Mr Adeyemi was admitted on 12 March. He lives alone. His sister visits monthly. He was diagnosed with type 2 diabetes.
Online English TutorOET Writing · Case-note selection
OET Writing: putting every case note into the letter can make the purpose harder to see.
Case notes contain more information than every recipient needs. A letter can be medically detailed and still make the communication job harder because the important request is buried.
The useful answer first
Identify the reader, purpose and action needed before selecting notes. Include information that supports that purpose, organise it for the reader and transform note fragments into clear professional sentences.
Fix one real problem with me
Do not accept advice until you can see what changes in the response.
This is a QuickTalk Tutor practice example, not official test material and not a promised score. The criterion claim is checked against the official sources listed later in this article.
The notes are copied chronologically without first establishing what the dietitian needs to do. Relevant facts become difficult to prioritise.
I am writing to refer Mr Adeyemi, a 68-year-old man with newly diagnosed type 2 diabetes, for dietary support and supervision of insulin self-administration.
The meaning remains the learner’s. The job of the correction is to make that meaning clearer and more effective. One sentence alone cannot guarantee an OET grade.
Write reader, purpose and requested action first. Mark each case note include, omit or optional. Your next sentence should contain the most relevant clinical context for that reader, not simply the next date.
This is what the Diagnostic is for.
If you can see the mistake but cannot identify what keeps causing it in your own work, the Diagnostic checks your exact route, skill, current criteria and target.
Selection, purpose and language are different parts of the evidence.
OET publishes profession-specific Writing preparation and sample materials. Its official assessment includes purpose, content, conciseness and clarity, genre and style, organisation and layout, and language.
A learner may select the right facts but hide the request. Another may state purpose clearly but copy irrelevant history. A third may know what to include and struggle to organise or express it.
The case notes, first draft and reader task show which behaviour repeats. That is more useful than telling every learner to write a longer referral letter.
Use the current authority for the rule, then use your own unchanged work to decide what needs teaching.
Evidence before adviceVerify the exact route. Keep the original response. Name one supported priority. Test it again with a changed task.
Turn the problem into evidence
Check the decision that is actually being made.
A useful diagnosis separates the parts of the performance before recommending more practice.
Reader
What does this professional already know and need next?
Purpose
Is the communication job immediately clear?
Selection
Does each included fact support that job?
Transformation
Are notes converted into coherent, appropriate sentences?
Do this now
Make the selection visible.
- Write reader, purpose and requested action at the top.
- Mark every case note include, omit or optional.
- Draft the purpose and one supporting paragraph.
- Use new case notes to test whether the same selection rule works.
Transfer check
The skill transfers when a new case produces a concise letter for a different reader and purpose.
The QuickTalk Tutor method
Your words. Clearer and stronger, but still yours.
The work begins with the unchanged evidence, one clear priority and a practical correction. A fresh task then shows whether the change is available without copying the old answer.
01
Keep the original
Use the first response, recording or timing evidence.
02
Name one priority
Separate the strongest supported blocker from smaller issues.
03
Strengthen your words
Make the response clearer without replacing the learner’s thinking.
04
Change the task
Use fresh material to check whether the improvement transfers.
Choose the next step from evidence
Do not pay for help you do not need.
Verify external requirements with the responsible organisation. Use teaching for the English performance that the evidence actually supports.
The result is clear but the cause is not
Use the Diagnostic to compare the actual performance with the current criteria and target.
Book a Diagnostic →You need high-level direction first
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Build My Roadmap →Official sources and accuracy boundary
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