雅思培训丨雅思大作文评分标准
雅思写作-评分标准
（style）和搭配(collocation)决定了6分还是7分， 如果根本不用，满篇简单词汇，就只能拿5分了
Grammatical Range and Accuracy
恰当使用逻辑连词 6分要求： Clear overall progression 文章推进总体清晰
Coherence and Cohesion
9分标准中： Uses cohesion in such a way that it attracts no
attention 连接手法用到不引起读者注意的境界 即作文中很少有firstly,无关信息，起承转合逻辑通达 LR考查的是用词贴切，掌握复杂高级词汇，拼
写无错 GRA考查的是多种复杂句的灵活运用，语法和
标点的正确性
谋其上，得其中；谋其中，得其下
平时应该严格参照7分的写作标准来练习，这样 才能确保在考场上写出不低于6分的作文
Task Response
6分的标准说： Some parts may be more fully covered than
雅思写作 评分标准
By Jimmy Xu
雅思写作评分标准
答题纸上的玄机
TR- Task Response (大作文) TA- Task Achievement（小作文） CC- Coherence and Cohesion LR – Lexical Resource GRA – Grammatical Range and Accuracy
么说） 2. 语言问题（中文思维有了，用英语无法清晰
雅思写作评分标准对照表
雅思写作评分标准对照表雅思写作的评分标准根据四个不同维度进行评估：任务响应（Task Response）、连贯与衔接（Coherence and Cohesion）、词汇运用（Lexical Resource）以及语法使用（Grammar）。
任务响应（Task Response）是评估考生是否对题目进行了正确的回答，是否有效地表达了自己的观点和主张。
评分时会考虑到考生的观点是否明确，是否能清楚地论述观点并给出相关的例子，支持材料是否充足。
此外，逻辑的组织结构以及对于各个论点之间的衔接也会被评估。
连贯与衔接（Coherence and Cohesion）评估的是考生的文档结构和条理性。
评分时会考虑到段落之间是否有恰当的连接词，是否有明确的中心思想以及表达的清晰度。
此外，考生应注意使用恰当的语法和词汇，以便用更流畅的方式表达自己的观点。
词汇运用（Lexical Resource）评估的是考生对于词汇的掌握程度。
考生应尽量使用准确、多样化的词汇，展示自己的词汇储备。
评分时会考虑到使用词汇的恰当性、准确性和多样性，以及语法和文化上下文的运用。
语法使用（Grammar）评估的是考生对于语法结构的运用。
考生应尽量避免语法错误和拼写错误，并展示自己对于语法的正确理解和运用。
评分时会考虑到语法结构的正确性、多样性和复杂性。
以下是一些参考内容，帮助考生更好地理解雅思写作的评分标准：1. 任务响应（Task Response）：- 理解并回答题目中提出的问题，明确表达自己的观点和主张；- 提供恰当的例子来支持观点，并展示自己的论述能力；- 逻辑结构清晰，段落之间有明确的衔接关系。
2. 连贯与衔接（Coherence and Cohesion）：- 文章有明确的中心思想，并对相关观点进行适当的展开；- 使用恰当的连词（如：however, therefore, in addition）来连接不同的观点和段落；- 使用恰当的句子结构和过渡词，使文章的表达更加流畅。
雅思写作大作文评分标准(英文版)
WRITING TASK 2: Band Descriptors (public version)BandTask responseCoherence and cohesionLexical resourceGrammatical range and accuracy9•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 error-free•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 maybe a tendency to over-generalise and/or supporting ideasmay lack focus •logically organises information and ideas; there is clearprogression 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 errors6•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 communication5•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 reader4•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 theresponse •uses some basic cohesive devices but these may beinaccurate 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 faulty3•does not adequately address any part of the task •does not express a clear position •presents few ideas, which are largely undeveloped orirrelevant•does not organise ideas logically •may use a very limited range of cohesive devices, andthose 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 meaning2•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 phrases1•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•does not attend•does not attempt the task in any way •writes a totally memorised responseIELTS is jointly owned by the British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL).Page 1 of 1。
