IELTS · TOEFL Writing
Plenty of services will underline what is wrong. But if nobody tells you whether an error is a slip of grammar or a failure to develop your argument, the next test takes marks off in exactly the same place.
Writing PT does not stop at a score. It shows you, criterion by criterion, why you scored what you scored — and which sentences to fix first.
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IELTS Academic · Task 2
AI diagnosis
Argument development, not grammar, is holding this score down.
Rewrite this part first
The real problem
Put enough stalled essays side by side and the mistakes repeat with uncomfortable regularity. Writers know what they got wrong. They rarely know why.
Show one essay to two tutors and they mark different things. Without the official descriptors as the reference, feedback becomes taste.
Articles and tenses are corrected, yet the band stays flat. Most lost marks come from task response and argument development, not grammar.
One-to-one correction costs time and money, so most people get a handful of sessions right before the exam and nothing in between.
Have you ever compared last month’s essay with today’s against the same yardstick? Without a record, progress is only a feeling.
How this differs
This is not a replacement for a human reader. It takes on the part humans struggle to repeat — judging against the same standard, often, and keeping the record.
How training works
Read the score, move on, and the same mistake follows you. Writing PT makes you rewrite, then scores the rewrite so you can see whether anything actually changed.
Same structure and timing as the real exam.
Four criteria scored separately, each with its reasoning.
Which sentence is costing you, and why.
Surface slips separated from deeper structural problems.
Three things to fix, in priority order.
Same prompt, written again to the prescription.
See in numbers what actually improved.
Re-scoring a rewrite does not use up a test from your plan.
Exams covered
Structure and timing differ by exam. Practise under different conditions and the real test will hand you something you have never seen.
IELTS Writing · Academic · General Training
Task 1 and Task 2 sit in one session under a single 60-minute clock. Mismanaging that hour is itself a common way to lose marks, so practice has to carry the same pressure.
20 min suggested150 words minimum
40 min suggested250 words minimum
TOEFL Writing · iBT
The integrated task gives you three minutes with the passage, one play of the lecture, and twenty minutes to write. The passage disappears while the lecture plays, just as it does in the exam. Whatever you miss in the listening shows up in the answer.
3 min reading · lecture · 20 min writing150–225 words suggested
10 min100 words minimum
Why we built it
IELTS and TOEFL Writing correction in Korea rests almost entirely on an individual tutor’s experience. The problem is structural, not a lack of care.
Internalising the official descriptors takes time. When the yardstick differs, the same essay gets different feedback and the learner cannot tell what to trust.
A careful reader manages two or three essays an hour. Peak season means queues, and a school can only grow by hiring more tutors.
Marking an error right or wrong never separates a surface slip from a misread task. That is why the same mistake returns.
If attempts and corrections are not recorded, progress cannot be measured, and a school cannot spot a student who is about to drop out.
So scoring, diagnosis, root-cause analysis, prescription and re-verification were built as one pipeline. Not to replace a human reader, but to take over the part that is hard for a human to repeat.
R&D programme
The service running today is Claude-based automatic scoring. The five modules below are the research programme that will deepen that pipeline. They are not implemented performance.
Claude-based automatic scoring against the official criteria, sentence-level diagnosis and generated prescriptions
Extracts paragraphs, sentences and structural markers from handwritten scripts and turns them into measurable signals.
Locates passages that depart from the distribution of high-scoring answers and calibrates the score.
Separates surface causes from deeper ones and cites the assessment descriptor behind each prescription.
Sees a learner drifting away early and adjusts when and how to intervene.
Produces model answers at the target band, practice items and step-by-step comments.
Learner feedback
These reviews come from learners of our sister service, Speaking PT. They are not Writing PT reviews, and they are published with consent. Writing PT reviews will follow the beta.
It was the first time I understood why my score was not rising. Instead of moving on from a weak answer, I rewrote it, took the test again and had it re-scored — and I could feel the difference.
It does not just hand you a number. Checking what was weak and then building the answer again was the part that worked. I no longer freeze in the exam room.
What frustrated me most after a test was the question "so what do I fix?". Identifying the weak part, rewriting it and having it re-scored was the most effective thing I did.
Why we built it
It started in 1998 at a language school in Canada. From 2001 the founder ran study-abroad agencies covering the United States, Canada, the United Kingdom, Australia, New Zealand, the Philippines and Malta, placing more than 8,000 learners and comparing the curricula of close to 500 language institutions.
The same scene kept repeating. A student writing hard whose score would not move. A student who took correction after correction and still lost marks in the same place at the next sitting. The obstacle was never effort — it was that nobody was telling them what to fix against a consistent standard.
That led to building TOEIC and IELTS programmes and a repetition-based personal training system, run in person for years. Writing PT moves that method to writing. It is not a service that rewrites your essay for you; it is a training tool that tells you what to change and why, against the same standard every time.
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