Practise TOEFL Write an Email with ten complete sample answers, a flexible template, the 7-minute task format, and a source-linked revision checklist.
What this guide covers
Identify the recipient, the purpose, and every requested point before drafting.
Choose a scenario below, hide the sample, and practise within seven minutes.
Check the sample commentary for coverage, useful details, tone, and a clear next action.
Repair one weakness, record the reason, and practise the same skill with a new scenario.
Learning goal: Write an email that achieves the requested purpose, gives the recipient enough detail to respond, and uses an appropriate tone within the task time.
Correction — 22 September 2026: This guide now distinguishes task and section scores, removes unsupported score guarantees and fixed penalties, and includes complete responses for all ten scenarios. The examples and teaching advice are original English AIdol materials prepared with AI assistance. They are not ETS questions or examiner-scored answers.
| Question | Answer |
|---|---|
| How much time? | 7 minutes, according to the ETS test overview. |
| What do you write? | An email responding to an academic or social situation and its instructions. |
| Is a fixed word range required? | The cited ETS email instructions ask for complete sentences and as much writing as you can produce. They do not give a numerical minimum or maximum. |
| Do I create a subject line? | The ETS sample supplies the recipient and subject. Follow the actual prompt and interface; begin your message in the response area. |
| How is it scored? | The email rubric is 0–5. This is distinct from the reported Writing section score of 1–6, in half-point increments. |
Check the ETS: Updated TOEFL iBT Test Overview for task instructions, the ETS: TOEFL iBT Writing Scoring Guide for response criteria, and ETS: Understanding Your TOEFL iBT Scores for the score-report scale. A single email or classroom checklist cannot determine a section score.
Use this as a planning aid. Choose the details and tone for the person and purpose in the prompt; a memorised response will not cover every situation.
Dear / Hi [recipient], I am writing about [specific reason]. [Explain the first requested point with a relevant detail.] [Address the next point and explain the connection.] [Make the requested proposal, request, or recommendation.] [A suitable final sentence.] Best regards / Thanks, [name]
For example, a request to a professor can use “Would it be possible to…?” A message to a classmate can use “Could you send me…?” Neither phrase earns a score by itself: the message needs to accomplish the task. Use paragraphs to make the information easy to follow. Add a connector when it expresses a real relationship, such as a cause or contrast.
First cover the sample response and write your own answer. Then compare the details, tone, and requested action. The supplied To and Subject lines are part of each practice prompt. The samples demonstrate choices you can learn from; no official score is assigned to them.
Original practice prompt: Your laptop stopped working before an assignment deadline. You have a backup of most of your work, but you need extra time to finish it. Write to your professor.
In your email:
To: Professor Chen
Subject: Request for an assignment extension
Dear Professor Chen,
I am writing about the history assignment due tomorrow afternoon. My laptop stopped working last night, and I lost the final section that I had not yet backed up. Although most of my draft is safe, I need to reconstruct the conclusion and check the references.
I have booked a library computer for this evening and arranged for the laptop to be repaired. Would you allow me to submit the assignment by Thursday at 5 p.m.? That would give me enough time to finish it carefully. I can send you my current draft today if that would be helpful.
Thank you for considering my request.
Best regards,
Mina Park
Why this response works: The writer explains the disruption, shows a practical response, and requests a precise deadline. Offering the current draft supports the request without demanding an exception.
Revision to practise: Compare “I need more time” with “Would you allow me to submit the assignment by Thursday at 5 p.m.?” The second version tells the recipient exactly what decision is needed.
Original practice prompt: Your roommate has been playing music late in the evening. You have an early class and want to agree on a practical arrangement.
In your email:
To: Sam
Subject: Quiet hours during the week
Hi Sam,
Could we agree on a time to turn the music down during the week? I have noticed that it is still quite loud around midnight, especially when the speaker is next to our shared wall. My first class starts at eight, so I have been finding it difficult to get enough sleep.
Would you be happy to use headphones after ten on Sunday through Thursday? I do not mind the speaker earlier in the evening, and we could keep things more flexible on Friday and Saturday. If those times do not work for you, let us talk after dinner and find an arrangement that suits us both.
Thanks,
Priya
Why this response works: The tone fits a roommate. A concrete observation and its consequence lead to a negotiable proposal, rather than a personal accusation.
Revision to practise: Replace “You are always inconsiderate” with a specific observation about the music. Describe the problem you want solved, rather than judging the other person.
Original practice prompt: The university library has asked students for feedback on its new study-room booking system. You have used it several times.
In your email:
To: Library Services Team
Subject: Feedback on study-room bookings
Dear Library Services Team,
Thank you for asking students about the new booking system. Being able to reserve a room a week ahead has made it much easier to arrange meetings for our group project. The confirmation email is also useful because I can share the details with my classmates.
