2010最新雅思写作详细评分标准

会计考友

下面是为您收集的2010最新详细的雅思写作评分标准，供大家参考。雅思写作评分小作文小作文分别评分，总分相加，得到两项的平均分，便是雅思写作的总分。而雅思小作文及大作文的评分标准不同，但都是以文章完成度、结构联结、内容丰富程度，以及语法词汇的准确度四项分别评分，之后取均分得到每篇作文的成绩。下面是详细的从9分到0分的评分标准。 　　IELTS Writing Band Descriptors: Task 1
) J, K5 x+ }. ]& S　　Band
　　Task achievement
　　Coherence and cohesion
3 s/ O6 R$ B0 K; X4 V　　Lexical resource
" O# o; z1 }( {* S7 M3 [: n　　Grammatical range and accuracy
　　9
　　• fully satisfies all the requirements of the task
  N+ t& B2 D9 V2 u7 S　　• clearly presents a fully developed response
9 |- Y9 B' X# O7 ^  V( s1 I' M　　• uses cohesion in such a way that it attracts no attention
　　• skilfully manages paragraphing
0 O; q0 U+ ]& s& b　　• 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
6 T0 w9 Y' G+ F5 E6 F2 h- q) M4 O　　• covers all requirements of the task sufficiently
　　• presents, highlights and illustrates key features/ bullet points clearly and appropriately
( I$ D6 I1 \6 q6 ~$ Z+ c3 ]; t　　• 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
8 a! R9 u7 z0 J- z8 C  j2 ?' _7 y　　• skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
9 p7 D0 r4 ?. \0 l　　• 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
/ O/ r% m( X  `, t9 a6 L% Q　　7
( h1 D5 Q5 S0 d2 g+ [, L* y6 j& m　　• covers the requirements of the task
, V) N# U$ A  Z. v/ Q　　• (Academic) presents a clear overview of main trends, differences or stages
* v0 e9 l) `, g9 w# X/ S　　• (General Training) 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
- D% M6 r* T0 {　　• 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
: ~! ]$ V  r3 x& Y　　6
　　• addresses the requirements of the task
) k/ N. L# \/ C3 W& Q% ]　　• (Academic) presents an overview with information appropriately selected
& I% U% H- v' o8 ~　　• (General Training) 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
* _! `, z$ E5 b  N, b3 S　　• uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
　　• may not always use referencing clearly or appropriately
2 L, I9 m1 Z) [; P( M1 z) b: b　　• uses an adequate range of vocabulary for the task
$ [5 D4 D8 S$ R' J8 l  ^4 G　　• attempts to use less common vocabulary but with some inaccuracy
# x6 ~) @3 f/ K. g: h　　• makes some errors in spelling and/or word formation, but they do not impede communication
　　• uses a mix of simple and complex sentence forms
" X: n8 Q/ ^  V: D　　• makes some errors in grammar and punctuation but they rarely reduce communication
5 F0 u( i' i; |4 f6 d　　5
　　• generally addresses the task; the format may be inappropriate in places
　　• (Academic) recounts detail mechanically with no clear overview; there may be no data to support the description
9 a6 h3 o% g; p7 ~6 `2 X2 g　　• (General Training) 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
$ [5 q  Y) M+ @, }& C6 ^5 p　　• presents information with some organisation but there may be a lack of overall progression
& _( K; S+ W, X* A. h+ \& M5 p　　• makes inadequate, inaccurate or over-use of cohesive devices
, U9 n' ]: ~3 |1 e3 b% _, v0 N　　• 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
% O) i. p5 k. O, k6 G　　• 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
0 A6 x& n( ?* i2 t! Y- _　　4
) l0 x) v9 D% [! p6 Y0 ~4 o- P　　• attempts to address the task but does not cover all key features/bullet points; the format may be inappropriate
　　• (General Training) 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
$ o& Z7 B  a  U; b　　• uses some basic cohesive devices but these may be inaccurate or repetitive
5 a# l, q8 Y" r9 ^$ o# J/ y　　• 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
4 v  @1 V) ]9 v- _3 x! f! G8 G　　• uses only a very limited range of structures with only rare use of subordinate clauses
( ]" L8 Y$ z" t9 ?4 U　　• some structures are accurate but errors predominate, and punctuation is often faulty
& B3 r* ^, N4 ~' n3 C　　3
　　• fails to address the task, which may have been completely misunderstood
　　• presents limited ideas which may be largely irrelevant/repetitive
! p$ \% ]! Z0 ?% T/ M% I, o　　• 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
" I" X( G' ~  Y! u　　• uses only a very limited range of words and expressions with very limited control of word formation and/or spelling
" P, i7 T* D6 w0 w- L　　• 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
( E0 S8 q. d; h/ ?6 X+ A　　• cannot use sentence forms except in memorised phrases
8 Q# t7 _: B) Q7 n8 E, k, R* p　　1
　　• answer is completely unrelated to the task
% y7 V- r% f5 K; x  C) v　　• fails to communicate any message
- k7 w. D  v6 N' U* f" ^* r* X　　• can only use a few isolated words
　　• cannot use sentence forms at all
; I( c) j) v4 Q! R. d( b% r　　0
# J1 }, [6 `; r% J. h　　• does not attend
% d6 X9 ^5 C, }% z& D　　• does not attempt the task in any way
8 E# V# [/ p9 x　　• writes a totally memorised response
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会计考友

