This week's sessions
Tick each session when you finish it. Your ticks are saved only in this browser.
- Proofreading at the top levelRead this week's lesson, then do the proofreading set below. Start your personal error list with every one you missed.
- One perfect summary sentenceRead the Summarize Written Text guide and practise two texts. Aim for 45 to 60 words, one full stop and no errors.
- Two summaries and an essayDo the writing set below with the timers. Use the three-minute proofread before you check each answer against the model.
- Check and rewritePaste yesterday's essay and summaries into the essay checker. Fix every highlighted error and add it to your error list.
- A second timed essayWrite this essay in 20 minutes, then proofread for three minutes. Compare it with the model and count your errors.
This week's lesson: writing with nothing to correct
Writing 85 is a long way above the old 79. At that level, a good essay isn't enough: it has to be good and clean. One misspelt word, a missing article or a summary that's one word over the limit can cost marks you can't get back. This week you'll build a routine that finds those errors before you submit.
Word limits are not suggestions
- Summarize Written Text: one sentence, 5 to 75 words, with one full stop at the end.
- Write Essay: 200 to 300 words.
- Summarize Spoken Text: 50 to 70 words.
Aim for the middle, not the edge: 45 to 60 words for a written summary, 240 to 280 for an essay, 55 to 65 for a spoken summary. That leaves room to add a missing point without going over.
One sentence that holds everything
For Summarize Written Text, build the sentence around the main idea, then attach the key supporting points with structures you can control:
- Concession: Although critics argue that..., studies show that...
- Relative clauses: ..., which means that...
- Participle phrases: ..., making streets safer and quieter.
Don't join ideas with a comma alone, and don't use a semicolon to hide a second sentence. A clear 50-word sentence beats a tangled 75-word one.
The errors that keep strong writers below 85
Check for these every time:
- Subject–verb agreement in long subjects: The number of students who study online has increased.
- Articles: Technology has changed the way people work, but not ~~The technology has changed...~~ when you mean technology in general.
- Countable and uncountable nouns: research, evidence, information and advice take no -s.
- Word forms: economic growth (relating to the economy) and an economical car (not wasteful); responsibility (noun), responsible (adjective).
- However: Remote work saves time; however, it can cause isolation. Not ~~..., however it...~~
- Spelling style: choose Australian/British or American spelling and keep it all the way through: organise and colour, or organize and color, never a mix.
A precise essay, not a fancy one
At this level, your essay should have a clear position, two body paragraphs with one main idea each, and specific support. Vocabulary should be precise: a significant proportion, in the long term, mitigate the risk. A difficult word used slightly wrongly costs more than a simple word used correctly.
The three-minute proofread
Save the last three minutes of every writing task for this routine:
- Count: check the word count and, for written summaries, that there's only one full stop.
- Read for grammar: read each sentence on its own. Check verbs, articles and plurals.
- Read for spelling: read from the end to the start, one word at a time. This stops your brain from reading what you meant instead of what you typed.
This week
Do the proofreading set, write summaries and an essay, then run them through the essay checker. Keep a list of every error you make. By the end of the week, that list is your personal proofreading checklist.
Practice for this week
Proofreading at the top level
Loading questions…
Two summaries and an essay
Loading questions…
Weekly check: PTE writing practice test
All four writing tasks, timed. Use the trait-by-trait estimate to find your weakest area, and aim for zero spelling and grammar errors.
When you finish, come back to your plan home: your dashboard updates with the new score.
Answers, explanations and transcripts
Finish the test first, then open each section to check your answers. Every answer has an explanation.
Proofreading at the top level
Answer key (7 answers)
| # | Question | Answer | Why |
|---|---|---|---|
| 1 | Which sentence is completely correct? | The number of students studying online has increased considerably. | The subject is 'the number', which is singular, so the verb is 'has'. 'Amount' is for uncountable nouns, and 'number of' needs a plural noun: 'students'. |
| 2 | Which sentence has no spelling errors? | Governments should guarantee affordable accommodation for students. | The errors are 'goverment' (government), 'neccessary' (necessary) and 'recieve' (receive). Sentence C spells 'governments', 'guarantee' and 'accommodation' correctly. |
| 3 | Which sentence uses articles correctly? | Technology has changed the way people communicate. | 'Technology' in general takes no article. 'The way people communicate' needs 'the', because it's a specific way, defined by the rest of the phrase. |
| 4 | Which sentence is punctuated correctly? | Remote work saves time; however, it can cause isolation. | 'However' joining two complete sentences needs a semicolon (or a full stop) before it and a comma after it. A comma alone before 'however' creates a comma splice. |
| 5 | Which answer meets the rules for Summarize Written Text and gives the main idea? | Although critics say lower speed limits slow drivers down, studies show they barely change journey times while greatly reducing pedestrian injuries and making streets more pleasant. | C is one sentence of 5–75 words with the main idea and key points. A is two sentences, B is too short to cover the main idea, and D has no capital letter, no full stop and vague content. |
| 6 | Governments must take ___ | responsibility | After 'take' we need a noun: 'take responsibility for'. Before 'benefits' we need an adjective meaning 'relating to the economy': 'economic'. 'Economical' means not wasteful. |
| 7 | for planning infrastructure, because the long-term ___ | economic | After 'take' we need a noun: 'take responsibility for'. Before 'benefits' we need an adjective meaning 'relating to the economy': 'economic'. 'Economical' means not wasteful. |
Two summaries and an essay
Model answer: Summarize Written Text (10 minutes)
Summarise the text in ONE sentence of 5–75 words.
Healthy soil is a complex living system whose microorganisms release nutrients and help roots absorb water, but because intensive farming can damage this life, some farmers are adopting methods such as reduced tillage and cover crops, which appear to restore soil over several years despite a possible short-term fall in yields.
Model answer: Summarize Written Text (10 minutes)
Summarise the text in ONE sentence of 5–75 words.
Citizen science lets large numbers of volunteers collect or analyse data across wider areas and longer periods than researchers could alone, and although the accuracy of non-expert data has been questioned, training and expert checks address this, while participants also gain a better understanding of science and their environment.
Model answer: Write Essay (20 minutes)
Some people believe that the main purpose of a university is to prepare students for employment. Others think universities should focus on developing knowledge and critical thinking. Discuss both views and give your own opinion.
Universities are under growing pressure to show that their graduates are ready for work. While some argue that employment should be their main purpose, others believe that their role is to develop knowledge and independent thinking. In my view, the two aims are closely connected, but critical thinking should come first.
Those who see universities mainly as preparation for work point to the high cost of a degree. Students often graduate with significant debt, so it is reasonable for them to expect skills that employers value, such as data analysis or project management. Courses that include work placements, for example, help students move into their first job more quickly and confidently.
However, focusing too narrowly on current job requirements carries a risk. Many of the technical skills that employers want today may be outdated within a decade, whereas the ability to evaluate evidence, solve unfamiliar problems and communicate clearly remains valuable throughout a career. Moreover, universities are among the few institutions that carry out long-term research without an immediate commercial goal, and much of that research later produces practical benefits that no one could have predicted.
In conclusion, although universities should help students prepare for employment, I believe their central purpose is to develop knowledge and critical thinking. These abilities are, in the long term, what make graduates truly employable, so the best universities combine them with practical experience rather than replacing one with the other.
Found this useful? Buy us a coffee on Ko-fi to help keep English Coaching free.