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I assume that by “education system” you are referring to our public education system. So many countries have a collection of both public and private schools that serve to educate their nation’s youth. It would be particularly hard, in my estimation, to compare private schools across countries. In the U.S., at least, there are private parochial schools, private boarding schools, private charter schools, private for profit schools and privately endowed prep schools. Certainly some of these are clearly better than others, at least if your measure is matriculating students into fine universities. However, that is hopelessly confounded by the inheritance factor.There are many studies that try to compare schools across nations. The PISA tests are designed to address this question, regarding 15-year-old students from across the industrialized world. By this measure, the answer has NEVER been “YES.” [the PISA has only been around 20 years.]However, there are things to consider. First, the PISA does not differentiate public and private school students in quite the same way as I did above. That said, in a recent analysis of PISA scores: In the U.S. students who attend private schools tend to perform significantly better in the PISA assessments than students who attend public schools; but students in public schools in a similar socio-economic context as private schools tend to do equally well.On the PISA, the U.S. tends to perform about at the OECD (Organisation for Economic Co-operation and Development) average, which puts them easily behind the top scoring nations, such as Japan, Estonia, Finland and Chinese Taipei.But does this mean our system is worse? Not necessarily. For one thing, how do you define best or worst? PISA simply measures one point in time for a sampling of students. Cost is not considered, neither is student progress (see below). Plus, average scores do not illuminate who has the top performing students. When you compare just the top students, the U.S. usually ends up much nearer to the top.If that is the case, how is it that the U.S. average is not near the top, you might wonder. That would be because there are simply more students at the bottom, pulling the average down, OR bottom performers have lower scores than in other countries and that skews the results lower. These two issues can be illuminated better with a deeper analysis of the data, but that still would not necessarily do justice to your question: which system is the best.In my mind, the best system produces the most improvement in every child that goes through the system. And that is where the U.S. is handicapped and why I contend that our system is certainly one of the best, as it does more with less than many of the countries that routinely score higher on the PISA (assuming we even agree to use that as a measure of school quality).More students in the U.S. live in poverty (a number that has been increasing over the last 40 years) than in most of the other top scoring OECD countries. More students (and this number is also increasing) enter our public schools as ESL than in most, if not all, of the countries who report PISA scores. And, for whatever reason, the U.S. has an ever growing population of special learners pulling from a decreasing pot of resources (funding, staff and materials). Given these facts, I cannot say we have the BEST education system in the world, but we may very well do the most for our students. Unfortunately I know of no data set or studies that try to assess this. Perhaps others do?

"What do I do if I have tutored a student for a month, he didn't pass his test, and he wants more tutoring? How can I best support him?"In this answer, I will cover two aspects: Possible reason why your student failed the test and what you can do to help him in future (or refer your student to another tutor or other professional, if required), and ... How you can personally improve your future tutoring. By the way, your question covers some quite complex issues, so you might want to grab a coffee and take time to sit down and read through this!A. Why, after the tutoring you have already done, did your student still fail the test? Here are some possible issues and some ideas on how to overcome them:1. Inadequate studying and/or lack of energy:How heavy is your student's schedule? Does he work, participate in sports and hobbies, take several difficult subjects, or have family or other responsibilities that interfere with study time? If he has a very busy or distracting schedule, can you help him set up goals, priorities, and a practical schedule?2. Study skills:Does your student lack adequate knowledge of study skills? A couple of tutoring sessions focused on specific study skills such as organization, research, notetaking, and summarizing can make a big difference in test preparation and success. (Check out my website series on organization, time management, priority setting, and other study skills and techniques for more details: )3. Lack of suitable space for studying:Is your student's homework space too loud or occupied by too many other people? Does he try to watch TV, listen to music, or constantly check his smart phone while studying? Is there too much chaos in his environment? Can