　IELTS Writing Band Descriptors: Task 2 　　Band
* ?; @" {5 |7 x3 |  p　　Task response
% m5 ~1 t) {! h) ?) x　　Coherence and cohesion
　　Lexical resource
; Y. b$ j. g  b2 A) b5 ~' F+ f　　Grammatical range and accuracy
8 H: G8 Z( R3 S  u% H% P　　9
- ~" e! C' h9 e# W4 k1 O　　• 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’
) l( f1 f% ?! \　　• uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’
　　8
& O6 b* e- A( }! Z1 Z& D& X: |　　• sufficiently addresses all parts of the task
　　• presents a well-developed response to the question with relevant, extended and supported ideas
, X; E: {, X' I. H　　• sequences information and ideas logically
, S1 d/ `' Q6 }2 O- o　　• manages all aspects of cohesion well
　　• uses paragraphing sufficiently and appropriately
　　• uses a wide range of vocabulary fluently and flexibly to convey precise meanings
- p1 O5 a1 T8 I+ e. ]　　• skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
, j! Y( W) n, U  B1 L　　• produces rare errors in spelling and/or word formation
　　• uses a wide range of structures
: X" \  ~! I6 U) N% t+ d　　• the majority of sentences are error-free
　　• makes only very occasional errors or inappropriacies
! K7 ?; M1 E0 A: Z( ]; ]( {　　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 over-generalise 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
/ \2 F. T- X- s% O' P　　• uses a sufficient range of vocabulary to allow some flexibility and precision
　　• uses less common lexical items with some awareness of style and collocation
% W# E! f) I8 |- h% p3 ?　　• may produce occasional errors in word choice, spelling and/or word formation
8 b! r# s2 ^8 P4 K　　• uses a variety of complex structures
7 I. S5 T5 W2 G+ n+ p　　• produces frequent error-free sentences
: d3 P+ k" c8 t　　• 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
/ }( I9 R! L$ s( Z3 z7 C/ H9 f: d　　• presents a relevant position although the conclusions may become unclear or repetitive
　　• presents relevant main ideas but some may be inadequately developed/unclear
# L8 ?8 V" `5 _# q5 H2 q4 p　　• 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
7 |8 K8 z! v0 _: |2 o0 {　　• may not always use referencing clearly or appropriately
, L1 j  e9 `3 l- y　　• uses paragraphing, but not always logically
/ p. K" D* A4 z　　• 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
( Y0 U( u$ G% k　　• uses a mix of simple and complex sentence forms
　　• makes some errors in grammar and punctuation but they rarely reduce communication
　　5
$ g4 [6 t2 F  L/ i　　• addresses the task only partially
: |4 H, C! A) k' i2 U( W, ?　　希望以上的雅思作文评分标准可以为您提供一些借鉴和参考，在雅思写作备考中，大家也可参照此评分标准有针对性地进行训练。
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