OET Writing Coach-OET writing feedback and improvement

Example

Candidate submits a discharge letter that is verbose and lacks clear recommendations. The coach returns: (a) a score for each OET criterion (Purpose 2/3, Content 4/7, Conciseness 3/7, Genre 4/7, Organisation 3/7, Language 4/7), (b) an explanation of major faults (e.g., purpose ambiguous; recommendations missing), and (c) direct sentence-level corrections and replacements.

Scenario

A nurse preparing for an OET test uploads their draft referral. The coach highlights that the opening paragraph does not clearly state the reason for referral, provides a corrected opening sentence ("I am referring Mr. Patel, a 68-year-old with uncontrolled type 2 diabetes complicated by recurrent foot ulcers, for specialist podiatry assessment and wound management."), and explains how that fixes the Purpose and Content marks. The candidate then uses the corrected opening to reframe the rest of the letter.

Example

From a candidate’s weak draft the coach creates a near-ideal OET response and a short template showing required structural elements: opening (who, age, diagnosis, reason for referral), clinical summary (history, current treatment, relevant test results), action requested (what you want the receiver to do), and closing (availability/contact info).

Scenario

A doctor struggles to format formal referral letters. The coach supplies two ready-to-use templates (short urgent referral; detailed routine referral) plus a step-by-step rewrite of the doctor’s draft into the detailed template. The doctor studies the model, then rewrites three practice referrals using the templates until the coach’s internal checklist signals consistent improvement.

Example

The coach keeps an itemised list of recurring errors (e.g., verb tense misuse, weak modality: should/shouldn’t vs. must/mustn’t, vague medical nouns) and generates 5–8 micro-practice items aimed at the most frequent error types. For each micro-item it gives the correct form and a short rule/reminder.

Scenario

A candidate consistently uses ‘was’ where a present perfect is required, leading to reduced Language marks. The coach extracts ten sentences from the candidate’s work showing the error, explains when to use present perfect vs simple past in clinical notes, and produces ten short rewrite exercises that the candidate completes until performance improves.