you help him find a quiet study corner such as at the library, or set up a quiet corner at home? Can you encourage him to turn off electronic distractions such as TV, radio, his smart phone, and internet connections on his computer?4. Difficult classroom environment:What is your student's classroom environment like (and for that matter, his tutoring environment)? Can he focus on his learning? Does the classroom teacher have time to help individual students? If the environment is not ideal, could he meet individually or in small groups with the teacher or an EA (educational assistant) or a peer tutor at school during breaks before, between, or after classes?5. Anxiety issues:Exam anxiety can cause even the most academically prepared student to fail an exam. Take some tutoring time to discuss methods to overcome anxiety, such as a good night's sleep before the exam, no last-minute binge study, a healthy breakfast and/or lunch that includes "brain foods," relaxation techniques such as meditation or yoga, calming music (without lyrics), and no "screen time" within 1 to 2 hours before bedtime or in the 1/2 hour to hour before the test. Time spent on relaxation techniques can be valuable in making that academic knowledge stick.6. The test covered material he was not prepared for:Did your student receive an outline from the teacher on the material that would be included in the test? If he has a textbook on which the test is at least partly based, and/or handouts from the teacher, has your student been trained in study methods using these materials (for example: use of methods like SQ3R and KWL, note taking, use of headings, and creating and answering questions from the text)? Did the test cover material only from class time, or was your student expected to do extra outside reading, research, and study which he may not have done, or at least had not done sufficiently? These are issues you can discuss with him before carrying on with the actual subject tutoring. If your student lacks these skills, teaching them to him can be as important as the time spent on the actual course content.7. Tutoring time preparation:Did your student bring his everyday classwork with him to the tutoring lessons so you could see what he was covering in class? Did your student check with the teacher regularly to ensure he was covering the correct material? If, as tutor, had any questions about the test, did you also contact the teacher?8. Test questions that all or most students did not expect:Do a bit of investigation to find out if other students had similar difficulties with the test. What kinds of materials were in the test that weren't covered in the class? Perhaps a group of students can to together to the teacher and respectfully discuss that (and, if necessary, go to the school counselor or administration if this is a serious, ongoing issue). Also, when helping your student prepare for the next test, together think carefully about the unexpected material in the previous est and then think of what kind of "unexpected" questions might be asked on the upcoming test.9. Inadequate presentation of the material by the teacher:Sometimes a teacher knows the subject matter very well, but is lacking in some area of teaching skills, may have a heavy accent the student doesn't understand, may be culturally unaware of his students' stituation, or may not be adequately trained to deal with special needs. Can you meet with the teacher in a non-confrontational way and make suggestions on how he or she might deal with your student's specific issues?10. Your student is not engaged in his learning:Does your student pay attention in class, attend regularly, and do homework on time? Discuss this first with the student, and then with the teacher and parents if needed. If the student is not engaged in his learning, why might that be? A lack of interest in the subject? Distractions in the classroom or in other parts of his life? Possible learning differences? Try to help the study figure out his issues and help him to come up with solutions.11. Difficulty with specific kinds of test questions:While your student may have studied the test material itself, did he have difficulty with particular question formats, such as multiple choice, true/false, sentence/ paragraph/ essay answers, questions which require memorized skills such as formulas and math facts, questions which require creation and/or use of graphs and charts, and so on? If possible, have your student bring you his test; in fact, he can bring a variety of quizzes and tests from various subjects and leave them with you. Then you can analyze what question formats he needs help with, and really focus on guiding his development of those skills. Many times, "practice tests" are available from the teacher, or online based on the specific subject and location, which you can use in tutoring sessions to help him prepare for test-taking.12. Special needs:Is it possible your student has learning differences such as dyslexia, autism, FASD, ADHD or other special needs? Has your student been tested and/or diagnosed? Has he had ongoing learning issues over the years? If so, during school tests he may be able to have adaptations such as having a scribe read the questions to him and/or write down his dictated