TOEFL 2026 Writing – Build a Sentence, Write an Email, and Academic Discussion

Imagine this: you spent three months learning the five-paragraph essay template. An introduction with a thesis, three paragraphs with arguments, a conclusion paraphrasing the thesis. You memorized linking words – furthermore, moreover, in conclusion. You have a ready bank of phrases for every occasion. You sit down for the TOEFL exam, open the Writing section, and… the essays are gone. Completely. ETS removed them.

This is no joke and not a scenario from the future – this is the reality of TOEFL 2026. The new version of the exam, introduced in July 2025, has turned the Writing section upside down. The integrated essay is gone (read text + listen to lecture + write 300 words). The independent essay (“Do you agree or disagree…”) is gone. Instead, three shorter, more practical tasks have appeared: Build a Sentence, Write an Email, and Write for an Academic Discussion. Total time? 23 minutes instead of the former 50.

For many international students, this is a change that requires a complete overhaul of preparation strategies. Templates that worked for years have been discarded. But there’s good news – the new format rewards practical writing skills that will be useful for real studies abroad. Writing emails to professors? You’ll be doing that daily at UCL or University of Amsterdam. Academic forum discussions? A standard at every Western university. In this guide, we break down the new Writing section piece by piece – task by task, with specific strategies and examples.

Build a Sentence – Grammar in Action

The first task in the new Writing section is something that was completely absent from the old TOEFL. Build a Sentence is a drag-and-drop task – you receive a set of jumbled words and must arrange them into grammatically correct sentences. But it’s not just a simple rearrangement of blocks. The sentences form a fragment of a conversation between students – something like a text message exchange – and you need to understand not only the grammar of each sentence but also the logic of the entire exchange.

How does it work in practice? On the screen, you see jumbled words – e.g., “meeting / the / professor / rescheduled / has / our” – and you must arrange them into a correct sentence: “The professor has rescheduled our meeting.” Sounds simple? At this level, yes. But the actual TOEFL questions are more complex: longer sentences, complex sentences with multiple clauses, grammatical tenses requiring precise word order, and the conversation context, which influences which form is correct.

What Grammatical Structures Does Build a Sentence Test?

ETS has not published an official list of tested structures, but based on preparatory materials and test-taker accounts, we know that the task focuses on several key areas.

Word order in complex sentences – The English SVO (subject–verb–object) order seems simple, but it becomes complicated with the addition of adjective, adverbial, and noun clauses. A sentence like “The research that the team conducted last semester has finally been published” requires precise placement of each element. Students from certain educational backgrounds, accustomed to more flexible word order in their native languages, often confuse the sequence of elements in longer English constructions.

Grammatical tenses and aspect – Present Perfect vs. Past Simple is a classic, but Build a Sentence goes further. Constructions with Past Perfect (had + V3), Future Perfect (will have + V3), and continuous forms (has been working) are tested. The key: you must recognize which tense is logically correct in the conversation’s context.

Passive voice and inversion – Sentences in the passive voice (“The deadline was extended by the department”) have a different word order than in the active voice, and constructions with inversion (“Not only did the professor cancel the lecture, but she also…”) require knowledge of specific word order after negative expressions.

Conditional sentences – If-clauses of various types (zero, first, second, third conditional) are another area. “Had the students submitted their papers on time, they would have received full credit” – this is a Third Conditional with inversion, without “if.” A nightmare for someone who hasn’t practiced these structures.

How to Prepare for Build a Sentence?

This task rewards a solid understanding of grammar, not creativity. Here’s a concrete preparation strategy:

Step 1: Diagnose your weaknesses. Most students from certain educational backgrounds handle simple SVO well but struggle with: (a) adjective order before a noun (“a beautiful old red Italian sports car” – yes, adjective order in English is strictly defined), (b) adverb placement (“She has always wanted”, not “She always has wanted”), (c) relative clauses (“The book, which was published in 2024, explores…” vs. “The book that was published in 2024 explores…” – commas change the meaning). On prepclass.io, you’ll find diagnostic tests that precisely pinpoint these areas.

Step 2: Practice sentence unscrambling daily. Take any sentence from an academic article (e.g., from The Guardian or BBC), write down the words in random order, and try to reconstruct it. Compare it with the original. This is a simple exercise, but it builds grammatical intuition faster than any textbook.

