DET Writing Scoring Criteria in Practice: 3 Rewrites

Understanding how automated language engines evaluate test-taker responses can help you improve your written production. Test takers often write extensive responses under strict time limits without knowing why their submissions fail to secure a high subscore. This guide analyzes the official duolingo english test scoring criteria in concrete, practical terms by dissecting the underlying linguistic requirements and applying them to three original writing tasks.

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What the Four Writing Criteria Ask For

Duolingo says a grading engine, trained to judge English like expert human raters, scores open responses. Instead of taking into account only word count, this engine looks at a number of language competencies that include Content, Discourse Coherence, Grammar, and Lexis. The four criteria are Duolingo’s. The tips and examples under them are LUME’s own wording.

Content

Content is the measure by which appropriacy, relevance, and significance of a response is assessed. The measure determines if the test taker has answered the prompt appropriately, developed his/her thoughts using relevant information and using a suitable style to communicate.

• Task Achievement and Relevance: Respond appropriately and comprehensively to the prompt. In the case of a photo description, you should be able to focus on the relevant visual elements. When providing an opinion response, you should be able to communicate your views and provide relevant arguments.
• Development: Support your reasoning with examples and information rather than making assumptions.
• Appropriacy of Style: Adopt a style depending on the task. Personal reflection requires a different style compared to a discussion.
• Effect on the Reader: Ensure that your response is clear and relevant.

Do not use memorized introductions, repetitive points, and background information that is irrelevant to your answer. Just because you can write more does not mean you will get more marks; what matters is answering the question.

Practice focus: Answer the prompt directly, develop relevant ideas, and choose details that help communicate your intended meaning.

Discourse Coherence

Discourse Coherence is concerned with how ideas are presented and linked in a response. Factors considered include clarity, cohesion, ideas progression, and organization.

• Organization: Information should be arranged logically. The organization of a photo description may be from the general picture to detailed information, whereas that of an opinion response may be from the viewpoint to the supporting reasons.
• Cohesion: The use of cohesive devices such as linkers, pronouns, etc., should be used to link ideas that are related.
• Ideas Progression: Each sentence should be in the context of advancing the response rather than repeating ideas without advancing the response.
• Clarity: The relationship between ideas should be clear to prevent confusion.

Phrases like “First,” “Moreover,” and “In conclusion” can assist in structuring writing, when they are used correctly. Yet linking phrases alone do not ensure that the answer is logically organized.

Grammar

Grammar will be used to test the accuracy and complexity of the structure. It includes structures used as well as the control exercised while forming sentences. The use of punctuation will also be evaluated when assessing your writing.

• Grammatical Accuracy: Employ proper tenses, subject-verb agreement, articles, prepositions, and structures of sentences.
• Grammatical Complexity: Display the capability of using appropriate grammatical structures to show relationships among ideas.
• Sentence Variety (LUME tip): Form sentences that are simple, compound, or complex.
• Punctuation: Use punctuation appropriately to differentiate among ideas and clauses and to avoid run-on sentences and comma splices.

Writing in short and simple sentences alone might restrict your capacity to show your proficiency in using different grammatical constructions. Nevertheless, complex sentences will not necessarily be good if there are mistakes in their construction or if their meanings cannot be easily understood.

Lexis

Lexis refers to vocabulary use which includes lexical diversity, lexical sophistication, word choice, word formation, and spelling. Good lexis use means choosing words that express the meaning that you want to convey in the most appropriate way.

• Lexical Diversity: Use varied vocabulary rather than depending on the same set of words and phrases repeatedly.
• Lexical Sophistication: Be able to use words to show how proficient you are at English language communication.
• Word Choice and Formation: Use appropriate words and choose correct forms of nouns, verbs, adjectives, and adverbs.
• Spelling: Double-check your spelling in order not to make mistakes that might negatively impact your answer comprehension.

The use of sophisticated and rare words does not necessarily help you increase your score in Duolingo English Test writing part. The improper use of vocabulary, unnatural phrases, and the wrong form of words will just make your message unclear.

Applying the Four Criteria to DET Writing Practice

The four criteria provide a practical framework for reviewing your answers, but they are not a formula for calculating an individual response’s score.