answers, be allowed extended test time, do practical examples rather than giving theoretical answers, or take the test in a quiet office area. Such adjustments can make his test-taking more successful.13. Medical issues:Poor eyesight, hearing problem, chronic pain, and medications (prescribed or self-medicated) can interfere with learning and testing. Often these kinds of issues are undiagnosed, but a good medical checkup with follow-up treatment can make a big difference.14. Mental health issues:In the one-to-one relationship of a tutor and student, you may notice symptoms that others may not have picked up on, or the student may more easily confide in you. While you cannot diagnose and treat the student yourself except in providing basic support and encouragement, you can refer the student to professionals who are in a position to help: the school counselor/psychologist, social workers, medical specialists--and of course, his parents.15. ESL, cultural differences, PTSD, discrimination:In today's world, as people more from place to place, not only may a student face challenges with learning a second language and adapting to cultural differences, he may also be a refugee from a war-torn nation, be facing religious or racial discrimination, and be trying to work through personal issues such as gender and sexual issues. A student may also be facing various kinds of abuse outside of (or even within) the learning environment. These are not easily solved problems, but if you suspect they are issues your student may be facing, you can discuss them with him on a basic level, then refer him to appropriate professional help and/or community or school programs that may be relevant.16. Personal attitudes to learning:Why did your student come to you for tutoring? Was it his idea, or was he being pressured by parents or teachers? If he came under pressure, was he feeling resentful or perhaps just didn't care and so didn't study after the tutoring sessions in order to pass his exam? If he still feels this way, is it worthwhile to continue tutoring? Can you discuss his feelings with him and help him change his attitude? If not, can you meet with parents and teachers and search together for solutions?17. Parental attitudes to learning:By the way, it is wise to discuss with the parents their goals in having their child tutored, and find out if they have any strong feelings about your position as a tutor. If they insist that you "stick to academics" and not get involved in "personal issues," you may need to decide if you are comfortable with that. You should be honest with them about your tutoring approaches and goals, so that if they are not comfortable with your methods they can find another tutor whom they feel they can work with better.18. Learning styles:Different students learn in different ways. Some students excel in theoretical reading and writing, while others are more "hands-on" and practical. Some students have strong skills in areas such as music, drawing or other arts, oral expression (listening and speaking), and so on. Perhaps your student has difficulty with the format of the testing (and even the classroom presentation) of the teacher. Can you experiment with different ways of presenting the material to the student? If you find a way that really seems to work, why not share your insights with the teacher, who may be willing to use some of those methods during classes and in testing.B. As your student's tutor, you also need to analyze if perhaps your tutoring has been inadequate in some way, then figure out how to support him in future. This will require some serious self-examination, followed by discussion between the two of you, and it may also be helpful if you can discuss your student's test results (as well as classroom participation and homework completion) with the teacher and possibly with his parents. Here are some possibilities to consider:1. Tutoring session preparation and progress:Although your student may have attended tutoring sessions faithfully, did he come prepared with work to do, or did you just go ahead and assign work when he arrived? Did you ask him to email you his class assignments or homework before the lesson so you could prepare adequately? Did you check his progress since his previous tutoring session, at the start of each new tutoring session? Did you discuss your concerns with him, and then with his parents or teacher, if needed? Did you just "stick to the academics" or observe his ongoing progress, attitudes, and other issues, and deal with them as they came up?2. Understanding your student's needs:Did your student know the "basics" of the subject before he started his tutoring sessions? Are you sure? Did you take time to analyze any learning issues he might have, such as gaps in basic knowledge which needed to be covered before even starting to work on current content? Did you ask to see previous report cards, and possibly IEPs (individual educational plans) and related documents? You may not always be able to access all these documents, but even seeing some of them, or discussing such issues with parents and/or teachers can be helpful as you plan future tutoring lessons. If you simply went ahead and focused on current work and/or direct preparation for the specific exam, perhaps