Step 3: Learn “chunks,” not individual words. English works with collocations – “make a decision” (not “do a decision”), “conduct research” (not “do research”), “raise a concern” (not “rise a concern”). The more such fixed phrases you know, the faster you’ll arrange sentences in the correct order.

Step 4: Pay attention to discourse markers. Since the sentences form a conversation, you need to understand how one sentence relates to another. “That’s a great point, but…”, “I see what you mean, however…”, “Building on that idea…” – these expressions provide context that helps you establish the logical sequence.

Write an Email – Practical Writing

The second task in the Writing section is Write an Email – and this is probably the most practical change in TOEFL history. You have 7 minutes to read a scenario and write an appropriate email. Scenarios cover typical academic situations: a professor changed an exam date and you have a conflict, you need an extension for a term paper, you want to join a research group, or you need to inform a roommate about a problem in the dorm.

Why is this important? Because email writing is a skill that many students, particularly from certain educational backgrounds, dramatically under-practice. In some educational systems, students write essays, descriptions, and reviews – but not emails to professors. Yet, at international universities, you’ll be writing several a day. An email to a professor at LSE needs to have the right tone – not too formal (it’s not a formal application), not too casual (it’s not a text to a friend). And this is precisely the skill the new TOEFL tests.

Anatomy of a Good TOEFL Email

The expected length is 150–200 words. You have 7 minutes – which is very little, so you need to have a clear structure in mind before you start writing. Here’s a proven outline:

Salutation – The email must begin with an appropriate salutation. To a professor: “Dear Professor Smith,” or “Dear Dr. Smith,”. To a fellow student: “Hi Alex,” or “Hey Alex,”. To university administration: “Dear Admissions Office,”. The choice of greeting signals that you understand the register – and this is one of the elements that AI assesses.

Opening sentence with context – Don’t start with “I am writing to…” (it’s a cliché, though correct). Better: “I hope this email finds you well. I’m reaching out regarding the change in our exam schedule.” Or even better: “Thank you for letting us know about the schedule change. Unfortunately, I’ve run into a conflict.” Natural, concise, and straight to the point.

Body – Situation explanation – Here you need to be specific. Don’t write “I have a problem.” Write: “The new exam date, March 15, conflicts with a medical appointment that I’ve had scheduled for three months.” Details build credibility – and show the AI that you can communicate information precisely.

Request or proposed solution – The most important part. Don’t leave the professor with the problem – propose a solution: “Would it be possible to take the exam on March 14 instead? I am available any time that day.” Or: “Could you suggest an alternative time? I would be happy to accommodate any slot that works for you.” Conditional forms (“Would it be possible…”, “Could you…”) are key to the appropriate tone.

Closing – “Thank you for your understanding”, “I appreciate your help with this”, “Please let me know if you need any additional information”. Then: “Best regards,” or “Sincerely,” + your name.

Register and Tone – Common Mistakes

Students from certain educational backgrounds often make two typical mistakes in emails: they either write too formally (like an official application) or too informally (like a Messenger message). TOEFL expects something in between – a semi-formal academic tone.

Too formal: “I hereby respectfully request that Your Excellency consider the possibility of granting me an extension…” – this is not a letter to an ambassador.

Too informal: “Hey prof, can u move the test? thx” – this is not acceptable in any academic context.

Just right: “Dear Professor Chen, I wanted to reach out about the upcoming deadline for our research paper. Due to a family emergency last week, I wasn’t able to make as much progress as planned. Would it be possible to get a two-day extension? I can have the paper ready by Thursday morning. Thank you for considering this – I really appreciate your flexibility.”

Note the elements: appropriate greeting, context, specific request with a proposed deadline, thank you. This is the tone that AI will score highly.

Typical Scenarios and How to Handle Them

On the exam, you might encounter one of several types of scenarios. Here are the most common:

Scheduling conflict – a professor changed an exam date, a seminar conflicts with another course. Strategy: describe the conflict specifically, propose an alternative, express willingness to adapt.

Extension request – you need more time for an assignment. Strategy: state the reason (but don’t dramatize), propose a new deadline, assure that the quality of work will not suffer.