After completing a practice task, ask yourself:

• Content: Have I answered the prompt fully and developed my main ideas with relevant details?
• Discourse Coherence: Does my response follow a logical progression, with clear connections between ideas?
• Grammar: Have I used accurate grammar and an appropriate range of sentence structures?
• Lexis: Is my vocabulary varied, precise, and appropriate to the task?

Rewrite 1: A Write About the Photo Answer – Your Turn, Then Ours

The Original Prompt Scenario

Look at the photo below and write one or more sentences that describe it. In the real test you get 1 minute for each photo. This is LUME practice material, not an official DET question.

Weak LUME-Written Student Draft

Three students are sitting at a table. They have some books and a computer. One student is pointing at a book, and another student has a pen. They are studying together. The place is nice.

Your Turn: Active Practice

Take 60 seconds to describe the photograph in your own words, as you would in the test.

• Identify the students’ activities and the objects on the table.
• Describe how the students appear to be interacting with one another.
• Include relevant details about the setting without listing every object.
• Use precise vocabulary and connect your ideas naturally.

LUME Rewrite

Three students are gathered around a wooden table, working together on what appears to be a study assignment. One student points to an open workbook while another follows along with a pen in hand, and their classmate looks at a laptop that rests on a thick textbook. A water bottle and a backpack sit nearby, while other people walk past the large windows in the background, suggesting that the group is studying in a campus common area.

Criterion-by-Criterion Analysis

Content

It is able to identify the topics involved, describe the actions of those topics, and provide details regarding the study material and environment. “What appears to be a study assignment” is the right way to state something that is being inferred rather than something that is known.

Discourse Coherence

The description progresses from the overall scene to the students’ individual actions and then to the background. Linking expressions such as “while” and “in the background” help connect the details and maintain a clear focus.

Grammar

The reply consists of a main clause as well as a participial phrase (‘working together on what appears to be a study assignment’), a subordinate clause beginning with ‘while’, and some coordination. Such an approach allows one to include a few related pieces of information in the description.

Lexis

Specific expressions such as “gathered around,” “open workbook,” “thick textbook,” and “campus common area” provide more information than the vague wording in the original draft. The vocabulary remains natural and relevant to the photograph.

Rewrite 2: An Interactive Writing Step 1 Answer – Your Turn, Then Ours

The Original Prompt Scenario

Universities around the world are considering replacing traditional paper textbooks with digital tablets and e-books. Supporters argue that digital materials can reduce costs and provide convenient access to learning resources, while critics are concerned about screen-related distractions and eye strain.

Discuss both perspectives and state your own view on whether universities should adopt this policy.

Weak LUME-Written Student Draft

Universities want to change paper books to tablets. I think this idea has good and bad things. Some people like digital tablets because they are light and cheap. Students do not need to carry heavy backpacks to class every day. But other people say screens are bad for your eyes. Also students will look at social media when the teacher is talking. In my opinion, I think universities should keep paper books because studying with real paper is much better for remembering information.

Your Turn: Active Practice

Take a moment to identify the main arguments on both sides and decide your position. Then write your response within the five-minute limit.

As you draft, consider these questions:

• Position: Should universities replace paper textbooks entirely, retain them, or allow students to use both formats?
• Supporting arguments: What practical advantages do digital materials offer, and what concerns might they raise?
• Development: Can you explain each argument with a relevant example or consequence?
• Organization: Can you move from the competing perspectives to your own position without repeating the same ideas?

LUME Rewrite

Replacing traditional textbooks with digital resources offers several advantages for university students. E-books can reduce the need to purchase and carry multiple printed textbooks, while digital platforms may provide searchable content, interactive exercises, and convenient access to updated materials. These features can make studying more flexible, particularly for students who need to consult a wide range of resources. However, using tablets for extended periods may cause eye discomfort, and access to social media or other online distractions can make it harder for students to concentrate.

In my view, universities should encourage digital learning without requiring every student to abandon printed textbooks. Although digital materials are convenient and can reduce some costs, paper books may remain preferable for students who find them easier to read or use for focused study. A flexible policy would allow universities to make use of digital resources while preserving access to printed materials when appropriate. Rather than imposing a single format on everyone, institutions should consider students’ learning needs, accessibility, and the nature of the course materials.

