Cities around the world are planting more trees, and the reasons go well beyond appearance. Researchers have found that streets lined with mature trees can be several degrees cooler in summer than streets without them, because leaves provide shade and release water vapour into the air. This cooling effect reduces the demand for air conditioning and can protect older residents during heatwaves. Trees also absorb rainwater, which lowers the risk of flooding after storms. However, urban trees are expensive to maintain. Their roots can damage pavements and pipes, and young trees need regular watering for several years before they can survive on their own. For this reason, some city councils now argue that planting programmes must include long-term maintenance budgets; otherwise, many newly planted trees will die before they bring any benefit.
This unit is for you if your PTE Writing score is below 50, or if you have never written a PTE summary or essay under time pressure. At PTE 30–49, the computer and the human reviewer can usually follow what you mean, but your responses break the format rules (two sentences in a summary, an essay of 170 words), miss part of the question, or contain errors in almost every sentence. You do not need rare words to move up. You need to obey the form rules every time, answer exactly what the prompt asks, follow a fixed paragraph plan, and control the small group of errors that Indian candidates make again and again.
Why it matters: for Australian visa purposes, Competent English for PTE Academic tests taken on or after 7 August 2025 needs at least 51 in Writing, and many universities in Australia, the UK, Canada and New Zealand ask for a Writing score in the 50s or higher, depending on the course. Every score in this book is an FLC estimate, not a promise, but the pattern is clear: candidates who follow the form rules and the paragraph plan in this unit rarely stay below 50 for long. Level 2 builds directly on what you learn here.
How the Writing tasks work
| Task | Time and length | What you do |
|---|---|---|
| Summarize Written Text 2 items | 10 minutes each · one sentence, 5–75 words | Read an academic passage of up to about 300 words and summarise it in a single sentence. |
| Write Essay 1 item | 20 minutes · 200–300 words | Read a two- or three-line prompt on a general academic topic and write an argumentative essay. |
Both tasks come at the end of Part 1 (Speaking and Writing), after the speaking tasks. You type on a computer. There is a word counter under the box and buttons to cut, copy and paste, but there is no spell checker and no grammar checker. Every item has its own timer: when the time runs out, the screen moves on, and if you click Next early, the unused minutes are lost. Your Writing score also collects points from two tasks in Part 3 (Listening), Summarize Spoken Text and Write from Dictation, so the spelling and sentence work in this unit helps you there too. Reading & Writing Fill in the Blanks, despite its name, now counts for Reading only.
Rule
The task names are Pearson’s and use American spelling (Summarize). In your own answers you may use British, American, Australian or Canadian spelling, as long as you keep to one convention inside each response. Lesson 7 shows you how.
How your writing is scored
Responses are scored by Pearson’s automated system against a set of traits. For both tasks, a human expert also reviews Content before the score is final, and in Write Essay the expert also reviews Development, Structure and Coherence and General Linguistic Range. These are the traits in Pearson’s current score guide.
| Summarize Written Text | Points | What earns the points |
|---|---|---|
| Content | 0–4 | The main idea and key points of the passage, correctly understood and put in your own words where possible. Copying long pieces of the passage keeps this score low. |
| Form | 0–1 | One single, complete sentence of 5–75 words, not written in capital letters. |
| Grammar | 0–2 | Correct sentence structure. |
| Vocabulary | 0–2 | Appropriate choice of words. |
| Write Essay | Points | What earns the points |
|---|---|---|
| Content | 0–6 | Every part of the prompt answered, with relevant, supported ideas. |
| Form | 0–2 | 2 for 200–300 words · 1 for 120–199 or 301–380 · 0 for fewer than 120 or more than 380, or for capitals only, no punctuation, bullet points or very short sentences only. |
| Development, Structure and Coherence | 0–6 | Introduction, body paragraphs and conclusion, in a logical order, with ideas linked clearly. |
| Grammar | 0–2 | Control of sentence structure, including longer sentences. |
| General Linguistic Range | 0–6 | Enough variety of language to explain, describe and argue clearly and precisely. |
| Vocabulary Range | 0–2 | Range and accuracy of words for an academic topic. |
| Spelling | 0–2 | 2 for no spelling errors · 1 for one error · 0 for more than one. |
The last two columns below are FLC’s own description of the difference between typical Level 1 scripts and scripts that reach 50.
| Area | Typical PTE 30–49 | What PTE 50 adds |
|---|---|---|
| Form | Two sentences in a summary; essays of 150–190 words | One sentence every time; essays of 220–270 words |
| Content | Summary built on one example from the passage; essay answers half the question | Summary carries the main idea plus one key point; every part of the essay prompt answered |
| Structure | One long block, or a memorised template with thin ideas | Four clear paragraphs; each body paragraph has a point, an explanation and an example |
| Language | Errors in most sentences; good, bad, many again and again | Most simple sentences correct; a few precise topic words |
| Spelling | Three or more spelling errors per essay; colour and color mixed | No more than one error; one convention throughout |
FLC Tip
At this level the quickest gains come from Form. Writing exactly one sentence in each summary and 220–270 words in the essay is pure technique, and it protects every other trait: Pearson’s guide makes clear that a response which fails the minimum for Form or Content earns no points on the other traits.
