours let people work when they're most alert, which should raise both productivity and job satisfaction."

111. Tom: "I'm not so sure. Teams that depend on real-time collaboration might struggle if everyone is online at different times, so coordination could suffer."

112. Which candidate response below would score highest on the Academic Discussion rubric, and why?

113. A) "I agree with Priya. Flexible hours are good."

114. B) "Flexibility can raise productivity, but as Tom notes, coordination matters. Companies could adopt a short daily 'core hours' overlap window, say 11 a.m. to 1 p.m., so teams keep a shared window for meetings without losing individual autonomy."

115. C) "Working hours should be fixed because that is how it has always been done."

116. D) "Both Priya and Tom make good points about flexible working hours in general."

117. 23. Professor: "Should city governments ban private cars from downtown areas to reduce air pollution and traffic congestion?"

118. Elena: "Yes, banning cars downtown would cut emissions quickly and encourage more people to use buses, trams, or bikes instead."

119. Marcus: "I think a full ban is too extreme; it would hurt small businesses that rely on customers driving in, and it might just push traffic and pollution to surrounding neighbourhoods instead of solving the problem."

120. Which original point below would best extend the discussion without repeating either Elena's or Marcus's reasoning?

121. A) Restating that banning cars would encourage bus and bike use

122. B) Restating that small businesses depend on customers driving downtown

123. C) Proposing congestion pricing during peak hours combined with expanded park-and-ride facilities at the city edge, so downtown traffic drops gradually while shoppers can still reach businesses

124. D) Saying that pollution is a global problem, not just a local one

125. 24. Professor: "Should secondary schools allow students to use AI writing assistants when completing take-home essay assignments?"

126. Sofia: "I think it should be allowed because AI tools can help students who struggle with grammar produce clearer drafts, similar to how a spell-checker helps."

127. Ben: "I disagree, because relying on AI to generate ideas or sentences could prevent students from developing their own critical thinking and writing skills, which is the actual point of the assignment."

128. Which candidate response below would score highest on the Academic Discussion rubric, and why?

129. A) "AI is very useful nowadays for many things, including school."

130. B) "Both Sofia and Ben raise valid concerns."

131. C) "Schools could allow AI only for grammar-checking at the final draft stage, not for generating ideas or first drafts, which gives students the clarity benefit Sofia describes while still protecting the independent thinking Ben is concerned about."

132. D) "AI should never be allowed because it is basically cheating."

133. 25. Professor: "Overall, do you think social media has been more helpful or more harmful for teenagers' friendships?"

134. Aisha: "I'd say more helpful, because it lets teenagers stay in daily contact with friends who move away or attend different schools."

135. Noah: "I'd argue more harmful overall, since constant comparison to others' curated posts can increase anxiety and make some teenagers feel more isolated despite being 'connected.'"

136. Which original point below would best extend the discussion without repeating either Aisha's or Noah's reasoning?

137. A) Restating that social media helps friends stay in contact

138. B) Restating that comparison on social media increases anxiety

139. C) Proposing that the effect depends on how it is used: direct messaging with close friends tends to help, similar to Aisha's point, while passively scrolling others' feeds tends to harm, similar to Noah's point, so usage pattern matters more than the platform itself

140. D) Saying that social media companies should be regulated by the government

141. 26. Professor: "Should employers be allowed to monitor employees' computer screens throughout the workday to increase productivity?"

142. Grace: "I think limited monitoring is acceptable if employees are informed in advance, since transparency can reduce distractions like excessive personal browsing."

143. Liam: "I think constant monitoring is harmful because it creates a stressful atmosphere of distrust, which can lower morale and even reduce the quality of work rather than improving it."

144. Which candidate response below would score highest on the Academic Discussion rubric, and why?

145. A) "I agree with Liam that monitoring is bad for morale."

146. B) "Monitoring is important for businesses to make money."

147. C) "A middle approach could work well: instead of continuous screen monitoring, employers could track only weekly output tied to agreed goals, which addresses Grace's concern about focus without creating the atmosphere of distrust Liam describes."

148. D) "Both monitoring and privacy are important topics in today's workplace."

149. 27. Professor: "Should local governments increase subsidies for public transportation in order to reduce road traffic?"

150. Hana: "Yes, lower fares funded by subsidies would encourage more commuters to switch from cars to buses and trains, directly cutting congestion."

151. Victor: "I'm skeptical, because if subsidies just lower fares without improving frequency or reliability, commuters may not switch at all, and the government would spend money without solving the traffic problem."

