TOEIC Speaking and Writing Scores: Answers at Each Level

The TOEIC Speaking and Writing (TOEIC S&W) tests assess how effectively candidates communicate in spoken and written English, particularly in workplace situations. Each test receives a separate scaled score, accompanied by a proficiency level that describes the test taker’s typical language abilities.

However, understanding a score range is easier when you can see what responses at different proficiency levels actually look like. This guide explains the TOEIC S&W scoring system and provides six original LUME practice responses to illustrate how differences in content, language accuracy, organization, and development can affect response quality.

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How TOEIC Speaking and Writing Scores Are Reported

The TOEIC Speaking and Writing (TOEIC S&W) tests report two independent scaled scores rather than a single combined score. Each section is scored on a scale from 0 to 200, in increments of 10 points. For the wider scale and the CEFR levels, see TOEIC Score Chart: Scale, CEFR Levels, Conversion.

The 8 TOEIC Speaking Proficiency Levels

ETS classifies TOEIC Speaking performance into eight proficiency levels. Each level describes a different degree of ability to communicate effectively in workplace situations.

Speaking Level	Scaled Score Range	Proficiency Descriptor Summary
Level 8	190-200	Produces connected, sustained workplace discourse with highly intelligible speech, precise vocabulary, and strong control of both basic and complex grammatical structures.
Level 7	160-180	Communicates effectively in extended responses and handles complex requests. Occasional pronunciation, hesitation, grammatical, or vocabulary weaknesses do not significantly interfere with communication.
Level 6	130-150	Expresses relevant opinions and responds to workplace questions, but explanations may sometimes be unclear due to pronunciation difficulties, grammatical errors, or limited vocabulary.
Level 5	110-120	Expresses opinions with limited success, often using inaccurate, vague, or repetitive language. Hesitation and weak connections between ideas may affect communication.
Level 4	80-100	Struggles to explain opinions or respond to complex requests. Responses may be very short, with limited vocabulary and frequent pronunciation or grammatical difficulties.
Level 3	60-70	Can express a basic opinion but has difficulty supporting it with relevant explanations. Responses to complex requests are severely limited.
Level 2	40-50	Has considerable difficulty expressing or supporting opinions. Responses to complex requests may be absent or irrelevant, making communication difficult to understand.
Level 1	0-30	Leaves a significant portion of the test unanswered and may lack sufficient English reading or listening skills to understand test directions and questions.

The 9 TOEIC Writing Proficiency Levels

The TOEIC Writing test uses nine proficiency levels to describe candidates’ written communication abilities. These levels reflect how effectively test takers can convey information, develop opinions, organize ideas, and use English grammar and vocabulary.

Writing Level	Scaled Score Range	Proficiency Descriptor Summary
Level 9	200	Communicates information effectively and develops well-organized, well-supported opinions using natural, varied, and grammatically accurate English.
Level 8	170-190	Communicates effectively and supports opinions with relevant reasons and examples. Writing is generally well organized, with occasional minor grammatical or lexical errors.
Level 7	140-160	Communicates straightforward information effectively but provides only partially sufficient support for opinions. Some weaknesses may appear in argument development, cohesion, or language accuracy.
Level 6	110-130	Partially succeeds in communicating information and supporting opinions. Responses may lack specific details, clear connections, or accurate grammar and word choice.
Level 5	90-100	Can provide straightforward information but struggles to support opinions. Responses may show limited development, weak organization, and significant language errors.
Level 4	70-80	Shows developing ability to express opinions and provide information, but communication is limited by insufficient support, poor organization, and frequent language errors.
Level 3	50-60	Has limited ability to express opinions or provide information, with serious organizational weaknesses, insufficient details, and frequent grammatical or lexical errors.
Level 2	40	Has very limited ability to express opinions or provide straightforward information and struggles to produce consistently grammatically correct sentences.
Level 1	0-30	Leaves part or parts of the Writing test unanswered and may lack sufficient reading skills to understand test directions and questions.