Lesson 1 · Summarize Written Text: the form rules
Form is worth only one point, but a Form score of zero wipes out the whole response. Your summary must be:
- One sentence. One capital letter at the start (plus capitals for names such as Australia or NASA) and one full stop at the very end. No other full stops, question marks or exclamation marks.
- 5–75 words. FLC’s target for Level 1 is 25–50 words. Below 25 you usually lose Content; above 50 your grammar starts to break.
- In normal capitals and small letters. A summary in CAPITAL LETTERS scores 0 for Form. One written all in small letters (no capital at the start) loses marks too.
- A complete sentence. It needs a subject and a main verb. A list of notes is not a sentence.
Exam Trap
Abbreviations with full stops, such as e.g., etc. or U.S., add full stops in the middle of your sentence. Write for example, such as and the United States instead, and leave out etc. altogether. Do not use a semicolon to join two sentences at this level: a semicolon followed by a capital letter looks like a second sentence.
Exercise 1 Form 1 or Form 0?
Each response summarises a passage about trees in cities. Choose the Form score it gets and the reason.
1 Urban trees cool streets and reduce flooding, but they need long-term care and money.
- Form 1: one sentence of 5–75 words
- Form 0: more than one sentence
- Form 0: fewer than 5 or more than 75 words
- Form 0: written in capital letters
2 Urban trees bring many benefits. However, they are expensive to maintain.
- Form 1: one sentence of 5–75 words
- Form 0: more than one sentence
- Form 0: fewer than 5 or more than 75 words
- Form 0: written in capital letters
3 URBAN TREES COOL CITIES BUT THEY NEED CARE AND MONEY.
- Form 1: one sentence of 5–75 words
- Form 0: more than one sentence
- Form 0: fewer than 5 or more than 75 words
- Form 0: written in capital letters
4 Trees help cities.
- Form 1: one sentence of 5–75 words
- Form 0: more than one sentence
- Form 0: fewer than 5 or more than 75 words
- Form 0: written in capital letters
5 Although urban trees cool streets in summer and lower the risk of floods, councils must plan budgets for watering and repairs, or many young trees will die.
- Form 1: one sentence of 5–75 words
- Form 0: more than one sentence
- Form 0: fewer than 5 or more than 75 words
- Form 0: written in capital letters
6 Do urban trees help cities? Yes, they cool streets and reduce flooding, but they need money for care.
- Form 1: one sentence of 5–75 words
- Form 0: more than one sentence
- Form 0: fewer than 5 or more than 75 words
- Form 0: written in capital letters
Lesson 2 · Finding the main idea
Content is worth four of the nine points in this task. The rater wants to see that you understood what the whole passage says, not that you found one interesting fact. Read every passage with three questions in mind:
| Question | Where to look | What you write in your notes |
|---|---|---|
| 1 · Topic: what is it about? | Title (if any), first sentence, repeated words | two or three words: urban trees |
| 2 · Main point: what does the writer say about it? | Often the first or last sentence; words such as however, therefore, for this reason, in fact | a short phrase: benefits, but need long-term care |
| 3 · Key support: why, or what else? | The middle sentences: reasons, results, a contrast | one or two short phrases: cooler streets · less flooding · costly |
Leave out examples, numbers, dates, names of researchers, quotations and lists of small details. They prove the writer’s point; they are not the point.
Worked example
10 minutes · one sentence · 5–75 words
Read the passage below and summarise it using one sentence. Type your response in the box at the bottom of the screen. You have 10 minutes to finish this task. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage.
Simran, a Level 1 student from Ludhiana, made these notes in two minutes:
| Topic | urban trees |
|---|---|
| Main point | big benefits, BUT need long-term maintenance money (last sentence) |
| Key support | cooler streets · less flooding · expensive: roots, watering |
| Leave out | water vapour · air conditioning · older residents · pavements and pipes |
Notice the word However in the middle of the passage. A contrast word like this often divides the passage into two halves, and a good summary keeps both halves.
Exercise 2 Choose the main idea
Read each passage and choose the sentence that best states its main idea.
Passage A. In many countries, secondary school lessons begin before eight in the morning. Sleep scientists say this timetable works against teenagers’ biology. During adolescence, the body releases the sleep hormone melatonin later in the evening, so most teenagers cannot fall asleep before about eleven at night. When they must wake at six, they arrive at school tired. Several school districts that moved their start time to half past eight reported better attendance, fewer car accidents involving young drivers and modest improvements in test results. Researchers therefore recommend that secondary schools should not begin lessons before half past eight.
1 Passage A is mainly about…
- how melatonin is released in the body of a teenager.
- later school start times, which suit teenagers’ sleep patterns and bring better results.
- the number of car accidents involving young drivers.
- why teenagers should go to bed before eleven o’clock.