Criterion-by-Criterion Analysis

Content

The essay addresses both perspectives and provides an author’s opinion clearly. It describes advantages of digital materials in terms of mobility, possibility of searching, and access to updated content, as well as issues associated with possible eye strain and internet distractors. In the last paragraph, an author offers a flexible solution to mandatory replacements.

At the same time, it does not offer personal learning preferences as general truths. Instead of suggesting that printed materials will always lead to better results, the essay mentions that “paper books may remain preferable” for some students.

Discourse Coherence

The opening paragraph covers the strengths of digital sources before mentioning their drawbacks. The second paragraph covers the stand of the writer and how a flexible policy would work in this case.

Phrases like “while,” “however,” “although,” and “rather than” are used to link expressions and bring out the connection between them. Each paragraph serves a particular purpose to avoid repetition.

Grammar

The rewrite includes several sentence constructions such as relative clauses (“students who need to consult a wide range of resources”), concessive clauses (“Although digital materials are convenient…”), and contrastive clauses linked by “while.”

Such constructions enable the author to compare viewpoints, to qualify the statement made, and to provide recommendations. In addition, the analysis is performed according to the variety of constructions rather than to their complexity since more complex sentences do not guarantee better marks.

Lexis

This rewrite gets rid of the use of the phrases like “good and bad things” and “real paper,” replacing them with more accurate terminology, which includes “digital resources,” “interactive exercises,” “online distractions,” and “printed textbooks.”

The words are appropriate for the subject matter, and they are helpful to differentiate between the elements of the discussion. They are also diverse enough not to use technical jargon where unnecessary.

Rewrite 3: A Writing Sample Answer – Your Turn, Then Ours

The Original Prompt Scenario

Some urban planners argue that historic downtown districts should become pedestrian-only zones, with private vehicles prohibited from entering. Others believe that restricting vehicle access could harm local businesses and create transportation difficulties for residents.

Discuss the potential benefits and drawbacks of pedestrian-only downtown areas and explain your own position.

Weak LUME-Written Student Draft

Many cities are thinking about banning cars from downtown streets. I agree that cars cause a lot of pollution and noise in historical areas where tourists walk. If there are no cars, people can walk around safely and enjoy the old buildings and fresh air. However, shop owners are worried that customers cannot drive to their shops and buy things. Delivery trucks also cannot bring products easily. I think making streets for pedestrians is a good idea, but cities must solve the transportation problem first so business does not die.

Your Turn: Active Practice

Before reviewing the model rewrite, take 30 seconds to plan, then write your own response for five minutes, as in the Writing Sample.

Consider the following questions:

• Main position: Should historic downtown districts become entirely pedestrian-only, or should cities adopt a more flexible policy?
• Environmental and social benefits: How might reducing vehicle traffic affect air quality, noise, pedestrian safety, and the use of public spaces?
• Economic and logistical concerns: How could restrictions affect local businesses, deliveries, residents, and people with limited mobility?
• Practical solutions: What measures could help cities balance pedestrian access with transportation and commercial needs?

LUME Rewrite

Converting historic downtown districts into pedestrian-only areas could improve the urban environment while making public spaces more attractive to residents and visitors. Restricting private vehicles may reduce traffic-related emissions and noise, allowing people to explore historic streets in a more comfortable setting. Increased pedestrian activity could also benefit cafés, restaurants, and shops that depend on visitors walking through the area.

However, a complete vehicle ban could create difficulties for businesses that rely on regular deliveries and customers who need convenient access. To address these concerns, cities could introduce designated loading areas, delivery windows, accessible drop-off points, and reliable public transportation connections. In my view, pedestrianization is a worthwhile goal, but it should be implemented gradually and supported by practical transport arrangements. This approach would allow cities to improve public spaces without unnecessarily restricting access or placing excessive pressure on local businesses.