Speaking Question 11: the task behind the samples

Question 11 of the TOEIC Speaking test measures a candidate’s ability to express and support an opinion on a general or workplace-related topic. Candidates receive 45 seconds to prepare and 60 seconds to deliver their response. The earlier questions are covered in TOEIC Speaking Questions 5-11: 19 Prompts on the Clock.

One Speaking Q11 prompt answered three ways

These responses are LUME illustrations, not ETS-rated. Speaking is rated on recorded audio, so a written script cannot be given a level.

Some companies prefer to promote employees from within their existing staff, while others prefer to hire new managers from outside the company. Which approach do you think is better for a business? Give specific reasons and examples to support your opinion.

Response A: written to match the Level 5 descriptor (110-120)

I think promoting workers from inside is a better choice for a company. The first reason is that workers already know the job and the company system. If a company hires an outside manager, he needs a lot of time to learn everything, so the work may become slower. For example, my company had a new boss last year who came from another office. He didn’t know our daily procedures, so everyone felt confused for two months.

The second reason is that workers feel happy when they get promoted. If they work hard but have no chance of getting a higher position, they may leave and find another job. So, promoting existing employees can help companies save money and maintain good teamwork. That is why I think promoting internal staff is much better.

Diagnostic Evaluation for Response Option A

• Fluency and Delivery: There is plenty of material in the script to make a long answer, but the repetitiveness of the short sentences could affect natural flow. The audio will show how fluent or hesitant the speaker is and how well they pronounce words and use intonation.
• Grammatical Control: The response relies heavily on basic sentence structures. The script itself is grammatically correct. ETS describes this range as language that is inaccurate, vague or repetitive, with long pauses and hesitation. A printed script cannot show pauses or pronunciation; the plain connectors and repeated sentence patterns here echo the description.
• Lexical Resource: Vocabulary is mostly limited to familiar workplace expressions, such as “workers,” “company system,” “happy,” and “save money.” The response communicates its meaning but lacks lexical variety and precision.
• Topic Development and Coherence: The speaker presents two relevant reasons and provides a personal workplace example. However, the explanations remain relatively basic, with limited development of the wider business implications.

Response B: written to match the Level 7 descriptor (160-180)

In my opinion, promoting candidates from within the company is a more effective business strategy. The primary reason is that internal employees already understand the corporate culture, internal procedures, and team dynamics. As a result, an internal candidate usually requires less onboarding and can maintain productivity when taking on a new managerial role.

For instance, when my department promoted a senior analyst to team leader, she was able to manage our ongoing projects without major delays because she was already familiar with our workflows.

Furthermore, providing clear promotional opportunities can increase employee motivation and improve retention rates. When employees see that hard work leads to genuine career advancement, they are more likely to remain committed to the organization.

Therefore, I believe internal promotion creates a more stable and efficient workplace in the long term.

Diagnostic Evaluation for Response Option B

• Fluency and Delivery: The response has a clear progression and can be delivered as connected, sustained speech. Its sentence structure provides natural opportunities for pausing and emphasizing key points. Actual pronunciation and delivery quality require audio evaluation.
• Grammatical Control: The speaker demonstrates a range of sentence structures, including causal clauses and subordinate clauses. Grammar is generally controlled, although more complex constructions may still present challenges.
• Lexical Resource: The response uses appropriate workplace vocabulary, including “corporate culture,” “team dynamics,” “onboarding,” and “retention rates.” These expressions communicate the argument accurately without relying on unnecessarily complicated terminology.
• Topic Development and Coherence: The response establishes a clear position, develops two supporting reasons, and includes a relevant workplace example. Transitional expressions help maintain logical connections between the points.

Response C: written to match the Level 8 descriptor (190-200)

I strongly believe that prioritizing internal promotions produces better long-term organizational outcomes. First and foremost, promoting existing employees helps preserve institutional knowledge. When an experienced team member moves into a managerial position, the company avoids the lengthy learning process often associated with external appointments. An internal candidate already understands the organization’s procedures, has established relationships with colleagues, and is familiar with the challenges facing the department.

Secondly, a clear promotion policy can be an effective employee retention strategy. High-performing professionals are more likely to remain committed to an organization when they see genuine opportunities for career advancement. This can reduce employee turnover and the costs associated with recruiting and training replacements.