Joining a group/project – you want to join a research group or project. Strategy: explain why you are interested, what you can contribute, ask about the next steps.

Logistical problem – a problem with the dorm, lab access, lost ID card. Strategy: describe the problem clearly, state when it occurred, ask about the resolution procedure.

On prepclass.io, you’ll find a bank of email scenarios with model answers scored at different bands – from 1 to 6 – with comments explaining what differentiates a band 4 from a band 6.

Write for an Academic Discussion – Academic Discussion

The third task – Write for an Academic Discussion – is the only element of the Writing section that existed (in a similar form) in the old TOEFL. But even it has undergone modifications. You have 10 minutes to read a professor’s question, two student responses, and write your own contribution to a discussion forum. The expected length is 200–250 words.

This task is the closest to what you’ll actually do in university. At institutions like Sciences Po or University of Edinburgh, online forum discussions (Canvas, Moodle, Blackboard) are standard. A professor poses a question, students post their responses, and you must write something that adds new value to the discussion – not just repeat what others have already said.

How Does the Task Work?

On the screen, you’ll see three elements:

Professor’s question – e.g., “Some educators argue that university lectures should be recorded and made available online for all students. Others believe that in-person attendance is essential for the learning experience. What is your view on this issue?”

Student A’s response – e.g., “I strongly believe lectures should be recorded. Many students work part-time jobs and can’t always attend in person. Recorded lectures give everyone equal access to education regardless of their schedule.”

Student B’s response – e.g., “While I understand the convenience argument, I think mandatory attendance builds discipline and encourages engagement. Students who watch recordings tend to procrastinate and fall behind.”

Your task – write your own response, in which you refer to the arguments of both students and present your own stance.

What NOT to Do in Academic Discussion

Before we discuss strategies, let’s clarify the most common mistakes:

Don’t repeat other students’ arguments. If Student A has already said that recordings provide equal access, don’t write the same thing in different words. The AI will detect this and lower your score for lack of originality.

Don’t ignore student responses. Your contribution must refer to what others have written. You cannot write a completely unrelated argument – that would imply you haven’t read the discussion.

Don’t write a templated essay. This is not an essay – it’s a forum post. Don’t start with “In today’s modern society, the issue of recorded lectures has become increasingly controversial…”. This is AI-slop that will immediately lower your score.

Strategy for Band 5-6

Here’s a proven response structure that consistently receives high scores:

Opening sentence – refer to the discussion (1–2 sentences). “Both Alex and Maria raise valid points, but I think the real issue isn’t whether to record lectures – it’s how to use recordings effectively.” This shows that you’ve read both responses and have your own perspective.

Develop your main argument (3–4 sentences). This is the core of your contribution. Provide a specific argument that no one else has presented yet. “Research from MIT’s OpenCourseWare program shows that students who combine in-person attendance with recorded reviews perform 15% better on exams than those who only attend lectures. The key isn’t choosing between live and recorded – it’s using both strategically.” Concrete data, a fresh perspective, added value.

Refer to one of the students’ arguments (2–3 sentences). Partially agree or present a counter-argument. “I agree with Maria that some students procrastinate with recordings, but this seems like a self-discipline issue rather than a reason to remove a valuable resource. We don’t ban textbooks because some students don’t read them.” The analogy strengthens the argument.

Summarize your stance clearly (1–2 sentences). “Ultimately, I believe universities should offer recorded lectures as a supplement to – not replacement for – in-person learning. This gives students the best of both worlds.”

This structure gives you 200–250 words, refers to both students, introduces a new argument, and presents a clear stance. Exactly what the scoring algorithm is looking for.

Old vs. New TOEFL Writing – What Has Changed?

If you’ve ever prepared for the old TOEFL Writing or know someone who took the exam before July 2025, this section will show you how radically the rules of the game have changed. The old TOEFL Writing consisted of two essays: an integrated essay (20 minutes for 300 words) and an independent essay (30 minutes for 300+ words). The new format features three shorter, practical tasks – and the philosophy behind this change is clear: ETS wants to measure skills that are truly useful for university studies.