雅思写作评分标准对照表
雅思写作评分标准对照表
雅思写作评分标准是一个严格的指导原则，帮助评判者评估雅思考生的写作水平。
下面是雅思写作评分标准的对照表，以及一些相关的参考内容。
Task Achievement 任务完成度
按照题目要求完成作文任务，包括是否回答了题目所提出的问题，对论点是否坚持一个明确的观点等等。
参考：准确地理解题目的要求，全面分析分析题目中的关键词和阐释他们的意义，构建逻辑清晰、脉络明显的结构，条理清晰，逐步展开自己的思想观点。
Coherence and Cohesion 连贯性和衔接
文本是否层次清晰，句子间的相互关系是否明确，使用词汇和短语是否合理。
参考：大量使用连接词和短语，在段落中使用恰当的转折词、引导词等准确地引导语句功能，使文章的逻辑性更强，有条理性。
Lexical Resource 词汇资源
考生的词汇的使用是否多变，能否在不同语言环境下使用适当的表达方式。
参考：使用准确、恰当的词汇用于语言表达，在不同环境中运用不同的词汇和短语，以显示语言的丰富多彩性。
Grammatical Range and Accuracy 语法精确度和多样性
文本的语法结构是否正确，是否使用恰当的句型和语法形式。
参考：使用多样化的语法结构和句型，尽量避免语法错误，尤其是一些基本语法和标点符号的错误。
总而言之，评判者评估雅思考生的写作能力时，需注意题目完成度、连贯性、词汇使用以及语法的准确性和多样化，在这些方面的表现会直接决定考生的评分。
因此，雅思考生在写作时应该时刻注意保持逻辑严谨，语言清晰流畅，灵活运用词汇和语法，才能获得最佳的写作成绩。
剑桥雅思14Test1大作文解析
剑桥雅思14Test1大作文解析雅思写作7分，肯定算高分了。
很多雅思培训机构，甚至学生出分写作6.5时，也要大肆宣传一番。
你们一直以为的7分作文的词汇可能长下面这个样子：但实际上，7分作文的用词长下面这个样子。
在雅思写作的4项评分标准中，前面两项的TR(任务回应)和CC(逻辑连贯与衔接)，本质上是优于后面两项的LR（词汇）与GRA（语法）的。
因为写议论文，最重要的并不是长难句和华丽的词藻，而应该是你的观点和你的论证过程。
以剑桥14Test 1的大作文为例：Some people believe that it is best to accept a bad situation, such as an unsatisfactory job or shortage of money. Others argue that it is better to try and improve such situations.Discuss both these views and give your own opinion.这又是一道文邹邹的题，题目要我们去讨论：遇到坏的情况时，到底是要接受呢，还是要奋进起来，去改进这些坏情况？我们请AB两个同学来讨论一下：A：“当然不能被动地接受了，我们要用智慧，用方法去突破困难。
”B：“这要看这个坏情况是什么，如果改变不了的，我们就不要无谓地挣扎；如果能够改变的，我们就要去主动解决问题”。
你们觉得哪位同学的话，更有道理呢？这个题目是一个讨论双方的题目：Discuss both these views and give your own opinion.也就是不管你同意观点1，还是同意观点2，还是两个观点都不同意，你都得双方都作出讨论；如果没有双方都讨论的话，那么在TR(任务回应)方面，就会立马被扣上严重的一笔。
遇到这种文邹邹的题，我们是避不了，要用比较语文式的文邹邹去展开的。
雅思大作文-评分标准之“CoherenceandCohesion”逻辑连贯性
雅思⼤作⽂-评分标准之“CoherenceandCohesion”逻辑连贯性雅思⼤作⽂－评分标准之“Coherence and Cohesion”逻辑连贯性事实上，上⼀次我们已经，提到了过⽂章应该有连接性，Coherence and Cohesion, 简单解释就是－逻辑连贯性，（还记得这个图吗？好⽂章是环环相扣的，就像看故事⼀样，要交代事情如何发展，不然读者会有什么感受呢？）⾔归正传，要保持逻辑连贯，上次提过的解决⽅案P(point)-E(explanation)-E(examples): 写每⼀个段落时先给出主要观点，然后给原因解释说明，最后给⼀个具体例⼦。
－段落内逻辑连接所以事实上，考官主要考察⼤家的以下⼏个⽅⾯：1.Paragraph 段内逻辑连接2.Logical organization of essay ⽂章逻辑结构3.Cohesive devices need to be used well 连接⼿法4.Punctuation 标点符号我们来看具体如何做到考官的要求：1.Paragraph 段内逻辑连接：⽂章⼀般都要分段，每⼀段有清晰的中⼼观点，使⽤相关的观点⽀持主要观点。
（我们之前提过，这⾥就不做过多解释。
）Solution：这是⼀个考官给同学们的解决⽅案：‘ Make sure that each paragraph is about one idea. In the planning stage make sure you have enough to say about an idea before you start writing about it. This means that you may choose the ideas that are easiest to write about andnot the ones that are the most intelligent.’确保⼀个段落就⼀个主要观点，在开始审题的阶段就把能想到的观点罗列出来，另外，强调⼀点，应该把你最有把握的观点写下，⽽不是你认为能吸引考官眼球的例⼦（词汇⽤错了，便可能弄巧成拙），要记住，雅思考试是⼀个语⾔测试，不是智⼒测试。
雅思写作评分标准对照表
千里之行，始于足下。
雅思写作评分标准对比表在雅思写作中，有四个评分标准：任务响应、语言表达、组织结构以及词汇语法。
下面是每个评分标准的具体对比表。
任务响应 (Task Response)Band 9: 完全符合任务要求，作文内容精确无误，观点明确，没有冗余或无关的信息。
Band 8: 完全符合任务要求，几乎没有错误或不精确的信息，观点明确，内容充实。
Band 7: 符合任务要求，给出了清楚的观点，但可能有少量不精确或冗余的信息。
Band 6: 符合任务要求，观点不够清楚或表达不够精确，可能存在一些冗余或无关的信息。