Admittedly, external candidates may introduce fresh perspectives and new management practices. However, I believe these benefits do not always outweigh the advantages of retaining experienced employees. Overall, internal promotion supports organizational continuity while encouraging employees to develop their careers within the company.

Diagnostic Evaluation for Response Option C

• Fluency and Delivery: The performance is coherent, sustained discourse with logical development of ideas. The sentence length and transitions offer chances for pacing and stressing. To prove Level 8 proficiency, it is also essential that the speaker demonstrates high intelligibility of pronunciation, intonation, and stress.
• Grammatical Control: The response uses varied basic and complex structures accurately, including subordinate clauses, conditional relationships, and participial constructions. Strong grammatical control helps communicate more sophisticated relationships between ideas.
• Lexical Resource: The speaker uses precise workplace expressions, such as “institutional knowledge,” “employee retention strategy,” “career advancement,” and “organizational continuity.” These terms are appropriate to the topic and contribute to a clear argument.
• Topic Development and Coherence: The response develops two distinct supporting arguments, explains their organizational benefits, and acknowledges an alternative perspective. The conclusion reinforces the original position without simply repeating the introduction.

Comparative Matrix: TOEIC Speaking Question 11 Performance Across Levels

Evaluation Metric	Level 5 (110-120)	Level 7 (160-180)	Level 8 (190-200)
Topic Development	Gives a basic opinion and relevant reasons, but explanations are limited.	Develops supporting reasons with relevant examples and explanations.	Produces sustained, well-developed arguments with clear relationships between ideas.
Discourse Organization	Relies on simple connections and repetitive sentence patterns.	Presents a logical progression with effective transitions.	Maintains connected, sustained discourse with coherent argument development.
Grammatical Control	Frequent errors and limited structural variety may affect clarity.	Uses varied sentence structures with occasional minor weaknesses.	Demonstrates good control of basic and complex grammatical structures.
Lexical Precision	Relies on familiar, repetitive vocabulary.	Uses appropriate workplace vocabulary and generally accurate expressions.	Uses accurate and precise vocabulary suited to the topic.
Intelligibility	Pronunciation, intonation, stress, or hesitation may sometimes affect understanding.	Minor delivery weaknesses may occur without interfering with the message.	Speech is highly intelligible, with strong pronunciation, intonation, and stress control.

One TOEIC Writing Question 8 Prompt Answered Three Ways

Question 8 of the TOEIC Writing test entails writing an opinion essay with regards to an issue presented to the candidates. The candidates are expected to give their opinions and justify their stand using sound reasoning and examples.

Written Prompt

Many organizations now allow employees to work entirely on flexible schedules, choosing their own working hours instead of adhering to a standard 9-to-5 schedule. Do you agree or disagree that flexible working hours improve workplace productivity? Support your position with specific reasons and examples.

The following three original LUME responses illustrate characteristics associated with different TOEIC Writing proficiency levels. LUME illustration, not ETS-rated. The Writing questions before this one are covered in TOEIC Writing Test Questions 6-8: Strong vs Weak Replies.

Response A: written to match the Level 6 descriptor (110-130)

Nowadays, many companies allow employees to choose their own working hours instead of following a fixed schedule. I agree that flexible working hours can improve productivity because they help workers manage their personal responsibilities and work when they feel comfortable.

First, flexible schedules help employees balance their work and family life. Many people have responsibilities outside the office, such as taking their children to school or looking after elderly parents. If everyone has to start work at exactly 9 a.m., some employees may feel stressed before they even begin their tasks. For example, my brother used to spend a long time in traffic every morning. After his company allowed him to start work at 10 a.m., he felt less tired and could finish his reports more quickly.

Second, people do not always work well at the same time of day. Some employees feel more active in the morning, while others concentrate better in the afternoon. A flexible schedule gives them more freedom to choose suitable working hours. This can help them complete their tasks with better concentration.

In conclusion, I believe flexible working hours can make employees more productive because they reduce daily stress and allow people to work at a time that suits them. Companies should consider this policy to create a more comfortable working environment.

