雅思写作详细评分标准

　　IELTS Writing Band Descriptors: Task 1

　　Band

　　Task achievement

　　Coherence and cohesion

　　Lexical resource

　　Grammatical range and accuracy

　　9

　　 fully satisfies all the requirements of the task

　　 clearly presents a fully developed response

　　 uses cohesion in such a way that it attracts no attention

　　 skilfully manages paragraphing

　　 uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as slips

　　 uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as slips

　　8

　　 covers all requirements of the task sufficiently

　　 presents, highlights and illustrates key features/ bullet points clearly and appropriately

　　 sequences information and ideas logically

　　 manages all aspects of cohesion well

　　 uses paragraphing sufficiently and appropriately

　　 uses a wide range of vocabulary fluently and flexibly to convey precise meanings

　　 skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation

　　 produces rare errors in spelling and/or word formation

　　 uses a wide range of structures

　　 the majority of sentences are error-free

　　 makes only very occasional errors or inappropriacies

　　7

　　 covers the requirements of the task

　　 presents a clear overview of main trends, differences or stages

　　 presents a clear purpose, with the tone consistent and appropriate

　　 clearly presents and highlights key features/bullet points but could be more fully extended

　　 logically organises information and ideas; there is clear progression throughout

　　 uses a range of cohesive devices appropriately although there may be some under-/over-use

　　 uses 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 word choice, spelling and/or word formation

　　 uses a variety of complex structures

　　 produces frequent error-free sentences

　　 has good control of grammar and punctuation but may make a few errors

　　6

　　 addresses the requirements of the task

　　 presents an overview with information appropriately selected

　　 presents a purpose that is generally clear; there may be inconsistencies in tone

　　 presents and adequately highlights key features/ bullet points but details may be irrelevant, inappropriate or inaccurate

　　 arranges 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 or mechanical

　　 may not always use referencing clearly or appropriately

　　 uses 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 communication

　　 uses a mix of simple and complex sentence forms

　　 makes some errors in grammar and punctuation but they rarely reduce communication

　　5

　　 generally addresses the task; the format may be inappropriate in places

　　 recounts detail mechanically with no clear overview; there may be no data to support the description

　　 may present a purpose 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 details

　　 presents information with some organisation but there may be a lack of overall progression

　　 makes inadequate, inaccurate or over-use of cohesive devices

　　 may be repetitive because of lack of referencing and substitution

　　 uses 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 for the reader

　　 uses 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 reader

　　4

　　 attempts to address the task but does not cover all key features/bullet points; the format may be inappropriate

　　 fails to clearly explain the purpose of the letter; the tone may be inappropriate

　　 may confuse key features/bullet points with detail; parts may be unclear, irrelevant, repetitive or inaccurate

　　 presents information and ideas but these are not arranged coherently and there is no clear progression in the response

　　 uses some basic cohesive devices but these may be inaccurate or repetitive

　　 uses 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 reader

　　 uses 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 faulty

　　3

　　 fails to address the task, which may have been completely misunderstood

　　 presents limited ideas which may be largely irrelevant/repetitive

　　 does not organise ideas logically

　　 may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas

　　 uses only a very limited range of words and expressions with very limited control of word formation and/or spelling

　　 errors may severely distort the message

　　 attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning

　　2

　　 answer is barely related to the task

　　 has very little control of organisational features

　　 uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling

　　 cannot use sentence forms except in memorised phrases

　　1

　　 answer is completely unrelated to the task

　　 fails to communicate any message

　　 can only use a few isolated words

　　 cannot use sentence forms at all

　　0

　　 does not attend

　　 does not attempt the task in any way

　　 writes a totally memorised response