you missed out on some pertinent information that would help with the tutoring.3. Involvement of your student's learning team--and regular reporting on your part:Do you keep in close contact with parents and/or teachers? Do you send out a short email report after each tutoring session to inform them of what you have covered, let them know of any issues you've observed, and ask any relevant questions? Yes, this can take a bit of extra time, but it will improve your tutoring, build your reputation as a tutor, build important relationships with the student and other members of his learning team, give the parents good ideas on how to help the student study at home, let the teacher know how you are supporting the student's learning, provide yourself with a written record to refer to in similar situations in future--and of course help your student pass his exams.4. Becoming an independent, motivated learner:Are you sure that your student understands your directions? Do you perhaps help him go through each problem step by step, but then fail to have him do a few questions on his own to make sure that he is really "getting it"? Are you perhaps "helping him" too much? As his tutor, your job is to help him become a strong, independent, self-motivated learner. You may need to back off a bit with your "help" and insist on him taking a bit more responsibility.5. Previews as well as reviews:At the beginning of each session, do you have your student try out a couple sample questions based on the previous lesson, and a couple questions based on the new material you intend to introduce in this new lesson--and then observe how he approaches them? If you just start right in tutoring, you may be providing information or skills he already know or missing out on basic information and skills that he needs extra preparatory help with. Previewing is often just as important, and sometimes more important, than new teaching and end-of-lesson reviewing.6. Relational issues:Have you had difficulties in your relationship with your student? Since you've already worked together for a month, you should know each other well enough to both be honest with each other. Your student may have been holding back from you some of the difficulties he is having outside the tutoring time, or he may have been shy to tell you if your teaching methods and personality have been causing problems for him. You also need to be honest with yourself about any frustrations you have been having with him, such as if he has not been coming adequately prepared for the tutoring sesssions. If you are frustrated, your student may be picking up on that and becoming frustrated himself, but may feel he can't say anything as he must treat you respectfully. You can and should encourage reasonable openness and honesty whil still being professional.7. Your ability to meet your student's needs:When you agreed to work with your student, were you comfortable that you would be able to help him with the level of work required? Did you later perhaps begin to realize the subject matter and/or his learning issues were more difficult than you expected? What did you do at that point? If you carried on with the tutoring, but were stressed, could that have affected both your interactions and your tutoring ability? Should you perhaps at this point refer him to someone else who can help him better, rather than continuing to tutor this student yourself? Or could you take some time to improve you own skills so you can tutor him more successfully?For more information on this topic, check out my website section on tutoring: Tutoring topicsHope this has helped you. And thank you for your excellent questions. I will also be sharing my responses to your questions on my tutoring blog!

How do I write TOEFL iBT essays like native writers?Writing a TOEFL essay like a native writer involves a number of things that you need will need to master. I will use the TOEFL Independent Writing Rubrics to help frame my response to your question. Therefore, according to ETS, if you want to score a 5.0/5.0, your essay will need to do the following:Effectively address the topic and taskBe well organized and well developed, using clearly appropriate explanations, exemplifications,and/or detailsDisplay unity, progression, and coherenceDisplay consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errorsAddressing the Topic and TaskTo do this like a native writer, you will need to decode the writing task and organize your essay accordingly. Once you see the writing prompt, you can do several things within a 3-5 minute period:Sample writing prompt: Some prefer to study in groups when preparing exams. However, others prefer to study alone. Discuss both positions. Then indicate which position you support and why.Break the writing into smaller parts if possible:Discuss why some students like studying in groups.Discuss why others prefer to study alone.Explain which view you support and why.Jot down a quick shopping list of ideas representing the main and most important support points of your essay.Discuss why some students like studying in groups: get questions answeredDiscuss why others prefer to study alone: better concentration due to fewer distractionsExplain which view you support and why: studying alone = more efficient