Band 5: 有肯定的内容，但可能未能充分回答任务要求，观点不够清楚或不精确。
Band 4: 有肯定的内容，但未能充分回答任务要求，观点不够明确或不精确。
Band 3: 没有明确回答任务要求，内容不连贯，缺乏观点。
Band 2: 几乎没有内容，未能回答任务要求。
Band 1: 没有内容，未回答任务要求。
语言表达 (Coherence and Cohesion)Band 9: 内容和思路清楚，使用恰当的连接词和句子结构，段落结构紧密，流畅度高。
Band 8: 内容和思路清楚，使用恰当的连接词和句子结构，段落结构紧密，流畅度较高。
第1页/共3页锲而不舍，金石可镂。
Band 7: 内容和思路清楚，使用肯定的连接词和句子结构，段落结构紧密，流畅度较高。
Band 6: 内容和思路清楚，使用一些连接词和句子结构，段落结构全都，流畅度一般。
Band 5: 内容和思路一般，使用一些连接词和句子结构，段落结构不全都，流畅度一般。
Band 4: 内容和思路不够清楚，连接词和句子结构错误或缺乏，段落结构混乱，流畅度较低。
Band 3: 内容和思路混乱，连接词和句子结构错误或缺乏，段落结构混乱，流畅度低。
Band 2: 没有连贯的思路和结构，段落结构混乱，流畅度很低。
Band 1: 没有结构，无法理解。
组织结构 (Task Achievement)Band 9: 规律清楚，有明确的引言、主体和结论，段落结构全都，有恰当的过渡。
雅思7分作文评分标准
雅思7分作文评分标准雅思作文考试要求Task 1要求考生在20分钟内完成150字以上的文章。
G类要求考生针对题目要求写一封信来询问某方面信息或阐释某种状况。
到目前为止，消失较多的书信种类有投诉信、恳求信、建议信、查找失物信、邀请信等。
而A类则考核图表为主。
考得较多的有曲线图、柱状图、饼状图、表格等。
也有可能考到两种不同种类的图。
另外，流程图和示意图也间或考到。
Task 2 要求考生在40分钟内写作一篇不少于250字的谈论文。
A类和G类在Task 2方面特别相像。
考生可能需要对某个观点发表支持或反对看法，或者商量针锋相对的一组观点，或者解释某种问题消失的缘由并提出相应的.解决办。
雅思评分按9分制。
基本上，移民或读语言学校至少要5分。
留学需要6分以上。
假如读的是法律、传媒、管理等名校的讨论生的话，写作最好到达7分。
但考生最终写作成果并不是Task 1和Task 2的简洁平均，而是以Task 2为主。
雅思7分作文评分标准作文没有半分，最小分单位为1.0。
6分：文章切题，语句通顺，没有明显错误，有一些比较不错的语句就是6分的标准了。
6分句子范例：Things should be done to make salariesfairer. Huge amounts of money shall be given to more deserving people. It seems that the only solution is to impose heavy taxes upon people who earn excessively high salaries.7分：文笔流畅，错误极少，有个别闪光点就是7分。
7分句子范例：Bad traffic and increasing pollution are thorny issues challenging every major city in the globe. To combat such problems, government encourages companies to mark up gas price in an effort to decrease car use and cut down waste gas. However it may temporarily alleviate the problem, but is doubtfully the optimal solution.8分论点新奇、别具一格，或者文风极富独特，别出心裁。
雅思大作文评分标准英文
雅思大作文评分标准英文英文回答：The International English Language Testing System (IELTS) is a standardized English language proficiency test designed to assess non-native English speakers' ability to listen, read, write, and speak in English so that they can successfully study or migrate to a country where English is the native language. The IELTS is jointly managed by the British Council, IDP Education Australia, and Cambridge Assessment English.The IELTS has two main versions: the Academic IELTS and the General Training IELTS. The Academic IELTS is for people who want to study at an undergraduate or postgraduate level in an English-speaking country. The General Training IELTS is for people who want to migrate to an English-speaking country or who need to demonstratetheir English proficiency for work or other purposes.The IELTS is scored on a nine-band scale, with each band representing a different level of English proficiency. The nine bands are:Band 9: Expert User.Band 8: Very Good User.Band 7: Good User.Band 6: Competent User.Band 5: Modest User.Band 4: Limited User.Band 3: Extremely Limited User.Band 2: Intermittent User.Band 1: Non-User.The IELTS is a widely recognized and accepted English language proficiency test. It is used by over 10,000 organizations in over 140 countries, including universities, governments, and employers.中文回答：雅思考试（IELTS）是一种标准化的英语语言能力测试，旨在评估非英语母语人士的听、说、读、写英语的能力，以便他们能够成功地在英语为母语的国家学习或移民。
