雅思写作评分细则的介绍

雅思考试主要是通过对考生听、说、读、写四个方面英语能力的考核，综合测评考生的英语沟通运用能力，实现“沟通为本”的考试理念。对于雅思考生来说，也有很多考试难点和政策盲区需要帮助解答。今天雅思无忧网小编准备了雅思写作评分细则的介绍，希望通过文章来解决雅思考生这方面的疑难问题，敬请关注。

　　雅思考试中，我们可以运用一些解题方法和技巧，来帮助我们提高答题的准确率，拿到一个更高的分数。今天小编为大家分享雅思写作评分细则的介绍，一起来学习一下。

　　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

　　· (Academic) presents a clear overview of main trends, differences or stages

　　· (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

　　· 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

　　· (Academic) presents an overview with information appropriately selected

　　· (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

　　· 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

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

　　· (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

　　· 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

　　· (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

　　· 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

　　以上是小编为大家带来的“雅思写作评分细则的介绍”的相关内容，希望能帮助到各位考生有效备考雅思考试，在雅思实战考试中能收获一份满意的成绩。

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