However, our room was locked when we arrived for two recent bookings. We had to find a member of staff, which delayed our work by about fifteen minutes. Could the confirmation message explain how to collect a key or whom to contact if a room is locked? A short instruction beside the booking button would also help first-time users.
Best regards,
Diego Alvarez
Why this response works: The response balances positive feedback with a specific problem. Its recommendation directly addresses access to the room instead of introducing an unrelated feature.
Revision to practise: A useful suggestion connects to the problem: locked room → clear access instructions. Avoid adding a vague request such as “Please improve the app.”
Original practice prompt: You read about a professor’s research project and would like to find out whether undergraduate students can help.
In your email:
To: Professor Kim
Subject: Undergraduate research opportunities
Dear Professor Kim,
My name is Aisha Rahman, and I am a second-year biology student. I took your introductory genetics course last semester and particularly enjoyed the laboratory work. I recently read the description of your plant-disease project on the department website.
I would like to learn how researchers turn laboratory findings into practical treatments, and your project seems closely connected to that interest. My experience is limited to coursework, but I would be willing to help with routine preparation while learning the necessary procedures. Would it be possible to meet during your office hours next week to discuss undergraduate opportunities? If there is an application process, I would appreciate the details.
Best regards,
Aisha Rahman
Why this response works: The writer gives relevant background without inventing advanced expertise. The project interest is specific, and the request leaves the professor an easy way to respond.
Revision to practise: Support “I am interested in your research” with one reason. Relevant detail is more useful than exaggerated praise or a long personal biography.
Original practice prompt: Your study group has discussed having lunch together, but nobody has agreed on the details. Write an email to help the group decide.
In your email:
To: Study group members
Subject: Lunch after our Friday study session
Hi everyone,
How about having our group lunch this Friday at 12:30, straight after the morning study session? That would give us a chance to relax before we start preparing for next week’s presentation. We could meet outside the library and walk over together.
I suggest the café beside the student centre because it is close to campus and has vegetarian options as well as inexpensive sandwiches. It also has a large table that should fit our whole group. Please reply by Wednesday evening to let me know whether you can come and whether you have any dietary requirements. Once I know the numbers, I will ask the café to reserve a table.
See you soon,
Leo
Why this response works: The answer covers the time, venue, and confirmation request. A reply deadline and a reason for the venue make the plan actionable.
Revision to practise: “Let me know” becomes more useful when the reader knows what to confirm and when to reply.
Original practice prompt: A restaurant delivered the wrong meal to your dormitory. Write to the restaurant to explain what happened and request a solution.
In your email:
To: Restaurant Customer Service
Subject: Incorrect meal in order 4821
Dear Customer Service Team,
I ordered a vegetable noodle bowl through your website this evening, but the delivery contained chicken noodles instead. My order number is 4821, and it arrived at North Hall at about 6:20 p.m. The label on the bag shows the correct order, so I think the meals may have been mixed up during packing.
I am vegetarian and cannot eat the meal I received. Could you please send the vegetable bowl to the same address? If another delivery is not possible this evening, I would appreciate a refund for that item. I have kept the receipt and can provide a photograph of the meal if you need it.
Thank you for your help.
Kind regards,
Nora Ellis
Why this response works: The order details let the recipient investigate. The writer explains the impact and offers two reasonable solutions without unnecessary hostility.
Revision to practise: Replace a threat with a clear request and a practical alternative. Assertive wording can still be polite.
Original practice prompt: You are moving to another city and need to end your campus gym membership. You are unsure when the final payment will be taken.
In your email:
To: Campus Gym Membership Team
Subject: Membership cancellation request
Dear Membership Team,
I would like to cancel my gym membership because I am moving to another city at the end of next month. My membership number is G1742. If possible, I would like my access to end on 30 October, as I will still be using the gym until that week.
Could you please let me know whether this gives you enough notice and when my final payment will be taken? I would also appreciate information about any form I need to complete. Please send me an email confirming the cancellation date and any remaining amount once the request has been processed. I have enjoyed using the facilities and would like to make sure everything is settled before I leave.
Kind regards,
Daniel Wu
Why this response works: The response requests the policy instead of inventing cancellation rights. The dates, identifier, and confirmation request help the staff act.
Revision to practise: Avoid assuming “There will be no more charges.” Ask the recipient to confirm the final payment when the prompt does not supply the policy.
Original practice prompt: You missed a lecture because you were ill. A classmate attended, and you would like help catching up before the next class.
In your email:
To: Jamie
Subject: Notes from Tuesday’s lecture
Hi Jamie,
Sorry I missed our economics lecture yesterday. I was feeling unwell and stayed home, but I am much better today. I have looked through the slides online, although I am still unsure how the lecturer explained the last supply-and-demand example.