Passage B. Supermarkets throw away large amounts of food that is still safe to eat, often because it has passed a “best before” date or looks imperfect. In response, some governments have introduced laws that require large stores to donate unsold food to charities instead of sending it to landfill. France was one of the first countries to do this. Supporters say such laws feed people in need and cut the greenhouse gases produced by rotting food. Critics reply that charities do not always have the storage space or refrigerators to handle sudden large donations, so the laws work only when they are supported by funding for food banks.
2 Passage B is mainly about…
- France, the first country to ban supermarket food waste.
- the meaning of “best before” dates on food packaging.
- laws that make supermarkets donate unsold food, which help people and the environment but need support for charities.
- the greenhouse gases produced by rotting food in landfill.
Exercise 3 Main point, support or detail?
Read the passage. For each numbered sentence, write M (part of the main point: the writer’s central message), S (a supporting point worth including in a summary) or D (a detail or example to leave out).
(1) Microplastics, pieces of plastic smaller than five millimetres, are now found almost everywhere on Earth. (2) Scientists have detected them in Arctic ice, deep-sea mud and even bottled water. (3) Most come from larger plastic items that slowly break apart in sunlight and seawater. (4) Others are released when synthetic clothes such as polyester shirts are washed. (5) Because they are so small, microplastics are eaten by fish and other animals and can enter the human food chain. (6) One study found an average of eleven particles in a single mussel. (7) Although their effect on human health is not yet fully understood, researchers argue that the safest response is to reduce plastic waste at its source.
- Sentence 1
- Sentence 2
- Sentence 3
- Sentence 4
- Sentence 5
- Sentence 6
- Sentence 7
Lesson 3 · The one-sentence method
Once you have your notes, join them into one sentence with a connecting word. At Level 1, four patterns are enough for almost every passage. Learn them until you can write them without thinking.
| Pattern | Use it when the passage… | Example |
|---|---|---|
| A · Although X, Y | has two sides, often with however or but | Although urban trees cool streets and reduce flooding, they are expensive to maintain. |
| B · X because Y | explains a reason or cause | Many teenagers arrive at school tired because their bodies are not ready to sleep early. |
| C · X, so Y | moves from a problem or fact to a result or recommendation | Microplastics have entered the food chain, so researchers want to cut plastic waste at its source. |
| D · X, which Y | adds a result or extra information about the main point | Some governments make supermarkets donate unsold food, which helps people in need and reduces waste. |
You can combine two patterns for a fuller summary, such as A + C. Here is Simran’s summary of the urban trees passage, built from her notes in Lesson 2:
Although urban trees cool streets in summer and reduce the risk of flooding, they are expensive to look after, so cities need long-term budgets for maintenance or many young trees will die before they bring any benefit.
(37 words)
Why this summary works
- Content: both halves of the passage (benefits, then cost and the need for budgets) are there, and no examples or small details.
- Form: one sentence, one capital, one full stop, 37 words.
- Grammar: pattern A (Although…,) plus pattern C (so…), with a comma after the although clause.
- Vocabulary: some light paraphrasing: “expensive to look after” for “expensive to maintain”, “reduce the risk of flooding” for “lowers the risk of flooding”.
To reach the next level
- Paraphrase more of the key ideas: councils must fund ongoing care instead of copying “long-term budgets for maintenance”.
- Use a noun phrase to save words: the cooling and flood-prevention benefits of urban trees.
Paraphrasing at Level 1
Content rewards summaries that show understanding, and a summary that is mostly copied sentences stays low. At Level 1 you do not have to rewrite everything. Change what you safely can: a synonym you are sure of (expensive → costly, reduce → lower, help → benefit), or a different word form (maintain → maintenance, flood → flooding). Keep technical terms exactly as they are: microplastics, melatonin and landfill have no safe synonym. A wrong synonym costs more than a copied word.
Exam Trap
Do not copy the first sentence of the passage and stop. The first sentence often introduces the topic but not the writer’s point. In the urban trees passage, “Cities around the world are planting more trees” says nothing about the benefits, the costs or the need for budgets.
Exercise 4 Join the notes
Write one sentence from each set of notes, using the pattern in brackets. Keep each sentence between 20 and 45 words.
- (Pattern B) teenagers tired at school · body produces sleep hormone late · cannot sleep before 11 p.m.
- (Pattern A) online shopping convenient, cheaper · local shops close · town centres empty
- (Pattern C) bee numbers falling · pesticides, loss of wild flowers · farmers, governments must protect bees
- (Pattern D) some universities offer free online courses · anyone with internet can study · not only rich students
Your first full summary
10 minutes · one sentence · 5–75 words
Read the passage below and summarise it using one sentence. You have 10 minutes.
Several companies in the United Kingdom, Iceland and New Zealand have tested a four-day working week, in which employees work 32 hours instead of 40 but keep their full salary. The results of these trials have surprised many managers. In most participating firms, productivity stayed the same or even rose, because staff took fewer sick days and wasted less time in long meetings. Employees also reported lower stress and better sleep, and companies found it easier to keep experienced workers. However, the model does not suit every industry. Hospitals, schools and shops must stay open at fixed times, so a shorter week for their staff would mean hiring more people. Experts conclude that the four-day week can work well in offices, but it is not a simple solution for the whole economy.