The integrated essay required listening to a lecture, reading an academic text, and writing a comparative essay. It was a challenging task but highly templated – dozens of templates existed that allowed test-takers to score 4/5 points practically on autopilot. ETS clearly recognized that testing the ability to fill out templates does not measure real writing proficiency.

The independent essay – “Do you agree or disagree that technology has improved education?” – was even more templated. Five paragraphs, three arguments, a conclusion paraphrasing the thesis. Students who mastered this format regularly scored 24–28/30 in the Writing section. But writing a five-paragraph essay with generic arguments is a skill that is completely useless in real university studies.

The new format demands different competencies: grammatical precision (Build a Sentence), practical communication (Write an Email), and critical thinking in dialogue with others (Academic Discussion). This is harder to prepare for with templates – but closer to what you truly need to survive your first semester at Cambridge or Trinity College Dublin.

AI Scoring – How Does Artificial Intelligence Evaluate Your Writing?

The new TOEFL Writing is scored 100% by AI – no human reads your response. This is a fundamental change from the old format, where a human rater and the e-rater algorithm scored independently, and a second human rater intervened in case of discrepancies. Now, there is only the algorithm.

What does this mean in practice? Several things – both good and bad.

Pros of AI scoring: Objectivity – there’s no tired examiner at 11 PM reading your essay after a hundred others. Consistency – the same text will always receive the same score, regardless of the day or time. Speed – faster results.

Cons: AI won’t appreciate a creative, unconventional approach in the way a human reader might. The algorithm rewards clear structure, correct grammar, and direct relevance to the task – not stylistic originality. This is not a test of artistic writing.

What Does the Algorithm Score? Band 1–6 Criteria

Each task is scored on a scale of 1–6, where:

Band 5–6 (Advanced) – The text is grammatically correct, with natural use of complex structures. The author directly addresses the task, understands the context, uses precise vocabulary, and connects ideas logically. In Academic Discussion: introduces a new argument and refers to other participants. In Email: uses appropriate register and tone.

Band 3–4 (Intermediate) – The text is understandable but contains grammatical errors that do not hinder communication. The author responds to the task, but superficially – lacking details, specific examples, or new ideas. Vocabulary is adequate but repetitive.

Band 1–2 (Basic) – The text is fragmentary, with serious grammatical errors hindering comprehension. The author does not directly address the task or repeats information from the prompt without their own contribution.

How to “Trick” the AI? (Spoiler: You Can’t)

It’s tempting to think that since AI scores the text, one can learn “hacks” – for example, using as much advanced vocabulary as possible. But the ETS algorithm is sophisticated. It detects unnaturally complex vocabulary (when you use words that don’t fit the context), template-based responses (repetitive phrases from templates), and off-topic padding (adding words just to reach the required length). The only path to a band 5–6 is authentic language proficiency. And here we return to preparation.

Preparation Plan for the New Writing Section

Preparing for the Writing section requires a different approach than for Reading or Listening. It’s not enough to solve thousands of test questions – you must write, write, and write again, and then analyze your mistakes.

Weekly Practice Plan (8 Weeks Before the Exam)

Week 1–2: Diagnosis and Grammar. Take a practice Writing section test to find your starting point. Identify 3–5 weakest grammatical areas (tenses? word order? conditional sentences? passive voice?). For two weeks, focus exclusively on these areas – 30 minutes of grammar exercises daily on prepclass.io.

Week 3–4: Intensive Build a Sentence. Practice 15–20 sentence unscrambling exercises daily. Sources: ETS materials, exercises on prepclass.io, or DIY – take sentences from academic articles (e.g., from The Economist, Nature, The Atlantic), jumble the words, and reconstruct them. Note every mistake and repeat problematic structures.

Week 5–6: Write an Email + Academic Discussion. Write daily: 1 email (7 minutes, timer) + 1 Academic Discussion (10 minutes, timer). This is crucial: you must practice with a timer. 7 minutes for an email is very little, and without practice under timed conditions, you’ll get stuck. After writing – check grammar (Grammarly or another tool), count words, assess if the tone is appropriate.