and learn material fasterWrite a thesis incorporating some of the shopping list ideas.Thesis: When preparing for exams, some students like to study with others, but others like studying alone. Even though each method of study has merit, I prefer to study alone since it is a more efficient way to learn the course material.Based on the thesis, this essay will follow a four paragraph format: introduction + thesis, body paragraph 1 in which the first view is explained objectively, body paragraph 2 in which the second view is objectively explained, and body paragraph 3 in which the writer discusses his preference. Body paragraph 3 in this case can also double as the conclusion.Developing Ideas to Support ArgumentTo do well in this area, you will need to be very specific in your body paragraphs as you use examples to explain your ideas. You will need to draw on your personal experience, but, if you come up empty, then you will need to be creative. Yes, that means you will have to imagine some details that you can use to explain these ideas.To illustrate the effectiveness of telling detail and specificity, let's focus on the idea that some students prefer to study with others because they can get their questions answered. To achieve unity, the following model paragraph will have a topic sentence with only ONE fully explained detail:Some students prefer to study in groups because they can get their questions answered about the course material. For example, let's suppose a student is studying College Algebra or as it known at many universities as Math 110. Of course, at some point there will be a test on what the student is learning, and, as the student prepares for the test, he will need to practice solving equations accurately. However, sometimes this student will not be able to figure out how to solve a certain equation correctly, and, if he is studying with others, others in the group can show him all the steps involved in solving that equation. Therefore, because this particular student was studying in a group, he was able to gets his questions answered. Had he been studying alone, he might not have been as effective in learning the most important points about his math class.Therefore, even though the above paragraph focuses on one example, it is still 149 words which is about as developed as any native writer would do. The paragraph also has unity because the topic sentence and the example complement each other, and the paragraph shows progression because I spent 132 words explaining in the example how students can get their questions answered.Achieving CoherenceTo further help you develop native-like writer proficiency, you must show coherence, or the overall connectedness of your writing, which can be achieved by doing three things:Tell the reader what you want to say: In other words, you need to have an introduction plus a thesis.Say it to the reader: In this case, you want to make sure that you have topic sentences in each body paragraph. The topic sentences need to restate the main ideas in the thesis by repeating or rephrasing those points. Pay attention to the below example in how the thesis and topic sentences are coherently linked:Thesis: When preparing for exams, some students like to study with others, but others like studying alone. Even though each method of study has merit, I prefer to study alone since it is a more efficient way to learn the course material.Topic sentence for body paragraph 1: Some students like to study in groups because they can get their questions answered.Topic sentence for body paragraph 2: However, other students prefer studying alone because they can concentrate better since there are fewer distractions.Topic sentence for body paragraph 3: Personally, I find that studying alone is a faster way to prepare for examinations.Notice how each topic sentence above restates parts of the thesis from the introduction which achieves a topical organization that is interconnected throughout the essay.Tell the reader what you just said:This is the last part of the essay in which you restate the key points about which you have already written. By restating or summing up your main points in the essay, you will continue the coherence that you need to reach that native writer competency.Language-Use CompetenciesLastly and perhaps most importantly, in order to write like a native writer, you will need to think like one in the sense that you need to have consistent facility in the use of language, syntactic variety, appropriate word choice, and idiomaticity of language use. Unlike learning how to address the writing tasks and making sure that you have a coherent organization with adequate supporting details, becoming more proficient in your language-use will take a lot more time and effort on your part.It may be hard to believe what I am about to tell you but consider the following estimation: It may take you 45-50 hours of TOEFL writing practice and study to improve your subtotal writing score one point. Therefore, it may take you up to 180 hours of practice to improve your TOEFL writing score from 20 to 24 points; this is true mainly because it takes you time to solve your language issues before you will be able to think and write like a native writer. Let's define each of these language