Exercise 5 Summarise the four-day week passage
Set a timer for 10 minutes. Spend about three minutes on notes (topic, main point, key support), four minutes writing, two minutes checking Form and grammar. Then compare with the model summaries in the key.
Here is how Jignesh answered the same task in his first week at FLC. Decide which trait loses the most points before you read the commentary.
Several companies in the United Kingdom, Iceland and New Zealand have tested a four-day working week, in which employees work 32 hours instead of 40 but keep their full salary. The productivity stayed same and employees are happy.
(38 words)
Why this summary scores at this level
- Form: two sentences, so Form is 0, and Pearson’s rules mean the other traits earn nothing either. This one mistake costs the whole item.
- Content: the first sentence is copied word for word from the passage, and the second half of the passage (it does not suit every industry) is missing.
- Grammar: “stayed same” needs the, and the tense changes from past to present (“are happy”).
- Vocabulary: “happy” is too general for “lower stress and better sleep”.
To reach the next level
- Count your full stops before time runs out: exactly one, at the end.
- Start from the main point, not the first sentence: Trials of a four-day working week show that…
- Keep the contrast: …, but it is less suitable for industries that must stay open at fixed times.
Key Language
Opening the summary: Research shows that… · The passage argues that… · Trials of… show that…
Contrast: Although… , … · …, but… · …, while…
Reason and result: … because… · …, so… · …, which…
Recommendation: …, so experts recommend that… · …, and governments should therefore…
Lesson 4 · Write Essay: reading the prompt
Every essay prompt is two or three lines long. It gives you a topic and then tells you what to do with it. Content (six points) depends on doing every part of that instruction. At Level 1 you will meet five main prompt types.
| Prompt type | How you recognise it | What you must do |
|---|---|---|
| Agree or disagree | To what extent do you agree or disagree? · Do you agree? | Give a clear opinion in the introduction and keep it to the end. |
| Discuss both views | Some people think… Others believe… Discuss both views and give your own opinion. | One body paragraph for each view, and your opinion in the introduction and conclusion. |
| Advantages and disadvantages | Do the advantages outweigh the disadvantages? · What are the advantages and disadvantages? | Cover both sides; if the prompt asks which is greater, say so clearly. |
| Problem and solution | What problems does this cause? What can be done? · What are the causes and solutions? | One body paragraph for the problems or causes, one for the solutions. |
| Direct questions | Two questions: Why is this happening? Is it a positive or negative development? | Answer each question in its own body paragraph. |
Exam Trap
Many Level 1 essays answer only the first half of the prompt. If it asks for causes and solutions, an essay that explains causes beautifully but gives no solutions has missed a major aspect, and Content drops sharply. Before you plan, underline every question word and every and in the prompt.
Exercise 6 Name the prompt type
Choose the type of each prompt.
1 Some people believe that university education should be free for every student. Others think students should pay because they benefit personally. Discuss both views and give your own opinion.
- Agree or disagree
- Discuss both views
- Advantages and disadvantages
- Problem and solution
2 Traffic congestion is getting worse in many large cities. What are the main causes of this problem, and what measures could be taken to solve it?
- Agree or disagree
- Discuss both views
- Advantages and disadvantages
- Problem and solution
3 More and more people now work from home for at least part of the week. Do the advantages of this trend outweigh the disadvantages?
- Agree or disagree
- Discuss both views
- Advantages and disadvantages
- Problem and solution
4 Governments should spend more money on public transport than on building new roads. To what extent do you agree or disagree?
- Agree or disagree
- Discuss both views
- Advantages and disadvantages
- Problem and solution
5 In some countries, young people are leaving villages to live in big cities. What problems does this cause, and how can governments reduce them?
- Agree or disagree
- Discuss both views
- Advantages and disadvantages
- Problem and solution
Lesson 5 · A clear paragraph plan
At Level 1, use the same four-paragraph plan for every essay. It satisfies Development, Structure and Coherence, keeps you inside 200–300 words without counting every line, and leaves time to check.
| Paragraph | What it does | Words |
|---|---|---|
| 1 · Introduction | Sentence 1: the topic in your own words. Sentence 2: your opinion or answer, and the two ideas you will develop. | 40–50 |
| 2 · Body paragraph 1 | Point · Explain · Example · Link | 75–90 |
| 3 · Body paragraph 2 | Point · Explain · Example · Link | 75–90 |
| 4 · Conclusion | Your opinion again in new words, and the two ideas in one sentence. No new ideas. | 30–40 |
That adds up to about 220–270 words, safely inside the 200–300 range. The body paragraphs carry most of the marks. Build each one in four moves:
- Point: one sentence that says what the paragraph is about. The main advantage of online learning is flexibility.
- Explain: one or two sentences that say why or how. Students can watch recorded lectures at any time, so they can combine study with work.