Criterion-by-Criterion Analysis

Content

This revision talks about the environmental, social, and economic aspects related to the prompt, after which a stance is taken. This discussion highlights how pedestrianizing the areas can help decrease air pollution due to vehicles as well as make public spaces more attractive and comfortable. At the same time, issues related to the delivery of goods as well as access are highlighted.

Discourse Coherence

In the first paragraph, the possible advantages of pedestrianization have been stated whereas the second paragraph highlights the disadvantages of pedestrianization along with some practical solutions. The response ends with an appropriate recommendation after analyzing the previous paragraphs.

Words like “However,” “To address these concerns,” and “In my view” can be used to show the connection between the ideas. Every paragraph builds up the argument and does not restate the same thing in different words.

Grammar

The rewrite employs various grammar patterns, such as the use of the gerund phrase acting as a subject (“Converting historic downtown districts…”), relative clauses (“shops that depend on visitors walking through the area”), and conditional modals (“could improve,” “could create”). Such use of grammar patterns allows the writer to talk about potential results without stating anything for certain. The answer also shows uniform use of verbs and correct punctuation.

Lexis

In addition, the use of the terms “pedestrian-only areas,” “traffic-related emissions,” “loading areas,” “accessible drop-off points,” and “public transportation connections” provides a clear and concise description of urban planning concerns without the use of unnecessarily cryptic vocabulary.

However, the vocabulary is still suitable for the discussion of the problem. The objective here is not to choose the most complex words possible but rather the words and phrases that correctly transmit the idea.

Developing a balanced argument through specific examples, logical progression, and a practical recommendation.

Want to See Scored Answers? Where to Find Them in the Teacher Guide

If you want to understand how the Duolingo English Test (DET) evaluates speaking and writing responses, consult Section 6: Sample Answers in the official DET Scoring Guide for Teachers (2026 edition), which has 21 sample answers from real test takers. This section provides examples of test-taker responses at different score levels, along with the subscores received in the test session and comments explaining how the responses reflect the scoring criteria.

What Section 6 Contains

Section 6 gives samples of responses to the speaking and writing test tasks scored between 65 and 150. Every sample shows the original task prompt, the test-taker’s response, the subscores obtained on that particular test administration, and some commentary using the criteria explained in Section 5.

• Content: The degree of relevance and development of the response concerning the prompt.
• Discourse Coherence: The clarity of the organization of the response which allows the reader to follow it easily.
• Grammar: The variety and correctness of grammatical constructions, as well as punctuation.
• Lexis: The variety and correctness of lexis and word formation.

These examples may help you distinguish between the varying qualities of the response and see how these criteria can be applied in practice. The guide says the samples range from B1 to C1 on the CEFR, so use them to see what different scores look like, not as templates to copy.

How to Use Section 6 for Targeted Self-Audits

To use these sample answers in your study, follow these steps:

• Complete a practice writing test with time limits. Select a prompt from the tasks in this post, or compose your own. Write your answer without looking at any model answer.
• Assess your writing according to the writing criteria. Does your response include an analysis of the prompt, main ideas, logical flow of ideas, and correct grammar and vocabulary?

Compare your writing to the sample answers. Pay attention to the examples of communication of ideas, organization of information, arguments and evidence, and expression of meaning. Make comparisons of concrete differences, but not of similarity with the examples.

• Find repeating weaknesses in your writing. List them according to the criteria. Identify areas that require special attention first.
• Practice revising and rewriting your work. Address your weaknesses with each attempt to rewrite. You can practice using other prompts.

Knowing what the duolingo english test scoring criteria look at can help you target your practice.

To keep practising, try LUME’s writing practice and check your own answers against the four criteria above.

Related practice resources

• 12 Duolingo English Test (DET) Writing Tips You Must Know
• Free DET Write About the Photo Practice
• DET Extended Writing Technology Template and Sample Answers

Want to ACE the Duolingo English Test (DET) And Reach Your Goals? Get Your FREE Lume Account Today to Unlock… ✅ 10,000+ PRACTICE QUESTIONS with detailed answers ✅ FREE MOCK TESTS with fast & accurate AI scoring ✅ Get BETTER SCORES with a PERSONALIZED study plan GET YOUR FREE ACCOUNT NOW (Limited seats available!)