雅思写作评分标准-中英对照

雅思写作评分标准-中英对照 雅思（IELTS）考试评分标准（中英文对照） IELTS Task 1 Writing band descriptors Band Task Achievement Coherence and Lexical Resource Grammatical Cohesion Range and Accuracy 9 , fully satisfies all , uses cohesion , uses a wide , uses a wide the requirements of in such a way range of range of the task that it attracts vocabulary with structures with , clearly presents a no very natural and full flexibility fully developed attention sophisticated and accuracy; response , skillfully control of rare minor manages lexical features; errors occur paragraphing rare minor only as ‘slips’ errors occur only as ‘slips’ 8 , covers all , sequences , uses a wide , uses a wide requirements of the information range of range of task sufficiently and ideas vocabulary structures , presents, highlights logically fluently and , the majority of and illustrates key , manages all flexibly to sentences are features / bullet aspects of convey precise error-free points clearly and cohesion well meanings , makes only appropriately , uses , skillfully uses very occasional paragraphing uncommon errors or sufficiently and lexical items but inappropriacies appropriately there may be occasional inaccuracies in word choice and collocation , produces rare errors in spelling and/or word formation 7 , covers the , logically , uses a sufficient , uses a variety of requirements of the organizes range of complex task information vocabulary to structures , (Academic) and ideas; there allow some , produces presents a clear is a clear flexibility and frequent overview of the progression precision error-free main trends, throughout , uses less sentences differences, or , uses a range of common lexical , has good stages cohesive items with some control of , (General Training) devices awareness of grammar and presents a clear appropriately style and punctuation but 1 purpose, with the although there collocation may make a tone consistent and may be some , may produce few errors appropriate under-/over-usoccasional , clearly presents and e errors in word highlights key choice, spelling features / bullet and/or word points but could be formation more fully extended 6 , addresses the , arranges , uses an adequate , uses a mix of requirements of the information range of simple and task and ideas vocabulary for complex , (Academic) coherently, the task sentence forms presents an there is a clear , attempts to use , makes some overview with overall less common errors in information progression vocabulary but grammar and appropriately , uses cohesive with some punctuation but selected devices inaccuracy they rarely , (General Training) effectively, but , makes some reduce presents a purpose cohesion errors in communication that is generally within and/or spelling and/or clear; there may be between word formation, inconsistencies in sentences may but they do not tone be faulty or impede , presents and mechanical communication adequately , may not always highlights key use references features / bullet clearly or points, but details appropriately may be irrelevant, inappropriate, or inaccurate 5 , generally addresses , presents , uses a limited , uses only a the task; the format information range of limited range of may be with some vocabulary, but structures inappropriate in organization this is , attempts places but there may minimally complex , (Academic) be a lack of adequate for the sentences but recounts details overall task these tend to be mechanically with progression , may make less accurate no clear overview; , makes noticeable errors than simple there may be no inadequate, in spelling sentences data to support the inaccurate, or and/or word , may make description over-use of formation that frequent , (General Training) cohesive may cause some grammatical may present a devices difficulty for the errors and 2 purpose for