雅思写作评分标准-中英对照

1、雅思(IELTS)考试评分标准(中英文对照)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小作文评分标准TASK1 （中文版）成 绩完成任务 情况连贯与衔接词汇资源语法结构的 范围和准确性9分完全满足任务的所有要 求；对于题目的回应清晰 而完整不露痕迹地使用衔接 手段；分段得体词汇使用广泛、自然而熟练； 极少出现小错误如“笔误”语法结构的使用广泛、准确而 灵活；极少出现小错误如“笔 误”8分充分涵盖题目的所有要 求；清晰而又得体

41、地呈现 并说明核心信息信息和观点的安排有序而富逻辑性；衔接性 的各个方面安排得体； 分段充分、适当能流畅、灵活地使用多样词汇 来准确表达思想；能巧妙使用 较不常见单词和习语，尽管偶 尔有词汇选择和搭配上的不准 确；拼写和构词法错误极少灵活使用多种结构；大部分语 句无误；极偶尔情况下出现错 误或不准确7分涵盖题目要求；（留学类）清晰概括主要 趋势，差别或阶段；（普通培训类）清晰表达 写作目的，语气一贯、得 体；清晰呈现并说明核心 信息，但可以进行更加充 分的扩展信息和观点组织有逻 辑性；文章从头至尾有 延续性；衔接手段使用 合理,虽然可能有一些 使用过少或过多词汇使用丰富、有一定的准确 性和灵活

42、性；能使用较不常见 词汇，对语体和搭配有所了 解；在词汇的选择、拼写和构 词法上偶尔有错误使用多种复杂结构；多数语句 无误；语法和标点掌握较好， 但可能会犯一些错误6分回应题目要求；（留学类）进行了概括， 信息选择合理；（普通培 训类）写信目的基本清 晰,语气可能有不够一贯 之处；呈现并说明核心信 息，但细节可能不够相 关，不适合或不准确信息和观点组织连贯； 文章有延续性；衔接手 段使用有效，但是句子 内部和句子之间的衔 接可能有误或过于机 械;指代关系可能不能 总是清晰、合理使用使用适当范围的词汇；试图使 用较不常见词汇，但有一些不 准确；在拼写和构词法上有错 误,但这些错误不至于影响交 际

43、能使用简单和复杂句子结构； 语法和标点出现一些错误，尽 管这些错误很少导致交流障碍5分基本上回应题目要求；格 式可能有时不准确；（留学类）机械描述细 节，缺少清晰概括；可能 缺少数据支持；（普通培 训类）提出写信目的，有 时不清晰；语气可能多 变，有时不得体；呈现核 心信息，但涵盖不完整； 可能有过于注重细节的 倾向信息有一定组织但缺少总体延续性；衔接手 段不充分，不准确，或 过度使用；缺少指代和 替换，显得重复过多使用有限词汇量，但只是在最 低层面上满足题目；拼写和构 词法上可能出现明显错误，造 成读者的某些阅读困难只能使用基本句子结构；试图 使用复杂句，但复杂句的使用 准确性不如简单句；语

44、法错误 较多，标点有误用；错误造成读 者的某些阅读困难4分试图回应题目要求， 但没有涵盖所有主 要信息；格式不得 体；（普通培训类） 没有能够清晰解释 写信目的；语气不得 体；混淆核心信息和 细节；有的部分不清 晰，不相关，重复或 不准确提供信息和观点，但 安排不连贯，也没有 清晰的连续性；使用 一些基本的衔接手 段，但可能不准确或 重复只使用基本词汇，可能重复， 可能使用不得体；构词法和拼 写掌握有限；错误导致读者理 解困难只使用有限的句子结构，从句很少 见；有的结构准确但错误较多，标 点经常错误3分没有能够回应题目， 可能完全误解题目； 观点有限，可能大部 分都是不相关或是 重第；没有逻辑

45、性地组织观 点；衔接手段的使用 非常有限，不能表明 观点之间的逻辑关 系；只使用非常有限的单词和表 达，对于构词法和拼写的掌握 很有限；错误严重干扰信息的 传递；试图写出句子但语法和标点错误 非常多，扭曲了意思2分回答几乎和任务要 求无关对组织结构的掌握极 少词汇使用极其有限；基本没有 掌握构词法和拼写除了背诵的短语以外无法使用句子1分回答完全和任务要 求无关无法交流任何信息只能使用一些零散单词完全无法使用句子0分缺席考试；交白卷； 完全抄袭背诵好的 范文大作文评分标准TASK2（中文版）成 绩完成任务情况连贯与衔接词汇资源语法结构的范围 和准确性9分完全满足任务的所 有要求；对于题目的 回应非常切题，观点 鲜明，论