Diagnostic Evaluation for Response Option A

• Word Count and Development: At 217 words it is below the 300-word minimum ETS says an effective essay typically contains. The answer provides two good reasons along with a personal example, but the explanations are short and need elaboration.
• Organization: The essay uses an easily identifiable structure of introduction-body-conclusion. Nonetheless, the supporting paragraphs depend on simple elaborations.
• Grammar: Most sentences use basic structures, with limited variety in how ideas are connected. The language is generally understandable but does not demonstrate a particularly broad range of grammatical constructions.
• Vocabulary: The response relies on familiar expressions such as “feel stressed,” “more comfortable,” and “better concentration.” These are appropriate but somewhat repetitive and lack precision in places.

Response B: written to match the Level 8 descriptor (170-190)

In contemporary workplaces, flexible scheduling has become an increasingly popular alternative to the traditional 9-to-5 working day. I agree that allowing employees to choose their working hours can improve productivity, provided that organizations establish clear expectations and maintain effective communication. This arrangement benefits both employees and employers by reducing unnecessary stress and allowing individuals to work when they are most focused.

One major advantage of flexible schedules is that they help employees manage personal responsibilities without sacrificing their professional commitments. Commuting during peak hours, for example, can be physically exhausting and may leave workers with less energy when they arrive at the office. Employees who are permitted to start earlier or later can avoid the busiest traffic periods and use their time more efficiently. Flexible hours can also make it easier to attend to family responsibilities, such as taking children to school or accompanying elderly relatives to appointments. As a result, employees may experience less stress and devote more attention to their work.

Another important benefit is that people have different working patterns and periods of peak concentration. Some employees perform complex tasks more effectively in the early morning, whereas others become more productive later in the day. Giving staff greater control over their schedules allows them to organize demanding assignments around these individual preferences. For instance, a software developer who concentrates best in the afternoon may produce better-quality code by completing complex tasks during that period rather than being required to begin every task early in the morning.

Nevertheless, flexible scheduling does not mean that employees should be available whenever they choose without considering their colleagues. Organizations still need agreed communication hours, project deadlines, and regular opportunities for collaboration. Without these arrangements, differences in working schedules could delay decisions or make teamwork more difficult.

Overall, I believe flexible working hours can improve workplace productivity. By reducing commuting stress and allowing employees to work during their most productive periods, companies can create a more efficient environment while maintaining clear expectations for collaboration and performance.

Diagnostic Evaluation for Response Option B

• Word Count and Development: At 334 words it is above that minimum. The essay is based on two advantages, which are explained through examples. It also recognizes a drawback of the topic and explains how organizations can solve it.
• Organization: Introduction states the author’s position clearly and highlights the arguments. Every body paragraph states a single point, whereas the counterargument adds balance into the discussion.
• Grammar: This response shows several types of sentence structures such as clauses of subordination, contrasts, and conditionals. Such structures are usually controlled and assist in expressing connections between ideas.
• Vocabulary: Workplace expressions such as “peak concentration,” “professional commitments,” “collaboration,” and “project deadlines” are appropriate to the topic. Word choice is generally precise without relying on unnecessarily complicated terminology.

Response C: written to match the Level 9 descriptor (200)

Flexible working hours are often presented as an employee benefit, but their value extends beyond improving work-life balance. I strongly agree that flexible scheduling can increase workplace productivity because it allows employees to manage their energy more effectively and encourages organizations to evaluate performance based on results rather than physical presence. Although this arrangement requires clear coordination, its advantages can be substantial when implemented thoughtfully.

The first reason is that flexible schedules allow employees to organize demanding tasks around their individual working patterns. Not everyone reaches their highest level of concentration at the same time of day. Employees who are most alert in the morning may prefer to begin early and complete analytical work before interruptions increase, while those who concentrate better later in the day may benefit from a delayed start. This flexibility is particularly valuable in occupations that require sustained attention, such as software development, research, and financial analysis. Rather than expecting every employee to follow an identical routine, companies can give individuals greater control over when they complete tasks that require deep concentration. This may improve both the quality of their work and the time needed to finish it.

