Phrases for Essays to Use in PTE and Achieve Maximum Score 

So many changes in the scoring of the PTE Essay? Will any template work? The answer is something that no one wants to hear, but still, to rub it on your face, the answer is NO! However, the good news is that we can use some phrases and create an essay skeleton. Once that is ready, you just have to fill in the gaps with your ideas. You get an open ground to convey your views. 
 
First of all, let us understand the new scoring pattern of the PTE Essay and break it down point by point. 

Question type: Write Essay  

No. of questions: 1 

Scoring: Partial Credit (Writing and Overall) 

Communicative skills scored: Writing 

TRAITS SCORED: 

Content: 

Content scoring refers to evaluating how well the ideas, information, or arguments are presented in a piece of writing. It focuses on the relevance, depth, clarity, and development of the content. 

Content: 6  

• Fully addresses the prompt with depth. 

• Paraphrase the issue in own words. 

• Expands on key points with specificity. 

• Supports the argument with subsidiary points and relevant examples. 

Content: 5  

• Adequately addresses the prompt with a persuasive argument. 

• Main points are clear and supported with relevant details. 

• Minor exceptions in supporting detail. 

Content: 4  

• Adequately addresses the main point of the prompt. 

• The argument is convincing but lacks depth or nuance. 

• Supporting details are inconsistent—present for some points, missing or weak for others. 

Content: 3  

• Relevant to the prompt but misses main points. 

• Supporting details are often missing or irrelevant. 

Content: 2  

• Superficially addresses the prompt with generic statements. 

• Over-reliance on repeating prompt language. 

• Few, irrelevant supporting details with weak connection to the topic. 

Content: 1  

• Attempts the prompt but shows incomplete understanding. 

• Uses generic or repetitive phrasing, often repeating language from the prompt. 

• Supporting details are disjointed or poorly organized. 

Content: 0  

• The essay does not properly deal with the prompt.  

Form:

The word count and the length of the essay is form. 

Form: 2  

• Length is between 200 and 300 words  

Form: 1  

• Length is between 120 and 199 or between 301 and 380 words  

Form: 0  

• Essay is under 120 or over 380 words 

• Written in all capital letters 

• No punctuation 

• Only bullet points 

• Very short sentences 

Development, Structure and Coherence: 

Development, Structure, and Coherence is a phrase that refers to the way ideas relate to each other, are worked out, and are constructed within an essay. 

• Development: To what extent ideas are introduced and explained. 

• Structure: To what extent writing is constructed, e.g., there is an obvious introduction, body, and conclusion. 

• Coherence: To what extent ideas lead well one into another and are understandable. 

Development, Structure and Coherence: 6  

• Clear, logical structure; smooth flow 

• Argument is clear, cohesive, and well-developed 

• Strong introduction and conclusion 

• Ideas organized into clear, logical paragraphs 

• Effective use of a variety of connectives 

Development, Structure and Coherence: 5  

• Conventional structure, mostly logical flow 

• Clear argument with some points developed 

• Includes introduction, conclusion, and logical paragraphs 

• Connectives used, but some gaps or abrupt transitions in ideas 

Development, Structure and Coherence: 4  

• Conventional structure, but some parts may be missing or hard to follow 

• Argument present but underdeveloped or unclear 

• Simple paragraph breaks, but ineffective or poorly linked 

• Ideas are not well connected, with weak transitions or confusing order 

Development, Structure and Coherence: 3  

• Conventional structure present but with simple or disconnected ideas 

• Position/opinion unclear and underdeveloped 

• Lacks effective paragraphs or coherent idea sequencing 

• Mainly unconnected ideas, hard to follow 

• Basic connectives used, but complex relationships are unclear 

Development, Structure and Coherence: 2  

• Little to no structure, ideas disorganized and hard to follow 

• Position/opinion unclear or undeveloped 

• Lacks coherence, mainly disconnected elements 

• Basic connectives (e.g., “and,” “but,” “because”) used to link words 

Development, Structure and Coherence: 1 

• Disconnected ideas with no clear hierarchy or coherence 

• No clear position/opinion 

• Basic connectives (e.g., “and,” “then”) link short statements only 

Development, Structure and Coherence: 0 

• There is no recognisable structure.  

Grammar: 

Grammar refers to the rules and structure that govern how sentences are formed in a language. It includes things like sentence structure, verb tenses, punctuation, word order, and agreement between subjects and verbs. 

Grammar: 2  

• Consistently uses complex language with rare, hard-to-spot errors 

Grammar: 1  

• High level of grammatical control, with no errors that cause confusion 

Grammar: 0  

• Contains mainly simple structures and/or several basic mistakes  

General Linguistic Range  

General Linguistic Range refers to the variety and complexity of language used in a piece of writing or speech. It looks at how well a person can use different vocabulary, sentence structures, and expressions to communicate ideas clearly and effectively. 