152. Which original point below would best extend the discussion without repeating either Hana's or Victor's reasoning?

153. A) Restating that lower fares would encourage commuters to switch

154. B) Restating that unreliable service means commuters will not switch

155. C) Proposing that subsidies be tied to specific service-frequency targets, such as a bus every ten minutes on major routes, so funding directly fixes the reliability issue Victor raises while still lowering the cost barrier Hana mentions

156. D) Stating that traffic congestion is worse in some cities than in others

157. 28. Professor: "Should universities stop selling energy drinks in campus vending machines?"

158. Zara: "I think they should be banned, because high caffeine and sugar content can contribute to problems like anxiety and disrupted sleep, especially for students who drink several a day during exams."

159. Kwame: "I don't think a full ban is the right approach, since adult students should be free to make their own choices, and a ban wouldn't stop students from simply buying energy drinks off campus instead."

160. Which candidate response below would score highest on the Academic Discussion rubric, and why?

161. A) "Energy drinks are bad for you, so vending machines shouldn't sell them."

162. B) "Universities could keep energy drinks available but add clear caffeine-content warning labels to the machines and cap the number of cans a student ID can purchase per day, which respects Kwame's point about personal choice while addressing the overconsumption risk Zara describes."

163. C) "This is a difficult issue with no easy answer."

164. D) "Students should just drink more water instead of energy drinks."

165. 29. Professor: "Should companies require a four-year college degree for all entry-level managerial positions, even in fields where specific job skills can be learned on the job?"

166. Isabel: "I think a degree requirement makes sense because it signals that a candidate can commit to and complete long-term projects, which is relevant to management."

167. Omar: "I disagree, because many capable candidates without a degree get excluded, and companies miss out on talented people just because of a credential rather than actual job performance."

168. Which original point below would best extend the discussion without repeating either Isabel's or Omar's reasoning?

169. A) Restating that a degree signals long-term commitment

170. B) Restating that a degree requirement excludes talented candidates

171. C) Proposing that companies replace the blanket degree requirement with a skills-based assessment or short trial project for candidates without a degree, preserving the ability to judge commitment and competence while not excluding capable non-degree candidates

172. D) Stating that college tuition has increased significantly in recent years

173. 30. Professor: "Should grocery stores be required to charge customers extra for single-use plastic bags in order to reduce plastic waste?"

174. Lucia: "Yes, a small fee has been shown to noticeably reduce plastic bag use in several cities because it makes shoppers think twice before grabbing a new bag."

175. Derek: "I'm not convinced a fee alone is enough, since some shoppers can easily afford the extra cost and will keep using plastic bags out of habit regardless of price."

176. Which candidate response below would score highest on the Academic Discussion rubric, and why?

177. A) "I agree with Lucia; fees reduce plastic use."

178. B) "Stores could pair the fee with a small discount or loyalty points for customers who bring reusable bags, which keeps Lucia's price-incentive mechanism but gives habitual plastic-bag users like the ones Derek describes an additional, more visible reward for switching."

179. C) "Plastic pollution is a serious global problem."

180. D) "Grocery stores make enough profit already, so a small fee doesn't matter to them."

Answer key & quick explanations

Short answers for the sample questions above. Use this to self-check before generating a fresh AI-built mock test.

1. 1. Academic Discussion writing time

   B) 10 minutes

   The Academic Discussion Task allots 10 minutes total to read the prompt and two classmates' posts and write a response, much shorter than the Integrated Task's 20-minute window. Because time is tight, successful test-takers skip lengthy planning and move straight to stating a position with one well-developed original reason.

2. 2. Integrated Writing writing time

   C) 20 minutes

   After the roughly 3-minute reading and 2-minute lecture, test-takers get 20 minutes to write. The passage reappears on-screen during this time, so accurate note-taking on the lecture (which is heard only once) matters more than memorising the passage.

3. 3. Raw scoring scale before conversion

   B) 0-5

   Each Writing task response is scored holistically from 0 to 5 using task-specific rubrics. ETS then converts and combines the two raw scores into the scaled 0-30 Writing section score shown on the score report, so a single raw point shift can move the scaled score noticeably.

4. 4. Reading passage display time

   B) 3 minutes

   The reading passage (roughly 230-300 words) is shown for about 3 minutes before the lecture audio starts. This is enough time to identify the passage's main claims but not to memorise exact wording, which is why paraphrasing skill matters more than recall.

5. 5. Integrated Writing rubric band 5

   D) 5

   The top band requires accurate selection of the important lecture points and a clear, correct account of how they relate to the reading, with only occasional errors that never distort meaning. Coverage and accuracy of the relationship are weighted more heavily than perfect grammar.