proficiencies, and, at the end, I will talk about things that you can do to improve in this area of your academic writing proficiency.Consistent Facility in the Use of LanguageIf you have consistent facility in the use of language, it is easy for you to create your sentences, to punctuate them appropriately, and to use grammar with minimal errors. The key here is that you are consistently doing these things without any major vocabulary or grammatical errors. Thus, what is the difference between minor and major vocabulary and grammar errors?Sentence with minor vocabulary and grammar errors: However, other *student* prefer studying alone because they can concentrate better since there are *less* *distraction*.Edited version: However, other students prefer studying alone because they can concentrate better since there are fewer distractions,Notice the meaning is still clear in both sentences even though the sentence has problems using the plural-s ending and distinguishing between less and fewer.Sentence with major vocabulary and grammar errors: Personally, I find that *study* alone a *festive* way to sit examinations.Edited version: Personally, I find that studying alone is a faster way to prepare for examinations.Unlike the previous sentence which has minor systematic errors with the plural-s ending and with inappropriate word choice, the meaning is not clear due to vocabulary problems with the word "festive" and the word "sit." In addition, the writer does not understand how to use gerunds as subjects and has omitted the verb "is" in the noun clause beginning with "that."Syntactic VarietySyntactic variety consists of using a combination of shorter and longer sentences in your writing. Typically shorter sentences are used for emphasis and to slow readers down, and readers will navigate through your longer sentences at a much faster reading speed. Short sentences are between 5-15 words, and longer sentences vary from 16-50 words. To learn more about this, Google key words "How to use longer and shorter sentences in academic writing."In addition to the number of words that sentences have, you should also use a variety of simple, compound, complex, and compound-complex sentences in your writing, which is what native writers do. If you want more instruction on what this is, Google key words " How to have better syntactic variety in your academic writing."Compare the following paragraphs, which are written without or with syntactic variety.Without syntactic variety: However, other students prefer studying alone. They say they can concentrate better. There are fewer distractions, according to this argument. A student prepares for a biology test in two weeks. He could have as many as 200 words and concepts. He will have to memorize all of them. In addition, he will need to learn complicated processes like photosynthesis and cell division. He should study alone. That way he will not be distracted by others in a group study session. Instead, he can create note-cards for each term. These terms need definitions and practice writing on note-book paper descriptions of the more complicated biological processes. According to those who support this position, there is no need to study in a group with this type of class.With syntactic variety: However, other students prefer studying alone because they can concentrate better since there are fewer distractions. To illustrate, if a student is preparing for a biology test that is coming up in two weeks, he could have as many as 200 words and concepts that he will have to memorize. In addition, he will need to learn complicated processes like photosynthesis and cell division. If he studies alone, he will not be distracted by others in a group study session. Instead, he can create note-cards for each term that needs a definition and practice writing on note-book paper descriptions of the more complicated biological processes. According to those who support this position, there is no need to study in a group with this type of class.To learn more about how to vary your sentences to have the maximize effect on your audience, Google "How to improve your sentence variety in academic writing."Appropriate Word ChoiceAnother area to improve your language use is having appropriate word choice. Unfortunately, there a lot of confusing words in English which make it difficult for you to communicate in English. Google "Confusing word pairs for ESL learners" and "confusing word pairs for college writers" to get familiar with some of the common words that ESL writers and college writers have. As much as you can, try not to confuse the types of words.Idiomaticity of Language UsePerhaps the most challenging of all language-use issues is idiomaticity of language use or being able to use natural sounding grammar and vocabulary that native writers would use in those same situations:How many years do you have? (How old are you?)Can you open the television please? (Can you turn on the television?)I sat for the TOEFL exam two weeks ago. (I took the TOEFL exam two weeks ago.)All three of the italicized sentences are grammatical correct, but native writers would not express those ideas in that manner. Improving language use in this area takes time and a whole lot of exposure to English.Improving your Writing