the , may be reader punctuation letter that is unclear repetitive may be faulty; at times; the tone because of lack errors can cause may be variable of the some difficulty and sometimes references and for the reader inappropriate substitution , presents, but inadequately covers, key features / bullet points; there may be a tendency to focus on details 4 , attempts to address , presents , uses only basic , uses only a very the task but does information vocabulary limited range of not cover all the and ideas but which may be structures with key features / bullet these are not used repetitively only rare use of points; the format arranged or which may be subordinate may be coherently and inappropriate clauses inappropriate there is no for the task , some structures , (General Training) clear , has limited are accurate but fails to clearly progression in control of word errors explain the purpose the response formation predominate, of the letter; the , uses some and/or spelling; and punctuation tone may be basic cohesive , errors may is often faulty inappropriate devices but cause strain for , may confuse key these may be the reader features / bullet inaccurate or points with detail; repetitive parts may be unclear, irrelevant, repetitive or inaccurate 3 , fails to address the , does not , uses only a very , attempts task, which may organize ideas limited range of sentence forms have been logically words and but errors in completely , may use a very expressions with grammar and misunderstood limited range very limited punctuation , presents limited of cohesive control of word predominate ideas which may be devices, and formation and distort the largely those used may and/or spelling meaning irrelevant/repetitive not indicate a , errors may logical severely distort relationship the message 3 between ideas 2 , answer is barely , has very little , uses an , cannot use related to the task control of extremely sentence forms organizational limited range of except in features vocabulary; memorized essentially no phrases control of word formation and/or spelling 1 , answers are , fails to , can only use a , cannot use completely communicate few isolated sentence forms unrelated to the any message words at all task 0 , does not attend , does not attempt the task in any way , writes a totally memorized response IELTS Task 2 Writing band descriptors (public version) Grammatical Coherence and Band Task Achievement Lexical Resource Range and Cohesion Accuracy , fully addresses all , uses cohesion in , uses a wide , uses a wide 9 parts of the task such a way that range of range of , presents a fully it attracts no vocabulary with structures with developed position attention very natural and full flexibility in answer to the , skillfully sophisticated and accuracy; question with manages control of rare minor relevant, fully paragraphing lexical features; errors occur extended and well rare minor only as ‘slips’ supported ideas errors occur only as ‘slips’ 8 , sufficiently , sequences , uses a wide , uses a wide addresses all parts information and range of range of of the task ideas logically vocabulary structures , presents a , manages all fluently and , the majority of well-developed aspects of flexibly to sentences are response to the cohesion well convey precise error-free question with , uses meanings , makes only relevant, extended paragraphing , skillfully uses very occasional 4 and supported sufficiently and uncommon errors or ideas appropriately lexical items but inappropriacies there may be occasional inaccuracies in word choice and collocation , produces rare errors in spelling and/or word formation 7 , addresses all parts , logically , uses a sufficient , uses a variety of of the task organizes range of complex , presents a clear information and vocabulary to structures position ideas; presents