PTE write essay 2025 changes

Introduction

Pearson test of English has been evolving, and quite some changes have been made to the test to align it with the evolving demands of the current language landscape. The Write essay is one such question type that has changed. Pearson has observed that people have been using templates to write their PTE essays, making them easier and predictable to attempt. This defeats the purpose of the exam to a certain extent as the exam requires you to write about a given topic on the spur of the moment.

AI (Artificial Intelligence) Engine changes

When users start using templates on a mass scale, it leads to a trend that is evident in the exam data available at Pearson. This means that this data can then be used to train the Pearson AI models that do the marking so that they identify the use of such templates and mark them down.

On 7th August 2025, Pearson made changes to the Write essay task to curb template use. As a result, the AI engine has now become much smarter in identifying and marking down any answers that use fixed templates to attempt the task.

Scoring changes

In addition to the AI changes, Pearson has also changed the marking scheme for the Write essay task. The marks for Content have been increased from 3 marks to 6 marks, the marks for development structure and coherence, and general linguistic range have been increased from 2 marks to 6 marks each. This change has increased the total score possible for the Write essay task from 15 marks to 26 marks.

Changes in scoring traits

The scoring traits for 3 parameters (Content, Development structure and coherence and General linguistic range) have been changed. The new traits are much more detailed in comparison to the old ones. The score ranges from 0 to 6 for each of these, and has been detailed out to reduce ambiguity and make the scoring more accurate.

