雅思写作Task2评分标准(官方)

Band

Task Response

Coherence and Cohesion

Lexical Resource

Grammatical Rangeand Accuracy

9

• fully addresses all parts of the task
• presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas

• 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

• sufficiently addresses all parts of the task
• presents a well-developed response to the question with relevant, extended and supported ideas







 

• 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 errorfree
• makes only very occasional errors or inappropriacies






 

7

• addresses all parts of the task
• presents a clear position throughout the response
• presents, extends and supports main ideas, but there may be a tendency to overgeneralise and/or supporting ideas may lack focus


 

• 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
• presents a clear central topic within each paragraph

• 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 all parts of the task although some parts may be more fully covered than others
• presents a relevant position although the conclusions may become unclear or repetitive
• presents relevant main ideas but some may be inadequately developed/unclear





 

• 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 paragraphing, but not always logically

• 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

• addresses the task only partially;the format may be inappropriate in places
• expresses a position but the development is not always clear and there may be no conclusions drawn
• presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail



 

• 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
• may not write in paragraphs, or paragraphing may be inadequate

• 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

 • responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate
• presents a position but this is unclear
• presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported


 

• 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
• may not write in paragraphs or their use may be confusing

• 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

• does not adequately address any part of the task
• does not express a clear position
• presents few ideas, which are largely undeveloped or irrelevant
 

• 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

• barely responds to the task
• does not express a position
• may attempt to present one or two ideas but there is no development

• 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

分数

写作任务回应情况

连贯与衔接

词汇丰富程度

语法多样性及准确性

9

• 全面地回应各部分写作任务
• 就写作任务中的问题提出充分展开的观点，并提出相关的、得以充分延伸的以及论据充分的论点

• 衔接手段运用自如，行文连贯

• 熟练地运用分段


 

• 使用丰富的词汇，能自然地使用并掌握复杂的词汇特征；极少出现轻微错误，且仅属笔误

 

• 完全灵活且准确地运用丰富多样的语法结构；极少出现轻微错误，且仅属笔误


 

8

• 充分地回应各部分写作任务
• 就写作任务中的问题进行较为充分展开的回应，并提出相关的、得以延伸的以及含有论据的论点

• 将信息与论点进行有逻辑的排序
• 各种衔接手段运用得当
• 充分且合理地使用分段
 

• 流畅和灵活地使用丰富的词汇，达意准确
• 熟练地使用不常用词汇，但在词语选择及搭配方面有时偶尔出现错误
• 拼写及/或构词方面错误极少

• 运用丰富多样的语法结构
• 大多数句子准确无误
• 只在极偶然情况下出现错误或存在不当之处

7

• 回应各部分写作任务
• 回应写作任务过程中始终呈现一个清晰的观点
• 呈现、发展主要论点并就其进行论证，但有时出现过于一概而论的倾向及/或论点缺乏重点的倾向

• 符合逻辑地组织信息及论点；清晰的行文推进发展贯穿全文
• 恰当地使用一系列衔接手段，尽管有时使用不足或过多
• 每个段落均有一个清晰的中心主题
 

• 使用足够的词汇，体现一定灵活性及准确性
• 使用不常见词汇，对语体及搭配有一定认识
• 在选择用词、拼写及/或构词方面可能偶尔出现错误

• 运用各种复杂的语法结构

• 多数句子准确无误

• 对语法及标点符号掌握较好，但有时出现少许错误
 

6

 • 回应了各部分写作任务，但某些部分的论证可能比其他部分更为充分

• 提出了一个切题的观点，尽管各种结论有时不甚清晰或重复

• 提出了多个相关的主要论点，但某些论点可能未能充分展开进行论证或不甚清晰

• 连贯地组织信息及论点，总体来说，能清晰地推进行文发展
• 有效地使用衔接手段，但句内及/或句间的衔接有时有误或过于机械
• 有时无法保持一贯清晰或恰当地使用指代
• 使用段落写作，但未能保持段落间的逻辑

• 使用足够的词汇开展写作任务

• 试图使用不常用词汇，但有时使用不准确

• 在拼写及/或构词方面有错误，但不影响交流


 

• 综合使用简单句式与复杂句式

• 在语法及标点符号方面有一些错误，但这些错误很少影响交流





 

5

• 仅回应了部分写作任务；写作格式有时在某些地方不甚恰当
• 表述了一个观点，但展开论证过程未能保持一贯清晰，且可能缺乏结论
• 提出一些主要论点但十分有限，且未能充分展开论证；有时出现无关细节

• 有一定组织性地呈现信息，但总体来说有时缺乏清晰的总体行文推进
• 衔接手段不足、不准确或过度使用
• 由于指代和替换不足显得行文重复
• 没有使用段落写作，或者分段不足

• 使用词汇范围有限，但能达到进行写作任务的限度

• 在拼写及/或构词方面可能出现明显的错误，且可能会对读者造成一定的阅读困难

 

• 仅能使用有限的语法结构
• 试图使用复杂句，但复杂句的准确性常不及简单句的准确性
• 可能经常出现语法及标点符号使用的错误；这些错误会对读者造成一定的阅读困难

4

• 仅限度地回应了写作任务，或所答相关性不大；写作格式有时不甚恰当
• 提出了一个观点但并不清晰
• 提出了一些主要论点但难以在文中确认，且这些观点可能重复、不相关或缺乏论据支持

• 呈现了信息及论点，但未能连贯地组织这些信息及论点，且未能清晰地推进行文发展
• 使用了一些基本的衔接手段，但有时出现不准确或重复的使用
• 没有使用段落写作，或段落使用造成疑惑

• 只使用基本词汇，且有时重复使用这些词汇或使用于写作任务不恰当的词汇

• 对构词及/或拼写掌握有限；错误可能对读者造成阅读困难


 

• 仅能使用非常有限的语法结构，只能偶尔使用从句

• 一些语法结构使用正确，但错误占多数，且标点符号经常出错


 

3

• 未能足以回应任一部分的写作任务
• 未能表达一个清晰的论点
• 提出甚少论点，且基本上未能就其展开论证或观点不切题

• 不能有逻辑地组织论点
• 所用衔接手段有时非常有限，且有时未能体现论点之间的逻辑性

• 只使用非常有限的词汇及表达方式，对构词及/或拼写掌握也非常有限
• 错误可能严重地影响信息的传达

• 尝试造句，但语法及标点符号错误占多数，意思被扭曲


 

2

• 几乎未回应写作任务
• 未能表达一个观点
• 可能试图提出一两个论点，但未能展开论证

• 在内容组织方面能力非常有限
 

• 词汇的使用极其有限；基本上未能掌握构词及/或拼写

• 除了使用预先背诵的短语外，无法造句

1

• 写作内容与写作任务完全无关

• 未能传达任何信息

• 仅能孤立地使用少数单词

• 完全无法造句

0

• 缺考
• 未以任何方式尝试写作
• 写作内容完全是预先背诵的内容