a allow some , produces throughout the clear flexibility and frequent response progression precision error-free , presents, extends throughout , uses less sentences and supports main , uses a range of common lexical , has good ideas, but there cohesive items with some control of may be a tendency devices awareness of grammar and to over-generalize appropriately style and punctuation but and/or support although there collocation may make a ideas that may may be some , may produce few errors lack focus under-/over-use occasional , presents a clear errors in word central topic choice, spelling within each and/or word paragraph formation , addresses all parts , arranges , uses an adequate , uses a mix of 6 of the task information and range of simple and although some ideas coherently vocabulary for complex parts may be more and there is a the task sentence forms fully covered than clear overall , attempts to use , makes some others progression less common errors in , presents a relevant , uses cohesive vocabulary but grammar and position although devices with some punctuation but the conclusions effectively, but inaccuracy they rarely may become cohesion within , makes some reduce unclear or and/or between errors in communication repetitive sentences may spelling and/or , presents relevant be faulty or word formation, main ideas but mechanical but they do not some may be , may not always impede inadequately use referencing communication 5 developed/unclear clearly or appropriately , uses paragraphing, but not always logically , addresses the task , presents , uses a limited , uses only a 5 only partially; the information range of limited range of format may be with some vocabulary, but structures inappropriate in organization but this is , attempts places there may be a minimally complex , expresses a lack of overall adequate for the sentences but position but the progression task these tend to be development is not , makes , may make less accurate always clear and inadequate, noticeable errors than simple there may be no inaccurate or in spelling sentences conclusions drawn over- use of and/or word , may make , presents some cohesive formation that frequent main ideas but devices may cause some grammatical these are limited , may be difficulty for the errors and and not repetitive reader punctuation sufficiently because of lack may be faulty; developed; there of referencing errors can cause may be irrelevant and substitution some difficulty detail , may not write in for the reader paragraphs, or paragraphing may be inadequate , responds to the , presents , uses only basic , uses only a very 4 task only in a information and vocabulary limited range of minimal way or ideas but these which may be structures with the answer is are not arranged used repetitively only rare use of tangential; the coherently and or which may be subordinate format may be there is no clear inappropriate clauses inappropriate progression in for the task , some structures , presents a position the response , has limited are accurate but but this is unclear , uses some basic control of word errors , presents some cohesive formation predominate, main ideas which devices but and/or spelling; and punctuation are difficult to these may be errors may is often faulty identify and may inaccurate or cause strain for be repetitive, repetitive the reader irrelevant or not , may not write in 6 well supported paragraphs or their use may be confusing , does not , does not , uses only a very , attempts 3 adequately address organize ideas limited range of sentence forms any part of the logically words and but errors in task , may use a very expressions with grammar and , does not express a limited range of very limited punctuation clear position cohesive control of word predominate , presents few ideas, devices, and formation and