Scoring parameters	Old traits	New traits
Content (Change)	3 – Adequately deals with the prompt. 2 – Deals with the prompt but does not deal with one minor aspect. 1 – Deals with the prompt but omits a major aspect or more than one minor aspect. 0 – Does not deal properly with the prompt. This includes responses that contain a significant amount of pre-prepared/memorised material.	6 – The essay fully addresses the prompt in depth, demonstrating full command of the argument by reformulating the issue seamlessly in own words and expanding on important points with specificity. The argument is supported convincingly with subsidiary points and relevant examples throughout the response. 5 – The essay adequately addresses the prompt, presenting a persuasive argument with relevant ideas. Main points are highlighted, and relevant supporting detail is given to support the response effectively, with minor exceptions. 4 – The essay adequately addresses the main point of the prompt. The argument is generally convincing, though lacks depth or nuance. Supporting detail is inconsistent throughout the response. It is present for some points but weaker or missing for others. 3 – The essay is relevant to the prompt but does not address the main points adequately. Supporting detail is often missing or inappropriate. 2 – The essay attempts to address the prompt, but does so superficially, with little relevant information and largely generic statements or over reliance on repeating language from the prompt. Few supporting details are included. Ideas that are present lack relevance, with only tangential links to the topic. 1 – The essay attempts to address the prompt, but demonstrates an incomplete understanding of the prompt with communication limited to generic or repetitive phrasing, or repeating language from the prompt. Supporting details, if present, are used in a disjointed or haphazard manner, with no clear links to the topic. 0 – The essay does not properly deal with the prompt.
Form	2 – Length is between 200 and 300 words. 1 – Length is between 120 and 199 or between 301 and 380 words. 0 – Length is less than 120 or more than 380 words. Essay is written in capital letters, contains no punctuation or only consists of bullet points or very short sentences.	2 – Length is between 200 and 300 words. 1 – Length is between 120 and 199 or between 301 and 380 words. 0 – Length is less than 120 or more than 380 words. Essay is written in capital letters, contains no punctuation or only consists of bullet points or very short sentences.
Development structure and coherence (Change)	2 – Shows good development and logical structure. 1 – Is incidentally less well structured, and some elements or paragraphs are poorly linked. 0 – Lacks coherence and mainly consists of lists or loose elements	6 – The essay has an effective logical structure, flows smoothly, and can be followed with ease. An argument is clear and cohesive, developed systematically at length. A well-developed introduction and conclusion are present. Ideas are organised cohesively into paragraphs, and paragraphs are clear and logically sequenced. The essay uses a variety of connective devices effectively and consistently to convey relationships between ideas. 5 – The essay has a conventional and appropriate structure that follows logically, if not always smoothly. An argument is clear, with some points developed at length. Introduction, conclusion and logical paragraphs are present. The essay uses connective devices to link utterances into clear, coherent discourse, though there may be some gaps or abrupt transitions between one idea to the next. 4 – Conventional structure is mostly present, but some elements may be missing, requiring some effort to follow. An argument is present but lacks development of some elements or may be difficult to follow. Simple paragraph breaks are present, but they are not always effective, and some elements or paragraphs are poorly linked. The ideas in the response are not well-connected. The lack of connection might come from an ordering of the ideas which is difficult to grasp, or a lack of language establishing coherence among ideas. 3 – Traces of the conventional structure are present, but the essay is composed of simple points or disconnected ideas. A position/opinion is present, although it is not sufficiently developed into a logical argument and often lacks clarity. The essay does not make effective use of paragraphs or lacks paragraphs, but presents ideas with some coherence and logical sequencing. The response consists mainly of unconnected ideas, with little organizational structure is evident and requires significant effort to follow. The most frequently occurring connective devices link simple sentences and larger elements linearly, but more complex relationships are not expressed clearly or appropriately. 2 – There is little recognisable structure. Ideas are presented in a disorganised manner and are difficult to follow. A position/opinion may be present but lacks development or clarity. The essay lacks coherence, and mainly consists of disconnected elements. Can link groups of words with simple connective devices (e.g., “and”, “but” and“because”). 1 – Response consists of disconnected ideas. There is no hierarchy of ideas or coherence among points. No clear position/opinion can be identified. Words and short statements are linked with very basic linear connective devices(e.g., “and” or “then”). 0 – There is no recognisable structure.
Grammar	2 – Shows consistent grammatical control of complex language. Errors are rare and difficult to spot. 1 – Shows a relatively high degree of grammatical control. No mistakes which would lead to misunderstandings. 0 – Contains mainly simple structures and/or several basic mistakes.	2 – Shows consistent grammatical control of complex language. Errors are rare and difficult to spot. 1 – Shows a relatively high degree of grammatical control. No mistakes which would lead to misunderstandings. 0 – Contains mainly simple structures and/or several basic mistakes.
Spelling	2 – Correct spelling. 1 – One spelling error. 0 – More than one spelling error.	2 – Correct spelling. 1 – One spelling error. 0 – More than one spelling error.
General linguistic range (Change)	2 – Exhibits smooth mastery of a wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity. No sign that the test taker is restricted in what they want to communicate. 1 – Sufficient range of language to provide clear descriptions, express viewpoints and develop arguments. 0 – Contains mainly basic language and lacks precision.	6 – The essay has an effective logical structure, flows smoothly, and can be followed with ease. An argument is clear and cohesive, developed systematically at length. A well-developed introduction and conclusion are present. Ideas are organised cohesively into paragraphs, and paragraphs are clear and logically sequenced. The essay uses a variety of connective devices effectively and consistently to convey relationships between ideas. 5 – The essay has a conventional and appropriate structure that follows logically, if not always smoothly. An argument is clear, with some points developed at length. Introduction, conclusion and logical paragraphs are present. The essay uses connective devices to link utterances into clear, coherent discourse, though there may be some gaps or abrupt transitions between one idea to the next. 4 – Conventional structure is mostly present, but some elements may be missing, requiring some effort to follow. An argument is present but lacks development of some elements or may be difficult to follow. Simple paragraph breaks are present, but they are not always effective, and some elements or paragraphs are poorly linked. The ideas in the response are not well connected. The lack of connection might come from an ordering of the ideas which is difficult to grasp, or a lack of language establishing coherence among ideas. 3 – Traces of the conventional structure are present, but the essay is composed of simple points or disconnected ideas. A position/opinion is present, although it is not sufficiently developed into alogical argument and often lacks clarity. Essay does not make effective use of paragraphs or lacks paragraphs but presents ideas with some coherence and logical sequencing. The response consists mainly of unconnected ideas, with little organizational structure is evident, and requires significant effort to follow. The most frequently occurring connective devices link simple sentences and larger elements linearly, but more complex relationships are not expressed clearly or appropriately. 2 – There is little recognisable structure. Ideas are presented in a disorganised manner and are difficult to follow. A position/opinion may be present but lacks development or clarity. The essay lacks coherence, and mainly consists of disconnected elements. Can link groups of words with simple connective devices (e.g., “and”, “but” and“because”). 1 – Response consists of disconnected ideas. There is no hierarchy of ideas or coherence among points. No clear position/opinion can be identified. Words and short statements are linked with very basic linear connective devices(e.g., “and” or “then”). 0 – There is no recognisable structure.
Vocabulary range	2 – Good command of a broad lexical repertoire, idiomatic expressions and colloquialisms. 1 Shows a good range of vocabulary for matters connected to general academic topics. Lexical shortcomings lead to circumlocution or some imprecision. 0 – Contains mainly basic vocabulary insufficient to deal with the topic at the required level.	2 – Good command of a broad lexical repertoire, idiomatic expressions and colloquialisms. 1 Shows a good range of vocabulary for matters connected to general academic topics. Lexical shortcomings lead to circumlocution or some imprecision. 0 – Contains mainly basic vocabulary insufficient to deal with the topic at the required level.