雅思作文6分评分标准
雅思作文6分评分标准雅思作文6分评分标准在雅思的作文评分中，每一个分数段都有一个标准，接下来了雅思作文6分评分标准，仅供大家参考。
1、试图使用较不常见词汇，但有一些不准确2、在拼写和构词法上有错误，但这些错误不至于影响交际3、语法构造的范围和准确性4、能使用简单和复杂句子构造5、语法和标点出现一些错误，尽管这些错误很少导致交流障碍。
1. 一些空洞的单词或词组根本不能为句子带来任何相关的或重要的信息，完全可以被删掉。
比方下面的句子：When all things are considered, young adults of today live more satisfying lives than those of their parents, in my opinion.这句话当中的“when all things are considered”和“in my opinion“都显得多余。
完全可以去掉。
改为：Young adults of today live more satisfying lives than their parents.2. 有些空洞和繁琐的表达方式可以进展替换，例如：Due to the fact that our grandparents were under an obligation to help their parents, they did not have the options that young people have at this point in time.“due to the fact that”就是一个很典型的繁琐的表达方式的例子，可以替换，简化为下面的表达方式：Because our grandparents were obligated to help their parents, they did not have the options that young people have now.1. 一个好的论点是整篇文章的构架，比起让考生们拿到题目就盲目地去brainstorming, 从主客体的角度来选择论点更为可行。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
雅思培训丨雅思大作文评分标准朗阁雅思培训中心刘雅敏很多考生在写作上为了追求“高大上”的表达方式，却在内容和逻辑上作出让步，这其实是捡了芝麻丢了西瓜，要知道逻辑才是雅思作文评分标准中的灵魂——Coherence and Cohesion（以下简称CC）。
无论中文文章还是英语作文，逻辑性是读者能否理解文章内容、明白作者意图的关键，所以考生在备考过程中务必重视自己文章的逻辑性。
然而中文逻辑和英语逻辑的表达是有很大区别的，中文讲究“形散神不散”，而英语则看中“形不散神也不散”。
举例来讲，中文会说“因为我昨天喝大了，所以今天上班迟到了”，然而英语语境是不会出现类似逻辑的，为什么呢？这句话貌似合理，事实上存在严重的逻辑漏洞，只不过中国人说话委婉含蓄，听者不去细究罢了。
因为有很多可能性，比如由于“喝得过大了”而酒精中毒直接进了医院输液，所以不能准时上班，或者与“喝酒”没有关系，虽然喝了，但迟到原因是闹钟电池没电了，所以睡过了头，故迟到……。
既然中英文逻辑差异如此大，考生如何才能在CC这一评分标准上保证分数呢？笔者认为主要可以采取两种手段：“形连”和“意连”。
“形连”是指形式上的衔接，主要是指连接手段的使用，而“意连”的意思是“内容上的衔接”，是指前后文在内容上前后呼应。
“形连”主要有八种逻辑顺序，也就有八类逻辑衔接手段：举例论证、对比论证、因果论证、递进论证、假设论证、类比论证、目的论证、以及下定义。
接下来笔者将重点阐释这八类论证方式的衔接手段：一、举例论证衔接手段：For example, For instance, To illustrate, As apt illustration, such as, like, including.范例：Rather, teachers and parents can use a variety of methods to discipline their young charges, such as detention, withdrawal of privileges, and time-out. (C10T1)前面一组衔接手段放在句子开头，后面接句子，“such as”、“like”、以及“including”放在句子中间，后面加词。
另外，“For example”和“For instance”使用频率过高，建议读者使用“To illustrate”和“As an apt illustration”。
事实上，考官范文中，在举例时，直接使用连接词的情况不多，而是通过其它方式（比如表语从句：A typical case is that….）直接摆出例子，自然流畅，值得推荐。
比如剑十范文：What would a Japanese tea ceremony be without its specially crafted teapot, or a Fijian Kava ritual without its bowl made from a certain type of tree bark? (C10T3)二、对比论证衔接手段：however, While, Whilst, Whereas, Conversely, Oppositely, Rather, Instead, By contrast, In contrast, On the contrary, Compared with…, In comparison with…, 让步状语从句。
范例：Once the age of reason is reached however, a child can be rewarded for good behavior and discouraged from bad. (C10T1)以上连接词主要放在句首，连接两个完整的句子。
