雅思写作Task 1评分细则(IELTS Task 1 Writing band descriptors)

IELTS Task 1 Writing band descriptors (public version)Band Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy9 fully satisfies all the requirements ofthe taskclearly presents a fully developedresponse uses cohesion in such away that it attracts noattentionskilfully managesparagraphinguses a wide range of vocabulary withvery natural and sophisticated control oflexical features; rare minor errors occuronly as ‘slips’uses a wide range of structures with fullflexibility and accuracy; rare minor errorsoccur only as ‘slips’8 covers all requirements of the tasksufficientlypresents, highlights and illustrates keyfeatures / bullet points clearly andappropriately sequences information andideas logicallymanages all aspects ofcohesion welluses paragraphingsufficiently andappropriatelyuses a wide range of vocabulary fluentlyand flexibly to convey precise meaningsskilfully uses uncommon lexical items butthere may be occasional inaccuracies inword choice and collocationproduces rare errors in spelling and/orword formationuses a wide range of structuresthe majority of sentences are error-freemakes only very occasional errors orinappropriacies7 covers the requirements of the task(Academic) presents a clear overviewof main trends, differences or stages(General Training) presents a clearpurpose, with the tone consistent andappropriateclearly presents and highlights keyfeatures / bullet points but could bemore fully extended logically organisesinformation and ideas; thereis clear progressionthroughoutuses a range of cohesivedevices appropriatelyalthough there may besome under-/over-useuses a sufficient range of vocabulary toallow some flexibility and precisionuses less common lexical items withsome awareness of style and collocationmay produce occasional errors in wordchoice, spelling and/or word formationuses a variety of complex structuresproduces frequent error-free sentenceshas good control of grammar andpunctuation but may make a few errors6 addresses the requirements of the task(Academic) presents an overview withinformation appropriately selected(General Training) presents a purposethat is generally clear; there may beinconsistencies in tonepresents and adequately highlights keyfeatures / bullet points but details maybe irrelevant, inappropriate orinaccurate arranges information andideas coherently and thereis a clear overallprogressionuses cohesive deviceseffectively, but cohesionwithin and/or betweensentences may be faulty ormechanicalmay not always usereferencing clearly orappropriatelyuses an adequate range of vocabularyfor the taskattempts to use less common vocabularybut with some inaccuracymakes some errors in spelling and/orword formation, but they do not impedecommunicationuses a mix of simple and complex sentenceformsmakes some errors in grammar andpunctuation but they rarely reducecommunication5 generally addresses the task; theformat may be inappropriate in places(Academic) recounts detailmechanically with no clear overview;there may be no data to support thedescription(General Training) may present apurpose for the letter that is unclear attimes; the tone may be variable andsometimes inappropriatepresents, but inadequately covers, keyfeatures / bullet points; there may be atendency to focus on details presents information withsome organisation but theremay be a lack of overallprogressionmakes inadequate,inaccurate or over-use ofcohesive devicesmay be repetitive becauseof lack of referencing andsubstitutionuses a limited range of vocabulary, butthis is minimally adequate for the taskmay make noticeable errors in spellingand/or word formation that may causesome difficulty for the readeruses only a limited range of structuresattempts complex sentences but these tendto be less accurate than simple sentencesmay make frequent grammatical errors andpunctuation may be faulty; errors cancause some difficulty for the reader4 attempts to address the task but doesnot cover all key features / bulletpoints; the format may be inappropriate(General Training) fails to clearlyexplain the purpose of the letter; thetone may be inappropriatemay confuse key features / bulletpoints with detail; parts may beunclear, irrelevant, repetitive orinaccurate presents information andideas but these are notarranged coherently andthere is no clearprogression in the responseuses some basic cohesivedevices but these may beinaccurate or repetitiveuses only basic vocabulary which may beused repetitively or which may beinappropriate for the taskhas limited control of word formationand/or spelling;errors may cause strain for thereaderuses only a very limited range of structureswith only rare use of subordinate clausessome structures are accurate but errorspredominate, and punctuation is oftenfaulty3 fails to address the task, which mayhave been completely misunderstoodpresents limited ideas which may belargely irrelevant/repetitive does not organise ideaslogicallymay use a very limitedrange of cohesive devices,and those used may notindicate a logicalrelationship between ideasuses only a very limited range of wordsand expressions with very limited controlof word formation and/or spellingerrors may severely distort the messageattempts sentence forms but errors ingrammar and punctuation predominate anddistort the meaning2 answer is barely related to the task has very little control oforganisational features uses an extremely limited range ofvocabulary; essentially no control of wordformation and/or spellingcannot use sentence forms except inmemorised phrases1 answer is completely unrelated to thetask fails to communicate anymessagecan only use a few isolated words cannot use sentence forms at all0 does not attenddoes not attempt the task in any waywrites a totally memorised response。