What to avoid when attempting to write an essay?

Keeping the new changes in mind, it is advised to steer clear of using fixed word templates and rather focus on the structure of the essay. Mould your words as per the essay type and topic.

How to score the highest in the Write essay task?

Some tips that will help you get the highest possible score in the Write essay

Follow the recommended essay structure – PTE in their scoring criteria have outlined the structure they expect in essays that are scored the highest. Check out the excerpt from the official PTE Academic scoring guide

Development, structure and coherence

Criteria for scoring 6 out of 6 marks for development, structure and coherence

1. The essay has an effective logical structure, flows smoothly, and can be
   followed with ease.
2. An argument is clear and cohesive, developed systematically at length. A well-developed introduction and conclusion are present. Ideas are organised cohesively into paragraphs, and paragraphs are clear and logically sequenced.

TIP 1 – Based on the scoring criteria above, if you want to score 6 out of 6 for development, structure and coherence trait, your essay must have 4 minimum paragraphs, an introduction, two body paragraphs and a conclusion.

TIP 2 – To score high for coherence, do the following –

Pronoun referencing – Pronoun references are words like “he”, “she”, “it”, “they” that can be substituted for specific nouns to avoid repetition.

Pronoun references are words like “he”, “she”, “it”, “they” that can be substituted for specific nouns to avoid repetition.

Transition signals – Transition signals are words and phrases that help you connect your ideas and create a logical flow between sentences and paragraphs.

Examples of transition signals – and, also, furthermore, in addition, moreover, however, but, on the other hand, nevertheless, in contrast,

first, next, then, finally, afterwards, subsequently, for example, for instance, such as, to illustrate, in conclusion, in summary, therefore, to conclude, etc.

Content

Criteria for scoring 6 out of 6 marks for content

1. The essay fully addresses the prompt in depth, demonstrating full command of the argument by reformulating the issue seamlessly in one’s own words and expanding on important points with specificity.
2. The argument is supported convincingly with subsidiary points and relevant
   examples throughout the response.

TIP 3 – Based on the scoring criteria above, if you want to score 6 out of 6 for content, you need to ensure you write about the topic in depth in your own words. Examples should back the points you make. This means that you need to mention the arguments or points in the 2 body paragraphs and provide at least one example for each point.

General linguistic range

Criteria for scoring 6 out of 6 for general linguistic range

1. A variety of expressions and vocabulary are used appropriately to
   formulate ideas with ease and precision throughout the response.
2. No signs of limitations restricting what can be communicated.
3. Errors in language use, if present, are rare and minor, and the meaning is
   completely clear.

TIP 4 – Based on the scoring criteria above, to score 6 out of 6 for general linguistic range, you must have variety in your vocabulary, use complex sentence structures, and explain your points clearly and with ease. Try to avoid repeating words and phrases.

Structure is the new template

Use the structure below for your essays, as it is created by reverse-engineering the current PTE Academic scoring criteria

Introduction – paraphrase the topic in your own words, don’t write details here, you only need to introduce the subject of the essay.

Body – The body should ideally have 2 paragraphs

Paragraph 1 – 2 to 3 Arguments followed by subsidiary points, and finally an example to prove the argument/point.

Paragraph 2 – 2 to 3 Arguments followed by subsidiary points, and finally an example to prove the argument/point.

Conclusion – The conclusion should include briefs of both the body paragraphs, along with the outcome of the essay.

Conclusion

The current changes in the PTE write essay task are aimed at identifying and marking down the use of worded templates. It is advised to follow the structure shared in this article. Write the essay in your own words and avoid copying the words exactly from the question prompt. Remember that development, structure and coherence, content and general linguistic range are now scored at 6 marks each, and the total score for the essay is 26 marks, which makes it an important task.