6. 6. Academic Discussion rubric band 3

   B) 3

   A band-3 response is relevant but underdeveloped: it uses a limited range of vocabulary and sentence patterns, and occasional errors get in the way of the reader following the point. This is why raters reward variety of structure, not just correctness.

7. 7. Academic Discussion rubric band 4

   C) 4

   A band-4 response is clearly relevant and reasonably developed, showing a fair range of vocabulary and syntax with only minor, non-disruptive errors. It falls short of band 5 because the elaboration or language range is good but not consistently strong throughout.

8. 8. What raises an Academic Discussion score

   C) Giving a clear position supported by a specific original reason or example

   The rubric rewards a relevant, well-elaborated contribution over sheer length or restating others. A specific original example or reason demonstrates the independent thinking and detail that separate a mid-range response from a top one.

9. 9. What lowers an Integrated Writing score

   B) Presenting the lecture's third point as agreeing with the reading when it actually contradicts it

   Accuracy of the reading-lecture relationship is a core scoring criterion separate from grammar or organisation. Misrepresenting whether a point supports or challenges the reading is treated as a content error and caps the score regardless of how well-written the response otherwise is.

10. 10. Personal opinion in Integrated Writing

    B) No, the task requires objectively reporting how the lecture relates to the reading

    Unlike the retired Independent Writing Task, the Integrated Task asks you to report a relationship, not argue a personal view. Inserting your own opinion about the topic wastes limited words and can distract from the required summary of content.

11. 11. Hedging sentence choice

    B) "The data suggest that remote work may increase productivity for some employees."

    Good hedging pairs a cautious verb (suggest) with a modal (may) and narrows the claim's scope (for some employees) rather than asserting an absolute. This signals academic caution without becoming vague, which is what raters look for in higher-band responses.

12. 12. Reporting verb for counterargument

    C) disputes

    "Disputes" precisely signals that the lecturer is challenging the reading's claim, matching the actual reading-lecture relationship. "Agrees" and "confirms" would misrepresent a contradictory relationship, and "repeats" fails to show any evaluative stance at all.

13. 13. Concession connective pair

    B) "Although the reading claims X, the lecturer nevertheless presents evidence that..."

    "Although ... nevertheless" is a classic concession-then-contrast pattern: it first acknowledges the reading's claim, then pivots to the lecturer's opposing evidence. "Furthermore/moreover" signals addition, not contrast, so it would misrepresent the relationship.

14. 14. Appropriate passive voice use

    B) "The study was conducted in 2019 to test the hypothesis."

    Passive voice is useful in academic writing when the action matters more than who performed it; here the focus stays on the study and its purpose. Options C and D are ungrammatical attempts at passive construction, not genuine passive sentences.

15. 15. Complex sentence with relative clause

    C) "The lecturer mentioned a study that was conducted in Norway."

    A relative clause ("that was conducted in Norway") combines two related facts into one grammatical, concise sentence, which is exactly the sentence-combining skill raters credit under grammatical range. Option B is a comma splice and D is ungrammatical.

16. 16. Nominalisation for academic register

    B) "The reduction in emissions led to an improvement in air quality."

    Turning verbs into noun phrases ("the reduction in emissions," "an improvement in air quality") is a hallmark of formal academic register and signals sentence-level sophistication. The other options use casual clause structures more typical of speech than academic writing.

17. 17. Best paraphrase of a reading sentence

    C) "Tighter zoning rules and higher land prices have caused a decline in urban beekeeping over the last ten years."

    Option C preserves both causes and the timeframe using different wording and sentence structure, which is exactly what paraphrasing for Integrated Writing requires. Option A copies the original almost verbatim, B drops one of the two causes, and D is vague and too informal.

18. 18. Precise reporting verb for findings

    B) "The lecturer's data reveal that the treatment reduced symptoms significantly."

    "Reveal" is a precise academic reporting verb that credits the data with showing a specific, significant result. The other options use vague verbs ("says," "talks about," "thinks... maybe") that fail to convey the certainty or specificity of an actual research finding.

19. 19. Cause-and-effect connective

    C) Consequently

    "Consequently" explicitly marks that the second sentence is a result of the first. "Similarly" and "meanwhile" signal comparison or simultaneity, and "in contrast" signals opposition, so using any of them here would misstate the logical relationship.

20. 20. Overhedging weakness

    B) "It might perhaps possibly be the case that there could potentially be some sort of connection."