- Example: one sentence with a specific case: a person, a place, a typical situation. For example, many international students in Australia work evening shifts…
- Link: one sentence that connects back to the question. As a result, online learning helps more people continue their education.
The example does not need statistics. A believable everyday case is enough; invented percentages and “research studies” that you cannot name do not impress the human reviewer.
Your time plan for 20 minutes: three minutes to plan in notes, fourteen minutes to write, three minutes to check word count, spelling and your personal errors.
Worked example
20 minutes · 200–300 words
Online learning is replacing classroom teaching in many universities. Do the advantages of online learning outweigh the disadvantages? Support your opinion with reasons and relevant examples.
Harpreet’s three-minute plan:
| Type | advantages / disadvantages + which is greater → I must say clearly |
|---|---|
| Intro | topic in new words · my view: advantages outweigh · flexibility + cost |
| Body 1 | flexibility · recorded lectures · part-time work · Indian students in Australia, evening shifts |
| Body 2 | disadvantage: less contact with teachers · but video calls, forums · still advantages greater |
| Conclusion | advantages outweigh · flexible · problems can be reduced |
One body paragraph at four levels
Here is the same first body paragraph written at each of the four FLC levels. The ideas stay the same; what changes is the control of sentences, the precision of words and how clearly each sentence leads to the next. Read them in order, then decide which one is closest to the way you write now.
Firstly, online learning is very flexible for the students. Students can study any time and any place. Because many students are doing part time job. For example my cousin is studying in Australia and he is working in restaurant in the night, so he can watch lectures in morning. In this way online learning is very good for the students and they can manage time.
(65 words)
Why this paragraph is at this level
- All four moves are present, and the example is relevant, so the idea is clear.
- A fragment (“Because many students are doing part time job.”) and errors in most sentences: missing articles (“in restaurant”, “in morning”), present continuous for habits (“is working”).
- Narrow language: “students” five times, “very” twice, “good” for the main idea. Only 65 words, so the essay risks falling under 200.
The main advantage of online learning is flexibility. Students can watch recorded lectures at any time, so they can combine their studies with part-time work or family responsibilities. For example, many international students in Australia work evening shifts in restaurants, and online classes allow them to study in the morning instead of missing lessons. As a result, online learning helps students to manage their time better and to continue their education.
(71 words)
Why this paragraph is at this level
- A clear Point sentence, an explanation with so, a specific example and a Link sentence with As a result.
- Grammar is accurate, and the sentences are mostly two clauses joined by so or and.
- Useful topic words (“recorded lectures”, “family responsibilities”, “evening shifts”), but little variety in structure. This is the target for the end of Level 1.
The most significant advantage of online learning is the flexibility it offers. Because lectures are recorded and course materials are available around the clock, students can organise their studies around part-time employment or family commitments rather than the other way round. International students in Australia, for instance, frequently work evening shifts to cover their living costs; with online modules, they can study when they are most alert instead of missing scheduled classes. Consequently, online learning widens access to higher education for those who cannot attend fixed timetables.
(87 words)
Why this paragraph is at this level
- Complex sentences used with control: a Because clause at the start, a semicolon joining two related ideas, for instance placed inside the sentence.
- More precise vocabulary: “around the clock”, “commitments”, “widens access”, “fixed timetables”.
- The Link sentence states a wider result, not just a repeat of the Point.
Perhaps the most compelling argument for online learning is the flexibility it affords. Since lectures are recorded and resources remain accessible at any hour, learners can fit their studies around paid work or caring responsibilities rather than sacrificing one for the other. This matters greatly for international students in Australia, many of whom work evening shifts to meet rising living costs: with online modules, they can review material when they are most alert, instead of attending a late seminar after a long shift or skipping it altogether. In this sense, online delivery does not merely add convenience; it widens participation in higher education among students whose circumstances make fixed timetables unrealistic.
(111 words)
Why this paragraph is at this level
- Wide, natural range: “affords”, “many of whom”, “sacrificing one for the other”, “does not merely… ; it…”.
- The example is developed into a precise contrast (study when alert, instead of a late seminar after a long shift).
- The final sentence evaluates the point, which shows a mature argument. Do not copy this style at Level 1; it is here so you can see where the road leads.
FLC Tip
The jump from Level 1 to Level 2 in the comparison above comes almost entirely from three things: no fragments, articles in place, and a Point sentence that names the idea exactly. You can make all three changes this week.
Two full essays on the same prompt
Ravi, a Level 1 student from Anand, wrote this essay in 20 minutes. Look at the word count before you read the commentary.
In today’s modern era, education plays a vital role in everyone’s life. Nowadays online learning is very popular all over the world and it has both pros and cons. In this essay I will discuss about both sides.
Firstly, online learning has many advantages. Students can study from home and they don’t need to travel to college. It saves time and money also. Many students are doing job, so it is very helpful for them.
Secondly, there are some disadvantages also. Students cannot meet teacher face to face and they feel alone. Sometimes internet is not working properly and they miss the class. Some students are lazy and they don’t study at home.
In conclusion, online learning has both advantages and disadvantages. Every coin has two sides. I think online learning is good but classroom learning is also important.