Week 7–8: Full Practice Tests. Twice a week, complete a full Writing section (23 minutes, 3 tasks, timer). Analyze each response: did the email have the appropriate register? Did you introduce a new argument in the Academic Discussion? Are you making the same mistakes in Build a Sentence? One week before the exam – take one full TOEFL practice test, all sections (including Speaking).

Practice Materials

Best resources for preparing for the new Writing section:

• ETS official materials – ETS publishes practice tests in the new format. This is your number 1 resource, as the questions come from the exam creators.
• prepclass.io – a platform with exercises in the TOEFL 2026 format, with AI scoring and feedback after each response.
• Academic articles – read and analyze. Each article is material for Build a Sentence (jumble sentences) and Academic Discussion (formulate an opinion).
• Real emails – if you’ve corresponded with universities, review emails from admissions officers. Pay attention to their tone and structure – they are a model.
• okiro.io – although primarily for the SAT, English grammar exercises (Standard English Conventions) perfectly build the foundation needed for Build a Sentence.

If you plan to take both TOEFL and SAT, read our SAT exam guide – many skills overlap, especially in grammar and reading comprehension. And if you’re wondering whether TOEFL or IELTS is better, check out our TOEFL vs. IELTS comparison.

What to Do If You Have Little Time?

If you have 2 weeks until the exam instead of 8, focus on three things: (1) memorize the email structure – salutation, context, request, closing; (2) practice Build a Sentence with a timer – 5 sentences daily; (3) write 3–4 Academic Discussions under exam conditions. This won’t get you a band 6, but it will realistically help you avoid bands 1–2 and aim for bands 3–4.

What Does the New Writing Section Mean for Students?

Let’s be honest – the change in the TOEFL Writing format evokes mixed feelings for many students from certain educational backgrounds. On one hand, the 300-word essays written under time pressure, which were a nightmare for many, are gone. On the other hand, the new tasks require skills that some educational systems practically don’t practice.

Build a Sentence is relatively easy for students with a solid grammatical foundation. Students who read a lot in English and have a good linguistic intuition will do well. The problem concerns those who learned English mainly “by ear” – they speak fluently but don’t know the formal rules of word order in complex sentences.

Write an Email is a task that reveals a gap in some educational systems. In many schools, students are not taught to write emails in English – or even in their native language, for that matter. Students who have applied to international universities and exchanged emails with admissions officers have a huge advantage. The rest must learn this from scratch. The good news: it’s a skill that can be mastered in 2–3 weeks of intensive practice. Check out our complete guide to TOEFL 2026 to see how Writing fits into the overall exam.

Academic Discussion is a task that rewards students with opinions. Students from certain educational backgrounds are often taught to write “objectively” – without a clear stance. For TOEFL, you must have a clear stance and defend it with arguments. This requires not only language but also confidence in expressing opinions in English.

If you are planning to study in Europe and are wondering what TOEFL score is required, check our guide to TOEFL requirements for European universities – requirements vary depending on the university and program.

Summary – The New Writing Section Rewards Real Skills

The TOEFL 2026 Writing section represents a fundamental shift in philosophy. ETS has stopped measuring the ability to fill out essay templates and has started testing skills that are truly useful for university studies – precise grammar, email communication, and the ability to engage in substantive discussion.

For many students, the most important takeaways are: forget about templates, start writing emails in English, and practice expressing opinions on specific topics. 23 minutes is short, but the tasks are brief and focused – if you have a solid grammatical foundation and can quickly organize your thoughts, the new format might be easier than the old 50-minute essays.

Next Steps

1. Take a practice test – check your level in the new Writing format using ETS materials or on prepclass.io
2. Diagnose your grammar – Build a Sentence requires precision. Identify your weak points and work on them daily
3. Write 5 practice emails – with a timer (7 minutes), using different scenarios (scheduling conflict, extension request, joining a project). Check the tone and structure
4. Read about the other TOEFL 2026 sections – Reading, Listening, Speaking – to plan your preparation for the entire exam
5. Schedule your exam date – give yourself a minimum of 6–8 weeks for Writing preparation, plus time for the other sections
6. Check university requirements – some universities have specific requirements for the Writing score. Check our TOEFL vs. IELTS guide to choose the appropriate exam

Good luck – and remember: 23 minutes is enough time if you know exactly what to do every second. Preparation is key. Always.