distort the which are largely those used may and/or spelling meaning undeveloped or not indicate a , errors may irrelevant logical severely distort relationship the message between ideas , barely responds to , has very little , uses an , cannot use 2 the task control of extremely sentence forms , does not express a organizational limited range of except in position features vocabulary; memorized , may attempt to essentially no phrases present one or two control of word ideas but there is formation no development and/or spelling , Answers are , fails to , can only use a , cannot use 1 completely communicate few isolated sentence forms unrelated to the any message words at all task , does not attend 0 , does not attempt the task in any way , writes a totally memorized response 小作文评分标准 TASK1（中文版） 完全满足任务的所有要语法结构的使用广泛、准确而不露痕迹地使用衔接词汇使用广泛、自然而熟练；9 求；对于题目的回应清晰灵活；极少出现小错误如“笔分 手段；分段得体 极少出现小错误如“笔误” 而完整 误” 能流畅、灵活地使用多样词汇信息和观点的安排有充分涵盖题目的所有要来准确表达思想；能巧妙使用灵活使用多种结构；大部分语序而富逻辑性；衔接性8求；清晰而又得体地呈现较不常见单词和习语,尽管偶句无误；极偶尔情况下出现错分 的各个方面安排得体；并说明核心信息 尔有词汇选择和搭配上的不准误或不准确 分段充分、适当 确；拼写和构词法错误极少 7 涵盖题目要求； （留学类）清晰概括主要信息和观点组织有逻词汇使用丰富、有一定的准确趋势,差别或阶段； 辑性；文章从头至尾有性和灵活性；能使用较不常见使用多种复杂结构；多数语句（普通培训类）清晰表达7延续性；衔接手段使用词汇,对语体和搭配有所了无误；语法和标点掌握较好,分 写作目的,语气一贯、得合理,虽然可能有一些解；在词汇的选择、拼写和构但可能会犯一些错误 体；清晰呈现并说明核心使用过少或过多 词法上偶尔有错误 信息,但可以进行更加充 分的扩展 回应题目要求； 信息和观点组织连贯；（留学类）进行了概括,文章有延续性；衔接手使用适当范围的词汇；试图使信息选择合理；（普通培段使用有效,但是句子用较不常见词汇,但有一些不能使用简单和复杂句子结构；训类）写信目的基本清6内部和句子之间的衔准确；在拼写和构词法上有错语法和标点出现一些错误,尽分 晰,语气可能有不够一贯接可能有误或过于机误,但这些错误不至于影响交管这些错误很少导致交流障碍 之处；呈现并说明核心信械；指代关系可能不能际 息,但细节可能不够相总是清晰、合理使用 关,不适合或不准确 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；可能信息有一定组织但缺只能使用基本句子结构；试图使用有限词汇量,但只是在最缺少数据支持；（普通培少总体延续性；衔接手使用复杂句,但复杂句的使用低层面上满足题目；拼写和构5训类）提出写信目的,有段不充分,不准确,或准确性不如简单句；语法错误分 词法上可能出现明显错误,造时不清晰；语气可能多过度使用；缺少指代和较多,标点有误用；错误造成读成读者的某些阅读困难 变,有时不得体；呈现核替换,显得重复过多 者的某些阅读困难 心信息,但涵盖不完整； 可能有过于注重细节的 倾向 试图回应题目要求, 但没有涵盖所有主 要信息；格式不得提供信息和观点,但体；（普通培训类）安排不连贯,也没有只使用基本词汇,可能重复,只使用有限的句子结构,从句很少没有能够清晰解释清晰的连续性；使用可能使用不得体；构词法和拼4分 见；有的结构准确但错误较多,标写信目的；语气不得一些基本的衔接手写掌握有限；错误导致读者理点经常错误 体；混淆核心信息和段,但可能不准确或解困难 细节；有的部分不清重复 晰,不相关,重复或 不准确 没有能够回应题目,没有逻辑性地组织观只使用非常有限的单词和表可能完全误解题目；点；衔接手段的使用达,对于构词法和拼写的掌握试图写出句子但语法和标点错误3分 观点有限,可能大部非常有限,不能表明很有限；错误严重干扰信息的非常多,扭曲了意思 分都是不相关或是观点之间的逻辑关传递； 重复； 系； 8 回答几乎和任务要对组织结构的掌握极词汇使用极其有限；基本没有除了背诵的短语以外无法使用句2分 求无关 少 掌握构词法和拼写 子 回答完全和任务要1分 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 求无关 缺席考试；交白卷； 0分 完全抄袭背诵好的 范文 大作文评分标准 TASK2（中文版） 完全满足任务的所语法结构的使用广有要求；对于题目的不露痕迹地使用衔接手段；词汇使用广泛、自然而老到；极少出泛、准确而灵活；9分 回应非常切题,观点分段得体 现小错误如“笔误” 极少出现小错误如鲜明,论证非常充分 “笔误” 灵活使用多种结充分涵盖题目的所能流畅、灵活地使用多样词汇来准确信息和观点的安排有序而富构；大部分语句 有要求；对于题目的表达思想；能巧妙使用较不常见单词8分 逻辑性；衔接性的各个方面无误；极偶尔情况回应切题,观点鲜和习语,尽管偶尔有词汇选择和搭配安排得体；分段充分、适当 下出现错误或不准明,论证充分 上的不准确；拼写和构词法错误极少 确 涵盖题目要求；文章 立场清晰；提出、引信息和观点组织有逻辑性；使用多种复杂结词汇使用丰富、有一定的准确性和灵申、并支持主要观文章从头至尾有延续性；衔构；多数语句无误；活性；能使用较不常见词汇,对语体和7分 点,但可能有过度概接手段使用合理,虽然可能语法和标点掌握较搭配有所了解；在词汇的选择、拼写括,分支观点不够紧有一些使用过少或过多；每好,但可能会犯一和构词法上偶尔有错误 凑 个段落都有明确的主题 些错误 回应题目要求,虽然信息和观点组织连贯；文章使用适当范围的词有的部分涵盖不够有延续性；衔接手段使用有汇；试图使用较不完整；立场切题,虽使用适当范围的词汇；试图使用较不效,但是句子内部和句子之常见词汇,但有一然结论可能不清晰常见词汇,但有一些不准确；在拼写和6分 间的衔接可能有误或过于机些不准确；在拼写或重复；主要观点切构词法上有错误,但这些错误不至于械；指代关系可能不能总是和构词法上有错题,但有的观点可能影响交际 清晰、合理地使用；有分段,误,但这些错误不论证不够充分或不但没有逻辑性 至于影响交际 清晰 9 只是部分回应题目只能使用有限的句要求；格式可能有时子结构；试图使用信息有一定组织但缺少总体不准确；有立场,但使用有限词汇量,但只是在最低层面复杂句,但复杂句延续性；衔接手段不充分,不发展不够清晰,可能上满足题目；拼写和构词法上可能出的使用准确性不如5分 准确,或过度使用；缺少指代缺少结论；有主要观现明显错误,造成读者的某些阅读困简单句；语法错误和替换,显得重复过多；没有点,但观点有限并且难 较多,标点有误用；分段,或者分段不充分 论证不够充分；可能错误造成读者的某有不相关细节 些阅读困难 只在最低限度回应 任务或者文章离题；提供信息和观点,但安排不只使用有限的句子格式可能不得体；有连贯,也没有清晰的连续性； 只使用基本词汇,可能重复,可能使用结构,从句很少见； 立场但不清晰；有一使用一些基本的衔接手段,4分 不得体；构词法和拼写掌握有限；错有的结构准确但错些主要观点但难以但可能不准确或重复；可能误导致读者理解困难 误较多,标点经常辨认,这些观点可能没有分段,或者段落的使用错误 有重复,不相关或者令人费解 论证不充分 没有能够充分回应 题目的任何部分；没没有逻辑性地组织观点；衔只使用非常有限的单词和表达,对于试图写出句子但语有提出清晰的立场；3分 接手段的使用非常有限,不构词法和拼写的掌握很有限；错误严法和标点错误非常观点有限,可能大部能表明观点之间的逻辑关系 重干扰信息的传递 多,扭曲了意思 分都是未经论证或 是不相关 几乎没有对任务作 出回应； 词汇使用极其有限；基本没有掌握构除了背诵的短语以2分 没有提出立场； 对组织结构的掌握极少 词法和拼写 外无法使用句子 可能试图表达一两 个观点但缺乏发展； 缺席考试； 交白卷； 0分 完全抄袭背诵好的 范文 10