Flexible scheduling can also encourage a more results-oriented management culture. Under rigid working arrangements, managers may place too much emphasis on attendance and the number of hours employees spend at their desks. However, being physically present for eight hours does not necessarily mean that someone has completed meaningful work. When employees have greater control over their schedules, managers need to establish clearer objectives, measurable deadlines, and appropriate standards for evaluating performance. For example, a marketing team could assess employees based on the quality of campaign materials, the completion of agreed deliverables, and the effectiveness of project coordination rather than simply monitoring their arrival times. This approach can help organizations distinguish genuine productivity from the appearance of being busy.

Admittedly, flexible schedules may create communication challenges when team members work at different times. Important discussions could be delayed, and urgent requests may not receive immediate attention. Nevertheless, these problems can be reduced by establishing shared availability periods, clear response-time expectations, and reliable project-management systems. In this way, employees retain scheduling flexibility without compromising essential teamwork.

In conclusion, flexible working hours can improve productivity by accommodating individual concentration patterns and shifting organizational attention toward measurable results. Although successful implementation requires coordination, companies that establish clear expectations can benefit from a workforce that is both more focused and more accountable.

Diagnostic Evaluation for Response Option C

• Word Count and Development: At 409 words it is well above the typical 300-word minimum ETS mentions. The essay argues the point through different levels of reasoning. The argument is supported by appropriate workplace examples, whereas the counterargument is recognized and addressed.
• Organization: The essay has a well-structured argumentative pattern. The body paragraphs support the main argument, while the argument against has been included without compromising the argument.
• Grammar: Various forms of sentences have been employed correctly in the response, including conditional sentences, concessive sentences, and complex sentences. The grammar reflects the logic behind the ideas presented.
• Vocabulary: Expressions such as “results-oriented management culture,” “measurable deadlines,” and “individual concentration patterns” are precise and appropriate to the discussion. The vocabulary is varied without becoming unnecessarily obscure.

Comparative Matrix: TOEIC Writing Question 8 Performance Across Levels

Evaluation Metric	Level 6 (110-130)	Level 8 (170-190)	Level 9 (200)
Thesis and Position	States a relevant opinion, but the supporting direction may be basic.	Establishes a clear position and develops relevant supporting arguments.	Communicates a clear position effectively and sustains it throughout the essay.
Argument Development	Provides relevant reasons, but examples and explanations may lack detail.	Develops arguments with specific explanations and relevant examples.	Presents well-developed arguments with effective explanations and supporting details.
Organization	Uses a recognizable structure, but connections between ideas may be unclear.	Organizes ideas logically with effective paragraph progression.	Maintains clear, coherent organization throughout the essay.
Grammar	Grammatical mistakes or limited structural variety may affect communication.	Uses varied sentence structures, with occasional minor grammatical mistakes possible.	Demonstrates grammatical accuracy and a natural variety of sentence structures.
Vocabulary	Uses relevant but sometimes limited or imprecise vocabulary.	Uses appropriate and generally precise vocabulary.	Uses natural, accurate, and appropriate word choices.

Item-Level Scoring Scales Behind TOEIC Speaking and Writing Scores

Not every question in the TOEIC Speaking and Writing (S&W) tests uses the same raw rating scale. Rather, it depends on the specific type of question, and the ETS rater will award the scores in various ranges.

The Speaking Section: Item-Level Scoring Scales

TOEIC Speaking Test includes 11 questions given through the computer. The ETS Score User Guide says responses are recorded and scored by certified ETS raters. Scores for questions 1-10 are rated from 0-3, and Question 11 from 0-5.

Question Number	Task Type	Raw Rating Scale	ETS Evaluation Criteria
Questions 1-2	Read a Text Aloud	0-3 per item	Overall intelligibility of word- and sentence-level stress.
Questions 3-4	Describe a Picture	0-3 per item	Task appropriateness, delivery, and language use.
Questions 5-7	Respond to Questions	0-3 per item	Task appropriateness, delivery, and language use.
Questions 8-10	Respond to Questions Using Information Provided	0-3 per item	Task appropriateness, delivery, and language use.
Question 11	Express an Opinion	0-5	Task appropriateness, delivery, and language use.

