下面是雅思考試頻道為您收集的2011最新詳細(xì)的雅思寫作評(píng)分標(biāo)準(zhǔn)，供大家參考。雅思寫作評(píng)分小作文小作文分別評(píng)分，總分相加，得到兩項(xiàng)的平均分，便是雅思寫作的總分。而雅思小作文及大作文的評(píng)分標(biāo)準(zhǔn)不同，但都是以文章完成度、結(jié)構(gòu)聯(lián)結(jié)、內(nèi)容豐富程度，以及語(yǔ)法詞匯的準(zhǔn)確度四項(xiàng)分別評(píng)分，之后取均分得到每篇作文的成績(jī)。下面是詳細(xì)的從9分到0分的評(píng)分標(biāo)準(zhǔn)。
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
IELTS Writing Band Descriptors: Task 2
Band
Task response
Coherence and cohesion
Lexical resource
Grammatical range and 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 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 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
• 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
希望以上的雅思作文評(píng)分標(biāo)準(zhǔn)可以為您提供一些借鑒和參考，在雅思寫作備考中，大家也可參照此評(píng)分標(biāo)準(zhǔn)有針對(duì)性地進(jìn)行訓(xùn)練。祝您考試順利！
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
IELTS Writing Band Descriptors: Task 2
Band
Task response
Coherence and cohesion
Lexical resource
Grammatical range and 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 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 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
• 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
希望以上的雅思作文評(píng)分標(biāo)準(zhǔn)可以為您提供一些借鑒和參考，在雅思寫作備考中，大家也可參照此評(píng)分標(biāo)準(zhǔn)有針對(duì)性地進(jìn)行訓(xùn)練。祝您考試順利！