下面是為您收集的2010最新詳細(xì)的雅思寫作評分標(biāo)準(zhǔn)，供大家參考。雅思寫作評分小作文小作文分別評分，總分相加，得到兩項的平均分，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，以及語法詞匯的準(zhǔn)確度四項分別評分，之后取均分得到每篇作文的成績。下面是詳細(xì)的從9分到0分的評分標(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

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