Would you mind sharing your notes from that part of the class? A photo would be fine, so there is no need to type anything out. If the lecturer mentioned any preparation for Thursday, could you let me know about that too? I am putting together a summary of last week’s chapter and would be happy to send it to you when it is finished.
Thanks for your help,
Amir
Why this response works: The message explains the absence, narrows the request, and offers reciprocal help. The informal tone suits a classmate while remaining considerate.
Revision to practise: A focused request is easier to answer than “Send me everything.” Specify the part you need and accept a convenient format.
Original practice prompt: You received an essay comment that you do not fully understand. You think one paragraph may have been overlooked and want to discuss it constructively.
In your email:
To: Alex Morgan, Teaching Assistant
Subject: Question about my essay feedback
Dear Alex,
Thank you for the detailed comments on my sociology essay. Your suggestion to make the introduction more focused was helpful, and I am working on that revision. I would also like to understand the comment that my argument needed a counterexample.
I intended the paragraph about rural transport to serve that purpose, but perhaps I did not make its connection to the argument clear enough. Could we discuss why it did not work and how I might develop it more effectively? I can attend your office hours on Wednesday, or meet at another time that suits you. My main aim is to understand the feedback before I start the next assignment.
Best regards,
Sofia Mendes
Why this response works: The writer identifies a precise disagreement while showing willingness to learn. The request is for clarification, without assuming that a grade change is owed.
Revision to practise: “You missed my point” can become “Perhaps I did not make its connection to the argument clear enough.” This invites a useful discussion.
Original practice prompt: A textbook ordered from the campus bookstore arrived damaged. You need it for a class that starts soon.
In your email:
To: Campus Bookstore Team
Subject: Damaged textbook in order B6308
Dear Bookstore Team,
My copy of Introduction to Environmental Science arrived this morning with a torn cover and several loose pages. I ordered it from your website on Monday under order number B6308. The packaging was also damaged, and I have taken photographs in case they are useful.
The book is required for a class that begins next week, so I would prefer a replacement if you have another copy available. Could I exchange it at the campus shop tomorrow? If the title is out of stock, please let me know how to request a refund instead. I would also appreciate instructions on whether I need to bring the packaging or complete a return form.
Thank you,
Grace Tan
Why this response works: The response links the damage and order number to a clear request. It includes a fallback and asks about the process instead of assuming a particular return policy.
Revision to practise: Add a useful next step to “The book is damaged”: name the preferred solution and ask how to arrange it.
The ETS: TOEFL iBT Writing Scoring Guide considers how effectively the response communicates, how well relevant details support its purpose, its language control, and the appropriateness of social conventions. A strong response is clear, developed, and suitable for its recipient. Higher descriptors allow the kinds of minor typing errors a competent writer may make under time pressure; the rubric is not a mechanical count of mistakes.
Use the following questions to revise your work. This is an English AIdol study checklist, not an ETS scoring formula. Do not add points or convert the answers into a reported band.
| Review question | What to check in your draft |
|---|---|
| Did I complete the task? | Underline the sentence that addresses each requested point. Add anything missing. |
| Is there enough relevant detail? | Make the problem, reason, or proposal specific enough for the recipient to understand. |
| Does the tone suit the reader? | Read the greeting, requests, disagreement, and closing together. |
| Is the meaning easy to follow? | Check the order of ideas and whether words such as “this” have a clear reference. |
| Can I improve the language? | Repair unclear sentences, verb forms, word choices, spelling, and punctuation. |
This time split is our teaching suggestion within the official task time, not a separate ETS rule. Adapt it if your reading or typing pace requires a different balance.
After the timer stops, save the original draft. Revise one weakness and record why you changed it. On your next attempt, use a different scenario so that you practise making decisions instead of reproducing a memorised answer.
Over your next few sessions, choose one request, one problem-resolution email, and one message to a peer. Start untimed if necessary, then use the seven-minute routine. Keep a simple mistake log: the missing or unclear point, your revision, and the one habit you will use next time. Return to an earlier draft after a break to see whether you can identify its weakness without reading the commentary.
Continue with TOEFL Writing practice, compare the other tasks in the Writing templates guide, or visit the TOEFL practice hub. English AIdol AI feedback is unofficial study guidance. Use its suggestions to revise, and check doubtful feedback against the prompt and published criteria.
Sources checked on . Official test owners control exam rules. English AIdol is an independent preparation service and is not affiliated with or endorsed by the test owners. See our editorial and corrections policy.
ETS gives 7 minutes for the Write an Email task. Use the time to read the situation, plan the requested points, write, and check your message.
The published Write an Email rubric runs from 0 to 5. The reported Writing section score uses a separate 1–6 scale in half-point increments. A practice email checklist does not convert directly to a section score.
No. These ten scenarios and responses are original English AIdol teaching examples prepared with AI assistance. They illustrate writing choices and have no ETS-awarded scores.