ProficiencySince your goal is to write like a native, you need to do the kinds of things that natives do so you get the same kind of exposure to English. Therefore, you need to have a similar knowledge of English that they do.Vocabulary StudyHaving a good foundation of English whether it is reading, listening, speaking, or writing begins with having a solid knowledge of 1,500-2,000 college-level words. I have a good list of academic words from which my "7-Step System to Pass the TOEFL iBT" students begin their study, and you can find lists of such words all over the Internet. Google "2000 college-level vocabulary words" to find examples of such lists.Once you have a good list, it is time for you to create some note-cards by writing down one word in large bolded print on one side and a sample sentence and definition on the other side. Do NOT be tempted to write a translation of the word into your own language. Put all 2,000 words onto note-cards that you can regularly study whenever you have free time such as when you get your oil changed in your car, when you are waiting in a long line at an amusement park such as Disneyland, or when you are waiting to take a bus or board an airplane. Study the words as often as you can.Reading + Listening + Note-Taking + Writing PracticeIn addition to vocabulary study, you should spend time each day reading and listening to passages for about 45 to 60 minutes a day. Focusing on the main and most important support points, you should take notes and use your notes to write 250 word summaries of the reading and listening passages. Aim to write at least three summaries weekly, and, even though it is difficult, you should use your own grammar and your own vocabulary to explain the ideas, you should not just copy sentences from the reading and listening passages. There are several benefits to this type of integrated writing practice:You get used to concentrating as you read and listen to passages for longer periods of time.You develop an efficient system of note-taking which makes you an active reader and listener.You get more comfortable writing about reading and listening passages.As you write, you are reinforcing the grammar and the vocabulary that you are see. Moreover, you get chances to use the vocabulary words that you are studying from your 2,000 vocabulary list.TOEFL Writing Specialist FeedbackFor a minor out-of-pocket expense, you can join a course such as mine so you get a chance to receive independent and integrated writing feedback from TOEFL iBT specialists. As some point in your writing study, you will need to get some professional advice. Students who join my TOEFL Writing Boot Camp Course get video correction feedback after they complete an independent an integrated writing practice test. Having your essay video corrected has several advantages:You can see how close your TOEFL writing score is to to your target subtotal score.You get a complete diagnosis of your writing proficiency to determine whether or not you have answered the task, presented an essay with a coherent organization and appropriate supporting details, unity and progression, and good control of your language use.You will see exactly what your writing errors are and how to correct them.You will see what changes you will have to make in your essay in order to score 30/30 points.You will also see specific TOEFL lessons that you can study in order to strengthen your writing.Full-length TOEFL iBT PracticeBefore you register to take the official TOEFL exam, I tell my TOEFL students to complete a full-length four hour TOEFL practice test at my partner web site ScoreNexus.If you are already scoring, for example, 24/30 points on your writing practice tests that you have been submitting to your TOEFL iBT writing specialist, your next step is to take a full-length four hour TOEFL iBT practice test. A full-length TOEFL practice test will test your concentration abilities since, when you take the writing section, you will already spent several hours completing the reading, listening, and speaking sections of the exam. Thus, your writing score on this full-length iBT practice test will closely simulate what your real score actually will be since you are completing the writing tasks under similar test-taking conditions.After you complete the full-length TOEFL iBT practice test, pay attention to the score report that you receive, and use that a learning tool to make any last minute changes that you need to make before taking the actual TOEFL iBT exam. Of course, if your practice test score is close to what you are looking for and if your writing subtotal score is at or higher than your goal, it is time to register to take the TOEFL exam.ConclusionTo sum up, now you know how you can write essays like a native speaker and what kinds of things you can do to develop your writing proficiency. It will take you time, especially depending on what your current English abilities are, to improve your writing, but, if you follow the steps I outlined in this article, you will be able to write more proficiently and to score higher on the writing section of the TOEFL iBT.May you score higher than 24/30 points on the TOEFL writing section!Michael Buckhoff, Online TOEFL Course: "The 7-Step System to Pass the TOEFL iBT"[email protected]