雅思写作task1官方评分标准

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 reducecommunication5generally addresses the task; theformat may be inappropriate in places (Academic) recounts detailmechanically with no clear overview; there may be no data to support the description(General Training) may present apurpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriatepresents, but inadequately covers, key features / bullet points; there may be a tendency to focus on detailspresents information withsome organisation but there may be a lack of overall progressionmakes inadequate,inaccurate or over-use of cohesive devicesmay be repetitive because of lack of referencing and substitutionuses a limited range of vocabulary, butthis is minimally adequate for the task may make noticeable errors in spelling and/or word formation that may cause some difficulty for the readeruses only a limited range of structuresattempts complex sentences but these tendto be less accurate than simple sentences may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader4attempts to address the task but does not cover all key features / bulletpoints; the format may be inappropriate (General Training) fails to clearly explain the purpose of the letter; the tone may be inappropriatemay confuse key features / bullet points with detail; parts may be unclear, irrelevant, repetitive or inaccuratepresents information andideas but these are not arranged coherently and there is no clearprogression in the response uses some basic cohesive devices but these may be inaccurate or repetitiveuses only basic vocabulary which may beused repetitively or which may be inappropriate for the taskhas limited control of word formation and/or spelling;errors may cause strain for thereaderuses only a very limited range of structureswith only rare use of subordinate clauses some structures are accurate but errors predominate, and punctuation is often faulty3fails to address the task, which may have been completely misunderstood presents limited ideas which may be largely irrelevant/repetitivedoes not organise ideaslogicallymay use a very limited range of cohesive devices, and those used may not indicate a logicalrelationship between ideas uses only a very limited range of wordsand expressions with very limited control of word formation and/or spellingerrors may severely distort the messageattempts sentence forms but errors ingrammar and punctuation predominate and distort the meaning2answer is barely related to the task has very little control of organisational featuresuses an extremely limited range ofvocabulary; essentially no control of word formation and/or spellingcannot use sentence forms except inmemorised phrases1 answer is completely unrelated to thetaskfails to communicate anymessagecan only use a few isolated wordscannot use sentence forms at alldoes not attenddoes not attempt the task in any way writes a totally memorised response。