雅思寫作評分標準-中英對照

1、雅思(IELTS)考試評分標準(中英文對照)IELTS Task 1 Writing band descriptorsBandTask AchievementCoherence and CohesionLexical ResourceGrammaticalRange and Accuracy9fully satisfies all the requirements of the taskclearly presents a fully developed responseuses cohesion in such a way that it attracts noattention skill

2、fully manages paragraphinguses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as slipsuses a wide range of structures with full flexibility and accuracy; rare minorerrors occur only as slip:，, ，8covers all requirements of the

3、task sufficiently presents, highlights and illustrates key features / bullet points clearly and appropriatelysequences information and ideas logically manages all aspects of cohesion well uses paragraphing sufficiently and appropriatelyuses a wide range of vocabulary fluently and flexibly to convey

4、precise meanings skillfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation produces rare errors in spelling and/or word formationuses a wide range of structures the majority of sentences are error-free makes only very occasional errors or inapprop

5、riacies7covers the requirements of the task(Academic) presents a clear overview of the main trends, differences, or stages(General Training) presents a clearlogically organizes informationand ideas; there is a clear progression throughout uses a range of cohesive devices appropriatelyuses a sufficie

6、nt range of vocabulary to allow some flexibility and precision uses less common lexical items with some awareness of style anduses a variety of complex structures produces frequent error-free sentences has good control of grammar and punctuation butpurpose, with the tone consistent and appropriatecl

7、early presents and highlights key features / bullet points but could be more fully extendedalthough there may be some under-/over-usecollocation may produce occasional errors in word choice, spelling and/or word formationmay make a few errors6addresses the requirements of the task(Academic) presents

8、 an overview with information appropriately selected(General Training) presents a purpose that is generally clear; there may be inconsistencies in tonepresents and adequately highlights key features / bullet points, but details may be irrelevant, inappropriate, or inaccuratearranges informationand i

9、deas coherently, there is a clear overall progression uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical may not always use references clearly or appropriatelyuses an adequate range of vocabulary for the task attempts to use less common vocabu

10、lary but with some inaccuracy makes some errors in spelling and/or word formation, but they do not impede communicationuses a mix of simple and complex sentence forms makes some errors in grammar and punctuation but they rarely reduce communication5generally addresses the task; the format may be ina

11、ppropriate in places (Academic) recounts details mechanically with no clear overview; there may be no data to support the description (General Training) may present apresents information with some organization but there may be a lack of overall progression makes inadequate, inaccurate, or over-use o

12、f cohesive devicesuses a limited range of vocabulary, but this is minimally adequate for the task may make noticeable errors in spelling and/or word formation thatmay cause some difficulty for theuses only a limited range of structures attempts complex sentences but these tend to be less accurate th

13、an simple sentences may make frequent grammatical errors andpurpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriate presents, but inadequately covers, key features / bullet points;there may be a tendency to focus on detailsmay be repetitive because of la

14、ck of the references and substitutionreaderpunctuationmay be faulty;errors can cause some difficulty for the reader4attempts to address the task but does not cover all the key features / bullet points; the format may be inappropriate (General Training) fails to clearly explain the purpose of the let

15、ter; the tone may be inappropriate may confuse key features / bullet points with detail; parts may be unclear, irrelevant, repetitive or inaccuratepresents information and ideas but these are not arranged coherently and there is no clear progression in the response uses some basic cohesive devices b

16、ut these may be inaccurate or repetitiveuses only basic vocabulary which may be used repetitively or which may be inappropriate for the task has limited control of word formation and/or spelling; errors may cause strain for the readeruses only a very limited range of structures with only rare use of

17、 subordinate clauses some structures are accurate but errors predominate, and punctuation is often faulty3fails to address the task, which may have been completely misunderstood presents limited ideas which may be largely irrelevant/repetitivedoes not organize ideas logicallymay use a very limited r

18、ange of cohesive devices, and those used may not indicate a logical relationshipuses only a very limited range of words and expressions with very limited control of word formation and/or spelling errors may severely distort the messageattempts sentence forms but errors in grammar and punctuation pre

19、dominate and distort the meaningbetween ideas2answer is barely related to the taskhas very little control of organizational featuresuses an extremely limited range of vocabulary; essentially no control of word formation and/or spellingcannot use sentence forms except in memorized phrases1answers are

20、 completely unrelated to the taskfails to communicateany messagecan only use a few isolatedwordscannot use sentence forms at all0does not attenddoes not attempt the task in any way w rites a totally memorized responseIELTS Task 2 Writing band descriptors (public version)BandTask AchievementCoherence

21、 and CohesionLexical ResourceGrammaticalRange and Accuracy9fully addresses all parts of the task presents a fully developed position in answer to the question with relevant, fully extended and well supported ideasuses cohesion in such a way that it attracts no attention skillfully manages paragraphi