The maximum possible raw rating total is 35 points:

• Questions 1-10: 10 × 3 = 30 points.
• Question 11: 5 points.
• Maximum total: 35 points.

Question 11 has a higher maximum rating than any individual question in the earlier task groups. However, this does not mean it independently determines the candidate’s final TOEIC Speaking level. ETS converts the sum of all task ratings into the final scaled score.

The Writing Section: Item-Level Scoring Scales

The TOEIC Writing test consists of eight questions covering sentence construction, written communication, and extended opinion writing. ETS uses different raw rating scales for the three task groups.

Question Number	Task Type	Raw Rating Scale	ETS Evaluation Criteria
Questions 1-5	Write a Sentence Based on a Picture	0-3 per item	Grammatical accuracy and relevance of the sentence to the picture.
Questions 6-7	Respond to a Written Request	0-4 per item	Quality and variety of sentences, vocabulary, and organization.
Question 8	Write an Opinion Essay	0-5	Whether the opinion is supported with reasons and/or examples, grammar, vocabulary, and organization.

The maximum possible raw rating total is 28 points:

• Questions 1–5: 5 × 3 = 15 points.
• Questions 6–7: 2 × 4 = 8 points.
• Question 8: 5 points.
• Maximum total: 28 points.

Question 8 has the highest individual rating scale in the Writing test. It assesses the candidate’s ability to develop and organize an extended argument, rather than simply produce individual sentences or short email responses. Nevertheless, the final Writing score reflects the combined ratings across all eight questions, not the essay alone.

How Raw Ratings Are Converted Into Scaled Scores

The raw ratings from individual questions are not reported directly as the final TOEIC score. Instead, ETS converts the sum of the ratings into a scaled score ranging from 0 to 200, reported in increments of 10.

The conversion can be summarized as follows:

Individual task ratings → Total raw rating → Scaled score (0-200)

It implies that the candidates cannot determine the expected TOEIC score just through the conversion of their raw score into the percentage of the maximum obtainable scores. Raw rating score and scaled score are two distinct ways of grading.

ETS also makes use of certain statistical methods to facilitate score consistency among various forms of the test. ETS says it takes measures to keep scaled scores comparable across test forms, so treat raw ratings only as a guide.

TOEIC raw ratings are converted into scaled scores from 0 to 200, reported in 10-point increments.

What Moves a Response Up One Proficiency Level? (A Checklist Based on ETS Criteria)

Moving up a TOEIC Speaking or Writing proficiency level requires improving the areas that limit your communication, such as clarity, idea development, grammar, vocabulary, organization, and pronunciation.

Speaking Progression Checklist: Moving from Intermediate to Advanced

Moving from Level 5 to Level 6 (110-120 to 130-150)

• Minimize excessive pauses and hesitation: Try to speak in complete sentences rather than pausing repeatedly to think of words. You can use planning statements occasionally, but you should not depend on fillers for filling silences.
• Be more accurate grammatically: Identify the common mistakes in subject-verb agreement, verb tenses, articles, and sentence structure. For instance, say “she provides” and not “she provide.”
• Establish clear connections between your ideas: Describe the relationship between your reasons and your opinion. Use transition words such as because, although, while, and as a result whenever they show the intended connection.
• Enrich your vocabulary: Acquire enough vocabulary related to the topic to describe your ideas precisely and not use vague words all the time.
• Make your explanations clearer: Whenever you give an opinion, express your stance and add appropriate reasons to make your message clear to the audience.

Moving from Level 6 to Level 7 (130-150 to 160-180)

• Give sustained and coherent responses: Produce a response that is coherent and well-rounded with a stance, reasoning, and explanation or illustration. Do not produce separate responses.
• Make your logic clear: Do not just mention the benefit or drawback. Instead, explain why it is significant in relation to your argument.
• Enhance control of complex grammar structures: Try to incorporate subordinate clauses in your responses, but do not lose the clarity of your thought. Small grammatical mistakes are permissible as long as they do not hinder comprehension.
• Increase the preciseness of your vocabulary usage: Focus on choosing the proper words to convey your thoughts rather than introducing business jargon into your writing.
• Keep a good pronunciation and a natural speaking style: Improve your pronunciation, word stress, and intonation. Minor errors in pronunciation or hesitation will be acceptable at this stage as long as they do not hinder the message transmission.

