4.0/5 on the ETS 0-5 rater rubric
Strong response: names both classmates, contrasts engineering vs. literature courses concretely, uses varied syntax and clean grammar. Slightly generic on specifics (no numbers/stats) and could push argument deeper for a 4.5+.
Reach120 practice band estimate — not an official ETS score How we estimate
24 / 30
legacy comparison · pre-2026 scale
Content
4/5Breakdown
Working well
- Use of real-life examples — “For example, when my university moved to online classes during the pandemic, I noticed that students in my engineering program—where assignments required independent problem-solving—actually performed better online because they could revisit lectures multiple times.”
- Clear thesis statement — “So I believe online learning works well for self-motivated learners and subjects requiring deep focus, but less so for courses that rely heavily on real-time interaction and immediate feedback.”
To improve
- Lack of finer specificity Try: Include specific data or statistics, such as '70% of students in my engineering program reported improved grades during online learning,' to strengthen the argument.
- Limited elaboration on challenges Try: Expand on why spontaneous conversations are crucial in literature courses, perhaps by discussing the role of immediate feedback and dynamic interaction in understanding complex texts.
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