22、nguses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as slipsuses a wide range of structures with full flexibility and accuracy; rare minorerrors occur only as slips,，8sufficiently addresses all parts of the task presents a w

23、ell-developed response to the question with relevant, extendedsequences information and ideas logically manages all aspects of cohesion well uses paragraphinguses a wide range of vocabulary fluently and flexibly to convey precise meanings skillfully usesuses a wide range of structures the majority o

24、f sentences are error-free makes only very occasionaland supported ideassufficiently and appropriatelyuncommon lexical items but there may be occasional inaccuracies in word choice and collocation produces rare errors in spelling and/or word formationerrors or inappropriacies7addresses all parts of

25、the task presents a clear position throughout the response presents, extends and supports main ideas, but there may be a tendency to over-generalize and/or support ideas that may lack focuslogically organizes information and ideas; presents a clear progression throughout uses a range of cohesive dev

26、ices appropriately although there may be some under-/over-use presents a clear central topic within each paragraphuses a sufficient range of vocabulary to allow some flexibility and precision uses less common lexical items with some awareness of style and collocation may produce occasional errors in

27、 word choice, spelling and/or word formationuses a variety of complex structures produces frequent error-free sentences has good control of grammar and punctuation but may make a few errors6addresses all parts of the task although some parts may be more fully covered than otherspresents a relevant p

28、osition although the conclusions may become unclear or repetitivepresents relevant main ideas but some may be inadequatelyarranges information and ideas coherently and there is a clear overall progression uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty o

29、r mechanical may not always use referencinguses an adequate range of vocabulary for the task attempts to use less common vocabulary but with some inaccuracy makes some errors in spelling and/or word formation, but they do not impede communicationuses a mix of simple and complex sentence forms makes

30、some errors in grammar and punctuation but they rarely reduce communicationdeveloped/unclearclearly or appropriately uses paragraphing, but not always logically5addresses the task only partially; the format may be inappropriate in places expresses a position but the development is not always clear a

31、nd there may be no conclusions drawn presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detailpresents information with some organization but there may be a lack of overall progression makes inadequate, inaccurate or over- use of cohesive devices m

32、ay be repetitive because of lack of referencing and substitution may not write in paragraphs, or paragraphing may be inadequateuses a limited range of vocabulary, but this is minimally adequate for the task may make noticeable errors in spelling and/or word formation that may cause some difficulty f

33、or the readeruses only a limited range of structures attempts complex sentences but these tend to be less accurate than simple sentences may make frequent grammatical errors and punctuation may be faulty;errors can cause some difficulty for the reader4responds to the task only in a minimal way or th

34、e answer is tangential; the format may be inappropriate presents a position but this is unclear presents some main ideas which are difficult to identify and may be repetitive, irrelevant or notpresents information and ideas but these are not arranged coherently and there is no clear progression in t

35、he response uses some basic cohesive devices but these may be inaccurate or repetitive may not write inuses only basic vocabulary which may be used repetitively or which may be inappropriate for the task has limited control of word formation and/or spelling; errors may cause strain for the readeruse

36、s only a very limited range of structures with only rare use of subordinate clauses some structures are accurate but errors predominate, and punctuation is often faultywell supportedparagraphs or their use may be confusing3does not adequately address any part of the taskdoes not express a clear posi

37、tion presents few ideas, which are largely undeveloped or irrelevantdoes not organize ideas logicallymay use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideasuses only a very limited range of words and expressions with very limited control

38、 of word formation and/or spelling errors may severely distort the messageattempts sentence forms but errors in grammar and punctuation predominate and distort the meaning2barely responds to the taskdoes not express a positionmay attempt to present one or two ideas but there is no developmenthas ver

39、y little control of organizational featuresuses an extremely limited range of vocabulary; essentially no control of word formation and/or spellingcannot use sentence forms except in memorized phrases1Answers are completely unrelated to the taskfails to communicate any messagecan only use a few isola

40、ted wordscannot use sentence forms at all0does not attenddoes not attempt the task in any way writes a totally memorized response小作文評分標準TASK1 （中文版）成 績完成任務 情況連貫與銜接詞匯資源語法結(jié)構(gòu)的 范圍和準確性9分完全滿足任務的所有要 求；對于題目的回應清晰 而完整不露痕跡地使用銜接 手段；分段得體詞匯使用廣泛、自然而熟練； 極少出現(xiàn)小錯誤如“筆誤”語法結(jié)構(gòu)的使用廣泛、準確而 靈活；極少出現(xiàn)小錯誤如“筆 誤”8分充分涵蓋題目的所有要 求；清晰而又得體