Moving from Level 7 to Level 8 (160-180 to 190-200)

• Stay clear through long answers: Provide fluent and coherent speech that remains comprehensible throughout.
• Gain command of grammar: Employ simple and complex sentences without compromising on accuracy for the sake of complexity.
• Select exact vocabulary: Make it possible to distinguish different concepts and refrain from vague, repetitive, and incorrect words.
• Support opinions with appropriate explanations: State good reasons and provide examples so that your argument is convincing and fitting for business communication.
• Improve pronunciation, intonation, and stress: Strive for high intelligibility even when talking about complicated things.

Key to reaching TOEIC Speaking Level 8: maintain fluent, accurate speech, use precise vocabulary, support opinions with convincing examples, and demonstrate clear pronunciation and intonation.

Writing Progression Checklist: Moving from Intermediate to Advanced

Moving from Level 5-6 to Level 7 (90-130 to 140-160)

• Support your points with particular evidence: Do not make an assertion and then leave it unexplained. Provide appropriate reasons, examples, or evidence showing how each point supports your argument.
• Organize your paragraphs effectively: Ensure your points are well grouped under each paragraph and use proper transition to link them together. Topic sentences would be useful in guiding your reader in understanding the purpose of each paragraph.
• Ensure grammatical accuracy: Check for sentence fragments, run-on sentences, subject-verb agreement mistakes, wrong verb forms, among others.
• Be more specific in your examples: Instead of making general statements like “People are usually busy,” give more detailed examples, such as “Those who manage quarterly report deadlines as employees may benefit from flexible working hours.”
• Complete the task adequately: ETS says an effective Question 8 essay typically contains a minimum of 300 words. Use this information as a guideline when preparing, but ensure that your essay is sufficiently supported, organized, and accurately written.

Moving from Level 7 to Level 8 (140-160 to 170-190)

• Extend the development of ideas: Provide explanations or examples for each major point rather than making general statements.
• Make the connection between the paragraphs coherent: Ensure transitions and references are used to create a logical flow of ideas. Do not use redundant information.
• Diversify sentence structures: Use both simple and complex sentences depending on the occasion. Diversification of sentences should enhance coherence and readability of the paper.
• Choose different appropriate vocabularies: Be careful about choosing precise vocabularies that can be applied in your context. Try to avoid using difficult vocabularies where easier words would suffice.
• Minimize grammatical and word choice mistakes: Check articles, prepositions, verb forms, word forms, and collocations.

Moving from Level 8 to Level 9 (170-190 to 200)

• Organize your argument clearly and thoroughly: State your argument effectively with appropriate reasons, examples, and explanations to back up your argument. Each of your paragraphs should make a contribution to the argument.
• Construct varied sentences: Show your ability to use various sentence structures without compromising clarity.
• Employ exact wording: Choose the words you need to express your thoughts precisely and naturally, not too complicatedly.
• Enhance coherence and cohesion: Establish logical connections between ideas within and between paragraphs.
• Ensure grammatical correctness: Check your text for mistakes that may impair clarity, such as punctuation, agreement, tenses, and sentence boundaries.

To succeed in toeic speaking and writing test preparation, you must go beyond merely preparing for tests. Through an analysis of the ways that ETS scores raw scores, maps performances on various proficiency scales, and produces scaled scores, you will be able to concentrate on key score points. The most important areas for this include Questions 11 and 8.

Related practice resources

• TOEIC Speaking Questions 5-11: 19 Prompts on the Clock
• TOEIC Writing Test Questions 6-8: Strong vs Weak Replies
• TOEIC Score Chart: Scale, CEFR Levels, Conversion

Want to FINALLY Ace the TOEIC Test 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 No card needed. (Limited seats available!)