    Stacking multiple hedges ("might," "perhaps," "possibly," "could," "potentially," "some sort of") in one sentence makes a claim so vague it says almost nothing, which raters penalise as a lack of clarity. Effective hedging uses one clear qualifier, not several layered together.

21. 21. Gap-year discussion: best original extension

    C) Proposing optional, funded gap-year programmes

    This option engages with both classmates by offering a concrete original solution: it keeps the benefit Mia raised (real-world experience) while removing the financial barrier Omar raised, without restating either post. Options A and B merely repeat existing points, and D introduces an unsupported, off-point fact.

22. 22. Flexible hours discussion: highest-scoring response

    B) The 'core hours' overlap proposal

    Response B directly names both classmates, proposes a specific and original compromise (a defined overlap window), and uses varied sentence structure — exactly what the rubric rewards. A is too thin and unsupported, C ignores the prompt's tension entirely, and D is a vague, position-free summary.

23. 23. Car ban discussion: best original extension

    C) Congestion pricing plus park-and-ride

    This proposes a new mechanism that directly answers both concerns: it reduces emissions gradually (Elena's goal) while preserving customer access for businesses (Marcus's concern). A and B simply restate the students' existing points, and D shifts to an unrelated global framing rather than engaging with the local policy question.

24. 24. AI homework discussion: highest-scoring response

    C) Allow AI only for grammar-checking at the final draft stage

    This response takes a clear, original middle position that explicitly reconciles Sofia's clarity benefit with Ben's concern about critical thinking, showing relevance and elaboration. A and D state opinions with no development or engagement with the prompt, and B is a non-committal summary with no position of its own.

25. 25. Social media discussion: best original extension

    C) Usage pattern (messaging vs. passive scrolling) as the real variable

    This introduces a genuinely new analytical distinction — that the effect depends on how social media is used — which reframes the debate instead of just picking a side already stated. A and B restate the two students' points, and D moves the discussion off-topic toward regulation rather than the assigned friendship question.

26. 26. Screen monitoring discussion: highest-scoring response

    C) Weekly output tracking instead of continuous monitoring

    This response offers a specific original policy (goal-based tracking) that answers Grace's productivity concern without recreating the distrust Liam described, showing genuine engagement with both posts. A merely agrees with Liam, B ignores the actual tension in the prompt, and D is a generic, position-free statement.

27. 27. Transit subsidy discussion: best original extension

    C) Tying subsidies to service-frequency targets

    This directly resolves the tension between the two students by making funding conditional on the reliability improvements Victor demanded, while still lowering fares as Hana wanted. A and B restate existing points, and D is an unsupported tangent about city-to-city variation rather than a policy proposal.

28. 28. Energy drink ban discussion: highest-scoring response

    B) Warning labels plus a daily purchase cap

    This response proposes a concrete original policy that keeps energy drinks available (respecting Kwame's autonomy argument) while limiting excessive daily consumption (addressing Zara's health concern), showing both relevance and elaboration. A is one-sided and thin, C avoids taking any position, and D offers unrelated advice rather than addressing the vending-machine policy question.

29. 29. Degree requirement discussion: best original extension

    C) Skills-based assessment or trial project replacing the blanket requirement

    This proposes an original mechanism that preserves Isabel's underlying goal (verifying commitment and competence) while removing Omar's objection (unfair exclusion of non-degree candidates), which is exactly the kind of synthesis top-band responses achieve. A and B merely restate the classmates' points, and D is an unsupported tangent about tuition costs.

30. 30. Plastic bag fee discussion: highest-scoring response

    B) Pairing the fee with a reusable-bag discount or loyalty reward

    This response keeps Lucia's price-incentive logic intact while adding a positive reward that specifically targets the habitual users Derek described, showing original synthesis and clear elaboration. A simply agrees with Lucia, C is a generic statement with no position on the actual policy, and D is off-topic and unsupported.

Curriculum Mapping & Learning Guide

Use this breakdown to identify which skills each question tests and guide post-test review.

TOEFL English units covered

1. Chapter 1: Integrated Writing: reading + lecture relationship
2. Chapter 2: Integrated Writing: summarising and paraphrasing
3. Chapter 3: Academic Discussion: taking a position and supporting it
4. Chapter 4: Academic Discussion: building on others' ideas
5. Chapter 5: Academic vocabulary: hedging language
6. Chapter 6: Academic vocabulary: reporting verbs and connectives
7. Chapter 7: Grammar: complex sentences, passive voice, noun phrases
8. Chapter 8: Scoring: rubric criteria for score levels 3, 4, 5

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