(139 words)
Why this essay scores at this level
- Form: 139 words, so Form is 1 out of 2 even before anything else is judged.
- Content: the prompt asks whether the advantages outweigh the disadvantages. Ravi never answers: “online learning is good but classroom learning is also important” sits on the fence. The ideas are listed, not explained, and there are no examples.
- Structure: four paragraphs, which helps, but the introduction is memorised filler (“In today’s modern era… plays a vital role”) and the conclusion adds a proverb instead of an answer.
- Grammar and range: “discuss about”, “meet teacher”, “internet is not working”, “doing job”, “money also”. Very basic words throughout.
To reach the next level
- Answer the exact question in the introduction: In my view, the advantages clearly outweigh the disadvantages.
- Give every body paragraph an explanation and an example; that alone adds 60–80 words.
- Replace the template opening with a sentence about this topic.
Many universities now teach a large part of their courses online instead of in classrooms. In my view, the advantages of online learning outweigh the disadvantages, mainly because it is flexible and it costs students less.
The main advantage of online learning is flexibility. Students can watch recorded lectures at any time, so they can combine their studies with part-time work or family responsibilities. For example, many international students in Australia work evening shifts in restaurants, and online classes allow them to study in the morning instead of missing lessons. As a result, online learning helps students to manage their time better and to continue their education.
It is true that online learning has some disadvantages. The biggest problem is that students have less contact with their teachers and classmates, and some of them feel lonely or lose motivation. However, universities can reduce this problem. They can hold live video classes, create online discussion groups and give every student a tutor to contact. My own college in Vadodara did this during the pandemic, and most students stayed in touch with their teachers.
In conclusion, I believe that the benefits of online learning are greater than its drawbacks. It gives students more freedom and saves them money, and its main weakness can be solved with good planning.
(216 words)
Why this essay works at the Level 1 target
- Content: a clear answer in the first paragraph and the last; both advantages and disadvantages are discussed. The introduction promises “it costs students less”, but no body paragraph develops cost, so one idea is left thin.
- Form: 216 words: inside the range, though close to the lower limit. Developing the cost idea would make it safer.
- Structure: four paragraphs following the plan; The main advantage…, It is true that…, However, In conclusion guide the reader.
- Grammar and range: accurate, mostly two-clause sentences; simple but correct topic words (“recorded lectures”, “motivation”, “drawbacks”). No spelling errors, one convention.
To reach the next level
- Develop every idea you promise in the introduction, or remove it.
- Vary sentence openings: Because lectures are recorded, … · Although some students feel isolated, …
Your essay prompt for this lesson
20 minutes · 200–300 words
Governments should spend more money on public transport than on building new roads. To what extent do you agree or disagree? Support your opinion with reasons and relevant examples.
Exercise 7 Three-minute plan
Set a timer for three minutes and plan the essay above in notes, using Harpreet’s headings (Type, Intro, Body 1, Body 2, Conclusion). Choose agree or disagree; either can score full marks. Then compare with the sample plan in the key.
Exercise 8 Two-sentence introductions
Write a two-sentence introduction for each prompt: sentence 1 states the topic in your own words; sentence 2 gives your answer and your two ideas. Do not start with “In today’s modern era” or “Nowadays”.
- Governments should spend more money on public transport than on building new roads. To what extent do you agree or disagree?
- More and more people now work from home for at least part of the week. Do the advantages of this trend outweigh the disadvantages?
Exercise 9 Build the body paragraph
These five sentences make one body paragraph for the public transport essay. Put them in the correct order: Point, Explain (two sentences), Example, Link.
- A · For example, when Delhi opened its metro, many office workers left their cars at home and travelled by train instead.
- B · Therefore, spending on public transport is a better long-term solution to traffic than building more roads.
- C · The main reason I support public transport is that it reduces traffic congestion.
- D · New roads soon fill with more cars, because driving becomes easier for a short time.
- E · A bus or a train, however, can carry dozens or hundreds of people in the space of a few cars.
Exercise 10 Write a body paragraph
Write the second body paragraph of the public transport essay in 75–90 words, using Point, Explain, Example, Link. Idea: public transport helps people who cannot drive or cannot afford a car (students, older people, low-income families). A model is in the key.
Lesson 6 · Building correct sentences
Grammar in Write Essay rewards control of longer sentences, and General Linguistic Range rewards variety. At Level 1, that starts with one skill: joining two ideas with the right connecting word and punctuating the result correctly. Learn these groups and use each word correctly before you try anything more advanced.
| Job | Inside one sentence | Starting a new sentence |
|---|---|---|
| Add | and · as well as | In addition, · Also, · Moreover, |
| Contrast | but · although · while | However, · On the other hand, |
| Reason | because · since | This is because… |
| Result | so · which means that | As a result, · Therefore, |
| Example | such as | For example, · For instance, |
| Order | First, · Second, · Finally, · In conclusion, |
Rule
Four sentence faults cost marks in most Level 1 scripts.
Comma splice: Online classes are flexible, students can study at night. → Online classes are flexible, so students can study at night.