说到对比转折，读者可能第一反应是“but”。
不过首先，从其中文意思“但是”就可以看出，与“however”（“然而”）相比，该词语气较强，而且其用法较为固定，只能用于句中，远没有“however”灵活。
三、因果论证衔接手段：“因为”：because, since, as, for, in that, now that, as a result of, because of, due to, thanks to, owing to, on account of, in view of, in (the) light of, 原因状语从句。
“所以”：so, hence, thus, therefore, As a result, Resultingly, Accordingly, As a consequence, Consequently, give rise to, contribute to, lead to, result in, cause, trigger, incur, generate, engender, set off, stimulate, provoke, 结果状语从句。
范例：The spread of multinational products can often bring in its wake（带来……的结果） a loss of jobs, as people turn to buying the new brand, perhaps thinking it more glamorous than the one they are used to. (C9T3)“因为”一组中注意“because”后面一般跟主观原因，“since”和“as”后面往往跟客观原因，由于大约70%以上的文章都是议论文，所以客观论证是主体，即很少会出现主观原因，“because”用的时候要留神。
“For”可作为连词跟句子，表示“因为，原因是”，但与其说因果关系，不如说“For”后面的内容更像是对主句信息的补充。
此外，“now that”和“inthat”译成中文，是“既然”，仔细揣摩，是有“因为”的意味，但很明显，这两个短语都包含很强的委婉语气，使用时应注意语境。
“所以”一组中“therefore”中文意思是“因此”，而不是“所以”(“so”), 语气较正式，故建议用在结尾段中较合适。
另外，“consequence”译为“后果”，故“As a consequence”和“Consequently”含有语气，后面适合加不好的结果。
与前面的“give rise to”、“contribute to”、“lead to”、“result in”、“cause”不同，从“trigger”到“provoke”这一组动词都有“刺激了”、“激发了”的意思，适合用在因果关系较弱的语境中。
四、递进论证衔接手段：(1). Besides, In addition to, In addition, Additionally, Furthermore, What’s more, What’s worse, To m ake matters worse, Worse still,(2). Firstly, / In the first place, / First of all, / At first, / At the beginning, / To begin with, / To start with, / Initially, ……(3). In the meantime, / By the same token, / Simultaneously, /At the same time, / Meanwhile,范例：First, it is true that it is only those who reach the very top of their profession w ho can get these huge salaries… . Furthermore, the majority of stars do not hold their top positions long. (C7TB)第1类是“进而”、“另外”的意思，其中“What’s more”中的“more”可根据具体语境换成“better”、“worse”等形容词的比较级，使得和语境更贴切。
第2类是指“第一”、“第二”……等，以上给出了“第一”的表达方式，要注意表达的“多变”，切不可“firstly”, “secondly”, “thirdly”一套用下来，需进行“混搭”，比如：“Initially, …. In the second place, …. In addition, ….”。
第3类中的“Meanwhile”除了“与此同时”的含义，其前后连接的两个句子含有对比意味，使用时需注意。
五、假设论证衔接手段：If, On condition that, Provided that, Providing that, Suppose, Supposing，Once, as long as/so long as, in case, for fear范例：If the relentless of international brands into every corner of the world continues, these bland packages might one day completely oust the traditional objects of a nation…. (C9T3)这一组连接词的应用较容易，即条件状语从句的使用，由于出错率低，笔者比较推荐这种论证方式。
不过，若多次出现，要尽量避免重复使用“If”, 剩下的几种表达方式基本均可替换它。
六、类比论证衔接手段：Similarly, Equally, Likewise范例：To see the same products in shops the world over is boring, and does not impel visitors to open their wallets in the same way that trinkets or souvenirs unique to the particular area too. (C9T3)该类连接手段用于将相似的事物拿来做比较，以体现这一类事物的某一特征或作者对于一个问题的某种倾向。
七、目的论证衔接手段：for the purpose of, for the purpose that, in order to, so as to, 目的状语从句。