41、地呈現(xiàn) 并說明核心信息信息和觀點的安排有序而富邏輯性；銜接性 的各個方面安排得體； 分段充分、適當能流暢、靈活地使用多樣詞匯 來準確表達思想；能巧妙使用 較不常見單詞和習語，盡管偶 爾有詞匯選擇和搭配上的不準 確；拼寫和構(gòu)詞法錯誤極少靈活使用多種結(jié)構(gòu)；大部分語 句無誤；極偶爾情況下出現(xiàn)錯 誤或不準確7分涵蓋題目要求；（留學類）清晰概括主要 趨勢，差別或階段；（普通培訓類）清晰表達 寫作目的，語氣一貫、得 體；清晰呈現(xiàn)并說明核心 信息，但可以進行更加充 分的擴展信息和觀點組織有邏 輯性；文章從頭至尾有 延續(xù)性；銜接手段使用 合理,雖然可能有一些 使用過少或過多詞匯使用豐富、有一定的準確 性和靈活

42、性；能使用較不常見 詞匯，對語體和搭配有所了 解；在詞匯的選擇、拼寫和構(gòu) 詞法上偶爾有錯誤使用多種復雜結(jié)構(gòu)；多數(shù)語句 無誤；語法和標點掌握較好， 但可能會犯一些錯誤6分回應題目要求；（留學類）進行了概括， 信息選擇合理；（普通培 訓類）寫信目的基本清 晰,語氣可能有不夠一貫 之處；呈現(xiàn)并說明核心信 息，但細節(jié)可能不夠相 關，不適合或不準確信息和觀點組織連貫； 文章有延續(xù)性；銜接手 段使用有效，但是句子 內(nèi)部和句子之間的銜 接可能有誤或過于機 械;指代關系可能不能 總是清晰、合理使用使用適當范圍的詞匯；試圖使 用較不常見詞匯，但有一些不 準確；在拼寫和構(gòu)詞法上有錯 誤,但這些錯誤不至于影響交 際

43、能使用簡單和復雜句子結(jié)構(gòu)； 語法和標點出現(xiàn)一些錯誤，盡 管這些錯誤很少導致交流障礙5分基本上回應題目要求；格 式可能有時不準確；（留學類）機械描述細 節(jié)，缺少清晰概括；可能 缺少數(shù)據(jù)支持；（普通培 訓類）提出寫信目的，有 時不清晰；語氣可能多 變，有時不得體；呈現(xiàn)核 心信息，但涵蓋不完整； 可能有過于注重細節(jié)的 傾向信息有一定組織但缺少總體延續(xù)性；銜接手 段不充分，不準確，或 過度使用；缺少指代和 替換，顯得重復過多使用有限詞匯量，但只是在最 低層面上滿足題目；拼寫和構(gòu) 詞法上可能出現(xiàn)明顯錯誤，造 成讀者的某些閱讀困難只能使用基本句子結(jié)構(gòu)；試圖 使用復雜句，但復雜句的使用 準確性不如簡單句；語

44、法錯誤 較多，標點有誤用；錯誤造成讀 者的某些閱讀困難4分試圖回應題目要求， 但沒有涵蓋所有主 要信息；格式不得 體；（普通培訓類） 沒有能夠清晰解釋 寫信目的；語氣不得 體；混淆核心信息和 細節(jié)；有的部分不清 晰，不相關，重復或 不準確提供信息和觀點，但 安排不連貫，也沒有 清晰的連續(xù)性；使用 一些基本的銜接手 段，但可能不準確或 重復只使用基本詞匯，可能重復， 可能使用不得體；構(gòu)詞法和拼 寫掌握有限；錯誤導致讀者理 解困難只使用有限的句子結(jié)構(gòu)，從句很少 見；有的結(jié)構(gòu)準確但錯誤較多，標 點經(jīng)常錯誤3分沒有能夠回應題目， 可能完全誤解題目； 觀點有限，可能大部 分都是不相關或是 重第；沒有邏輯

45、性地組織觀 點；銜接手段的使用 非常有限，不能表明 觀點之間的邏輯關 系；只使用非常有限的單詞和表 達，對于構(gòu)詞法和拼寫的掌握 很有限；錯誤嚴重干擾信息的 傳遞；試圖寫出句子但語法和標點錯誤 非常多，扭曲了意思2分回答幾乎和任務要 求無關對組織結(jié)構(gòu)的掌握極 少詞匯使用極其有限；基本沒有 掌握構(gòu)詞法和拼寫除了背誦的短語以外無法使用句子1分回答完全和任務要 求無關無法交流任何信息只能使用一些零散單詞完全無法使用句子0分缺席考試；交白卷； 完全抄襲背誦好的 范文大作文評分標準TASK2（中文版）成 績完成任務情況連貫與銜接詞匯資源語法結(jié)構(gòu)的范圍 和準確性9分完全滿足任務的所 有要求；對于題目的 回應非常切題，觀點 鮮明，論