General Linguistic Range: 6  

• Variety of vocabulary used effectively and precisely 

• No limitations in communication 

• Rare, minor errors with clear meaning 

General Linguistic Range:5  

• Variety of vocabulary used appropriately 

• Ideas expressed clearly with few restrictions 

• Occasional errors, but meaning is still clear 

General Linguistic Range:4  

• Vocabulary range is enough for basic ideas 

• Ideas are mostly clear, but complex ones cause repetition or difficulty 

• Errors sometimes affect clarity, but the main idea is still understandable 

General Linguistic Range:3  

• Limited vocabulary, with simple expressions repeated 

• Only simple ideas communicated with basic language 

• Errors cause some disruptions in understanding 

General Linguistic Range: 2  

• Limited vocabulary and simple expressions used throughout 

• Communication is unclear, with some ideas hard to follow 

• Frequent basic errors cause misunderstandings 

General Linguistic Range: 1  

• Very limited vocabulary and expression 

• Communication is mostly unclear, with many ideas lost 

• Frequent errors make meaning difficult to understand 

General Linguistic Range: 0  

• Meaning is not accessible.  

Vocabulary 

Vocabulary refers to the set of words and phrases that a person knows and uses in speaking or writing. It includes both common words and specialized terms used in specific contexts. 

Vocabulary Range: 2  

• Strong command of a wide range of vocabulary, including idioms and colloquialisms 

Vocabulary Range: 1  

• Good range of vocabulary for academic topics, but some imprecision or need for circumlocution due to lexical gaps. 

Vocabulary Range: 0  

• Mostly basic vocabulary, not enough to address the topic at the required level. 

Spellings 

Spelling is about writing words the right way with the correct letters. 

Spelling: 2 for no spelling mistakes 

One incorrect spelling: –1  

Two spelling error: 0  

More than one spelling error: 0 

Now that we know the scoring pattern of the essay, let us learn the phrases that can be handy for the test-takers! 

Phrases for Essay: 

Introduction: 

First sentence of first para: 

• Since time immemorial, people have always believed that… 

• In this contemporary world/era, 

• In this modern era/world 

• Gone are the days when…/In the bygone days, people (past tense), but times have changed/today, the scenario has changed. 

Second sentence of first para: 

• While some people argue that…(paraphrase another topic sentence) 

• Another school of thought is ….(paraphrase another topic sentence) 

Third statement:

Thesis statement 

• This essay delves deeper into both these aspects and arrives at a logical conclusion. 

• This essay attempts to look closely into this phenomenon. 

• Since both ideas have merits and drawbacks, and are directed towards the same purpose, drawing a line between the two is difficult. 

Body 1: 

First sentence: 

• At the outset, (rephrase topic sentence 1) 

• To begin with, (rephrase topic sentence 1) 

• First and foremost, (rephrase topic sentence 1) 

• On the one hand, (rephrase topic sentence 1) 

Second sentence: (no personal anecdotes) 

• For instance, 

• To exemplify, 

Third sentence: (validate the example) 

• In short, 

• That is why, 

Fourth sentence: (paraphrase the topic sentence) 

• Hence, 

• Thus, 

• Therefore, 

Body 2: 

First sentence: (another topic sentence) 

• In sharp contrast, some people advocate/argue that  

• On the flip side, some people advocate that  

• On the other hand, some people advocate that … 

Second sentence: (no personal anecdotes) 

• To illustrate, 

• By way of illustration, 

Third sentence: (validate the example) 

• As a result, 

• As a consequence, 

• Consequently, 

Fourth sentence: (paraphrase the topic sentence) 

• Hence, 

• Thus, 

• Therefore, 

Conclusion: 

First sentence: 

• In the objective analysis, 

• In conclusion, 

• By studying the aforementioned arguments and counter-arguments, it is inferred that… 

• When studying the above arguments and counter-arguments, it is concluded that  

Second sentence: 

• Club reasons 

Third sentence: (Optional) 

• It is hoped that in the future, 

• Thanks to … because of which…is made possible. 

I hope these phrases and the scoring pattern have given you a thorough understanding of the essay. Be sure to refrain from using any template in PTE. The usage of such phrases will elevate the score of essay writing. As you may have noticed, the phrases mentioned above provide the structure of the essay, too.  

Use these phrases in your essay, and write like a Pro!!!! 

Sample Essay: 

Should Online Learning Replace Traditional Classrooms? 

Since time immemorial, people have always believed that human interaction in the education industry is the most effective method of learning. While some people argue that the rapid advancement of technology has led to the growing popularity of online education, virtual learning offers more. Another school of thought is that traditional classroom learning provides structure, discipline, and personal interaction. This essay delves deeper into both these aspects and arrives at a logical conclusion. 

To begin with, online learning is more accessible and flexible to personal requirements. For instance, students in far-flung places or with other occupations can take notes from leading institutions without the need to move or give up on other responsibilities. That is why online education has become a preferred mode for many. Thus, online platforms cater to the needs of attending a lecture with just one click in their busy lifestyle.  

On the flip side, some people advocate that traditional classroom learning is essential for holistic development. By way of illustration, classroom environments encourage communication skills, discipline, and cooperative learning by means of face-to-face interaction. As a result, students are less likely and concentrated in a physical classroom. Therefore, learning in the classroom is still the core to the development of not just academic, but also emotional and social growth. 

In conclusion, both learning online and in classrooms are beneficial. Online learning is convenient and accessible, while classroom learning keeps students engaged and develops them as individuals. When studying the above arguments and counter-arguments, it is concluded that employing a combination of the two may be the most effective method of learning. It is hoped that in the future, such balanced systems will make quality education more accessible and impactful for all.