Fragment: Because many students work part-time. → This matters because many students work part-time.
Double connector: Although cars are convenient, but they cause pollution. → Although cars are convenient, they cause pollution. Use although or but, never both.
However with a comma only: Roads are useful, however they fill up quickly. → Roads are useful. However, they fill up quickly. In Summarize Written Text, use but instead, so that you keep one sentence.
Exercise 11 Join the ideas
Join each pair into one sentence using the word in brackets. Change the order or the punctuation if you need to.
- Many people drive to work. Buses are slow and crowded. (because)
- The city built a new highway. Traffic became worse within two years. (but)
- Electric cars produce no exhaust gases. They are still expensive. (although)
- The metro is cheap and fast. More people use it every year. (so)
- Some students study online. It allows them to work during the day. (because)
- Fast food is cheap. It can lead to serious health problems. (although)
- Tourism creates jobs. It brings money to local businesses. (and)
- The university increased its fees. Fewer international students applied. (so)
Exercise 12 Choose the connector
Choose the word or phrase that best completes each sentence.
1 Public transport reduces pollution. ______, it saves families the cost of running a car.
- In addition
- However
- Although
- Because
2 ______ online courses are cheaper, many students still prefer the classroom.
- Because
- Although
- However
- So
3 Many teenagers cannot sleep early, ______ they arrive at school tired.
- because
- although
- so
- however
4 Cities need more green spaces, ______ parks and community gardens.
- for example
- such as
- therefore
- as a result
5 Working from home saves travel time. ______, some employees feel isolated.
- Therefore
- For example
- On the other hand
- As a result
6 Fewer people visited the museum ______ the ticket price doubled.
- because
- so
- however
- in addition
Lesson 7 · Punctuation and spelling
PTE has no spell checker, so every slip stays on the screen. In Write Essay, one spelling error costs a point and two or more cost both points. Spelling also matters in your summaries (Vocabulary) and in the Listening tasks that feed your Writing score (Summarize Spoken Text and Write from Dictation).
Punctuation that the computer notices
| Point | Wrong | Right |
|---|---|---|
| Capital at the start, capital I, names, nationalities, languages | in india, i studied english. | In India, I studied English. |
| No space before a full stop or comma; one space after | cars , buses and trains . | cars, buses and trains. |
| Comma after an opening clause or linking word | However online learning has problems. | However, online learning has problems. |
| Apostrophe for possession and short forms | the citys roads · its important | the city’s roads · it is important |
| No contractions in the essay | Students don’t have time. | Students do not have time. |
| No symbols or text speak | govt. & people · u · etc. | the government and people · you |
One spelling convention
Pearson accepts US, UK, Australian and Canadian spelling, but asks you to keep one convention within each response. Most Indian students learnt British spelling at school, and it suits Australia, the UK and New Zealand, so FLC recommends British spelling. Whatever you choose, never mix the two columns below in one answer.
| British | American |
|---|---|
| colour · favour · behaviour · neighbour | color · favor · behavior · neighbor |
| organise · recognise · realise · prioritise | organize · recognize · realize · prioritize |
| centre · metre · theatre | center · meter · theater |
| travelled · cancelled · labelled | traveled · canceled · labeled |
| programme (a course or plan) · defence · licence (noun) | program · defense · license |
| analyse · ageing · enrol | analyze · aging · enroll |
Exam Trap
Your phone and laptop may be set to American English, so years of autocorrect may have taught you organize and color, while your school books said organise and colour. Many Level 1 essays contain both. Pick one now and practise only that one.
Words Level 1 candidates often misspell
environment · government · accommodation · necessary · definitely · beginning · believe · receive · separate · until · their / there / they’re · its / it’s · advantage · opportunity · responsibility · development · achieve · occurred · knowledge · business · technology · because · which · really
FLC Tip
Keep a personal spelling list. After each practice essay, copy every misspelt word correctly five times and add it to the list. Before each mock test, type the list once from memory.
Exercise 13 Correct the punctuation
Rewrite each sentence with correct capitals and punctuation. Do not change the words, except to expand short forms and symbols.
- in my opinion public transport is better than private cars .
- however many people in australia still drive to work
- the governments plan wont solve the problem
- students , teachers & parents all agree that its important
- because the metro is fast many office workers use it
- i studied in vadodara and now i want to study in canada
Exercise 14 Find the misspelt word
In each group, one word is spelt wrongly. Choose it.
1 Which word is misspelt?
- environment
- goverment
- development
- argument
2 Which word is misspelt?
- necessary
- accommodation
- definately
- beginning
3 Which word is misspelt?
- recieve
- believe
- achieve
- society
4 Which word is misspelt?
- opportunity
- responsibility
- knowledge
- seperate
5 Which word is misspelt?
- technology
- occured
- business
- advantage
6 Which word is misspelt?
- untill
- really
- which
- because
Exercise 15 Keep one convention
This paragraph mixes British and American spelling. Rewrite it in British spelling throughout. There are six words to change.
