ملاک های نمره دهی در آزمون رایتینگ آیلتس

This criterion assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words. Academic Writing Task 1 is a writing task which has a defined input and a largely predictable output. It is basically an information-transfer task which relates narrowly to the factual content of the input data or diagram and not to speculated explanations that lie outside the provided diagram or data.

میزان مرتبط بودن و درست بودن پاسخ به سوال موجود. تعداد کلمات نباید کمتر از 150 کلمه باشد. رایتینگ آکادمیک تسک 1 دارای ورودی مشخص و خروجی قابل پیش بینی است که اساساً یک کار انتقال اطلاعات می باشد و به محتوای واقعی داده های ورودی یا نمودار مربوط می شود و نه به توضیحی که در خارج از نمودار یا داده های ارائه شده است.

This criterion is concerned with the overall clarity and fluency of the message: how the response organizes and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical connectors, pronouns and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear.

ارتباط معنایی بین جملات یک پاراگراف و بین پاراگراف های یک متن. این معیار به روانی و واضح بودن متن مربوط است. یعنی در یک متن چگونه اطلاعات و ایده ها به هم وصل شده اند. کوهیرنس مربوط به ارتباط بین ایده های مختلف در پاراگراف های یک متن است. کوهیژن مربوط به استفاده ی درست و به جای کلمات ربط و ضمیرها در یک پاراگراف است که جملات مختلف آن پاراگراف را در کنار هم معنادار می سازد.

This criterion refers to the range of vocabulary the candidate has used and the accuracy and appropriacy of that use in terms of the specific task.

میزان لغت استفاده شده یکی دیگر از معیارهای مهم برای ارزیابی است. هرچه تعداد لغت بیشتری به صورت درست و مناسب استفاده شده باشد از این قسمت نمره ی بیشتری کسب می شود.

This criterion refers to the range and accurate use of the candidate’s grammatical resource as manifested in the candidate’s writing at the sentence level.

این قمست مربوط به دامنه ی گرامر استفاده شده است. این دامنه در سطح زمان فعل ها، معلموم و مجهول بودن آنها و پیچیدگی جملات و یا ساده بودن آنها خلاصه می شود.

In both Academic and General Training Writing tests, Task 2 requires the candidates to formulate and develop a position in relation to a given prompt in the form of a question or statement. Ideas should be supported by evidence, and examples may be drawn from the candidates’ own experience. Responses must be at least 250 words in length.

هم در آیلتس جنرال و هم آکادمیک در تسک دو  آزمون دهنده می بایست بتواند از یک ایده یا موقعیت جانب داری کند و دلایل درست بیاورد. در این قسمت آزمون دهنده باید ایده ی خود را با شواهد ثابت کند و مثال هایی بیاورد. تعداد کلمه ی مورد نیاز برای این قسمت حد اقل 250 کلمه است.

This criterion is concerned with the overall clarity and fluency of the message: how the response organizes and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical connectors, pronouns and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear.

ارتباط معنایی بین جملات یک پاراگراف و بین پاراگراف های یک متن. این معیار به روانی و واضح بودن متن مربوط است. یعنی در یک متن چگونه اطلاعات و ایده ها به هم وصل شده اند. کوهیرنس مربوط به ارتباط بین ایده های مختلف در پاراگراف های یک متن است. کوهیژن مربوط به استفاده ی درست و به جای کلمات ربط و ضمیرها در یک پاراگراف است که جملات مختلف آن پاراگراف را در کنار هم معنادار می سازد.

This criterion refers to the range of vocabulary the candidate has used and the accuracy and appropriacy of that use in terms of the specific task.

میزان لغت استفاده شده یکی دیگر از معیارهای مهم برای ارزیابی است. هرچه تعداد لغت بیشتری به صورت درست و مناسب استفاده شده باشد از این قسمت نمره ی بیشتری کسب می شود.

This criterion refers to the range and accurate use of the candidate’s grammatical resource as manifested in the candidate’s writing at the sentence level.

این قمست مربوط به دامنه ی گرامر استفاده شده است. این دامنه در سطح زمان فعل ها، معلموم و مجهول بودن آنها و پیچیدگی جملات و یا ساده بودن آنها خلاصه می شود.

Academic Writing (1)

20 minutes

Describe visual information Writing (e.g. a diagram, chart, graph or table).

Academic Writing (2)

40 minutes

Write an essay. You may be asked to:

• provide a solution

• evaluate a problem

• compare and contrast different ideas or opinions

• challenge an argument or idea

General Training Writing (1)

20 minutes

Respond to a given situation

(e.g. by writing a letter).

You may be asked to request information or explain a situation.

General Training Writing (2)

40 minutes

Write an essay in response to a point of view, argument or problem.

Writing Task 1

Task Achievement

Did you answer the question fully and write 150 words?

Writing Task 2

Task Response

Did your answer address all of the points in the question?

• Did you provide a balanced argument and support your ideas with evidence and examples?

• Were all of your ideas relevant to the question?

• Did you write 250 words?

Both tasks

Coherence and Cohesion

•Is your writing easy to understand?

• Are your ideas well organized and clearly linked?

Both tasks

Lexical Resource

Did you use a wide range of vocabulary accurately and effectively?

Both tasks

Grammatical Range and Accuracy

Did you use a wide range of grammatical structures accurately and effectively?

criteria

9

1

• fully satisfies all the requirements of the task

• clearly presents a fully developed response 

2

• uses cohesion in such a way that it attracts no attention

• skillfully manages paraphrasing

3

• uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as 'slips'

4

• uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as 'slips' 

criteria

8

1

• covers all requirements of the task sufficiently

• presents, highlights and illustrates key features/ bullet points clearly and appropriately

2

• sequences information and ideas logically

• manages all aspects of cohesion well

• uses paragraphing sufficiently and appropriately

3

• uses a wide range of vocabulary fluently and flexibly to convey precise meanings

• skillfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation

• produces rare errors in spelling and/or word formation

4

• uses a wide range of structures

• the majority of sentences are error-free

• makes only very occasional errors or inappropriacy

criteria

7

1

• 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

2

• logically organizes information and ideas; there is clear progression throughout

• uses a range of cohesive devices appropriately although there may be some under-lover-use

3

• 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

4

• uses a variety of complex structures

• produces frequent error-free sentences

• has good control of grammar and punctuation but may make a few errors

criteria

6

1

• 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

2

• 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

3

• 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

4

• uses a mix of simple and complex sentence forms

• makes some errors in grammar and punctuation but they rarely reduce communication

criteria

5

1

• 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

2

• presents information with some organization 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

3

• 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

4

• 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

criteria

4

1

• 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

2

• 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

3

• 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

4

• 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

criteria

3

1

fails to address the task, which may have been completely misunderstood

• presents limited ideas which may be largely irrelevant/repetitive

2

• does not organize ideas logically

• may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas

3

• 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

4

• attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning

criteria

2

1

• answer is barely related to the task

2

• has very little control of organizational features

3

• uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling

4

• cannot use sentence forms except in memorized phrases

criteria

1

1

• answer is completely unrelated to the task

2

• fails to communicate any message

3

• can only use a few isolated words

4

• cannot use sentence forms at all