Many cities now organise free bus programs for older residents. These schemes help people travel to the city center, visit their neighbors and take part in community events. When the government analyzed one scheme, it found that older people traveled more often and felt less lonely. Councils should recognize this benefit and protect the funding.
Lesson 8 · Habits that cost marks, and your Level 1 plan
These habits appear again and again in Writing scripts from Indian candidates. Most come from coaching-centre templates, from Indian English or from typing too fast. None of them is caught by the test software for you.
| Habit | Why it costs marks | Do this instead |
|---|---|---|
| Two sentences in a summary | Form 0, so the whole item scores 0 | Count your full stops: exactly one, at the end. |
| Copying the first sentence of the passage | Low Content: it is rarely the main point and shows no paraphrase | Start from your notes on the main point. |
| Essays under 200 words | Form drops to 1; the essay is usually underdeveloped too | Use the paragraph plan; check the counter at minute 12 (you should be near 150). |
| Memorised templates (“In today’s modern era… plays a vital role”, “Every coin has two sides”) | Pre-prepared material is not an answer to the prompt; it adds words but no content | Write sentence 1 about this exact topic. |
| Sitting on the fence | The prompt asked for your view; Content loses a major aspect | State your answer in the introduction and repeat it in the conclusion. |
| Indian English: discuss about, peoples, informations, do the needful, In my opinion I think | Grammar and Vocabulary errors | discuss it, people, information, In my opinion, … |
| Capitals for emphasis, text speak, etc. | Form and Grammar; capitals only can give Form 0 | Normal capitals; write words in full. |
| Mixing colour and color | Inconsistent spelling within a response | Choose British spelling and keep it. |
| No time left to check | Spelling errors and fragments stay in | Stop writing with three minutes left in the essay and two in each summary. |
Key Language
Introduction: In my view, … · I strongly agree that… because… · I believe the advantages outweigh the disadvantages.
Body paragraphs: The main reason is that… · Another important point is that… · It is true that… However, …
Examples: For example, … · For instance, … · This can be seen in…
Results: As a result, … · This means that… · Therefore, …
Conclusion: In conclusion, … · To sum up, … · For these reasons, I believe that…
Exercise 16 Proofread the paragraph
This body paragraph from a public transport essay has eight errors: grammar, punctuation and spelling. Find and correct them.
Another important point is that public transport helps peoples who cannot drive. For example students and older people often depend on buses, because they dont have a car. If the goverment spend more money on buses and trains, these groups can travel to college, hospital and the shops easily. In this way public transport gives equal oppertunity to everyone and it is very good for the society.
Timed practice
Do the next two exercises on a computer with a timer and a word counter, with spell check and grammar check switched off. Then use the checklist below and compare with the models in the key.
10 minutes · one sentence · 5–75 words
Read the passage below and summarise it using one sentence. You have 10 minutes.
Honeybees and wild bees pollinate around three-quarters of the world’s main food crops, including apples, almonds and coffee. In recent decades, however, beekeepers in Europe and North America have reported heavy losses of their colonies, and many wild bee species have become rare. Scientists have identified several causes that work together. Certain pesticides weaken bees’ ability to find their way back to the hive, while the replacement of meadows and hedges with large single-crop fields leaves bees with fewer flowers to feed on. Parasites and diseases spread more easily among weakened colonies. Because the loss of pollinators would reduce harvests and raise food prices, researchers urge farmers to plant strips of wild flowers and governments to restrict the most harmful pesticides.
Exercise 17 Timed Summarize Written Text
Allow 10 minutes. Aim for 25–50 words in one sentence.
Exercise 18 Timed Write Essay
Allow 20 minutes: three to plan, fourteen to write, three to check.
20 minutes · 200–300 words
In many countries, people are moving from rural areas to big cities. What are the main causes of this trend, and what problems does it create? Support your answer with reasons and relevant examples.
Before you finish: the Level 1 checklist
- Summary: one sentence, one capital at the start, one full stop at the end, 25–50 words.
- Summary: the main point and both halves of any contrast; no examples, numbers or names.
- Essay: every part of the prompt answered; your view stated in the introduction and the conclusion.
- Essay: four paragraphs; each body paragraph has Point, Explain, Example, Link; 220–270 words.
- No fragments, no comma splices, no although… but.
- A, an or the before singular countable nouns; no contractions; one spelling convention; your personal spelling list checked.
Your Level 1 plan
| Week | Focus | Practice |
|---|---|---|
| 1 | Form rules and the main idea | One summary a day (10 minutes); check Form first, then compare content with a partner or teacher. |
| 2 | Prompt types and the paragraph plan | Plan three essays in three minutes each; write one full essay. |
| 3 | Sentences, punctuation, spelling | Two essays and four summaries; start your personal error and spelling lists. |
| 4 | Timed practice | Three essays and six summaries under test conditions, spell check off; one full Part 1 mock. |
When your essays reach 220–270 words with every part of the prompt answered, and your summaries keep the form rules every time, move on to Level 2 and the PTE 50–64 target: fuller paraphrasing, more varied sentences and better-developed examples.