李笑来：新托福作文准备

(I) Independent Writing Task Scoring Guide

5 An essay at this level
o effectively addresses the topic and task
o is well organized and well developed, using clearly appropriate explanation, exemplification, and/or details
o displays unity, progression, and coherence
o displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors

4 An essay at this level
o addresses the topic and task well enough, some points may not be fully elaborated
o is generally well organized and well developed, using appropriate and sufficient explanation, exemplification, and/or details
o displays unity, progression, and coherence, though it may contain occasional redundancy, digression, or unclear connection
o displays facility in the use of language, demonstrating syntactic variety and range of vocabulary, though it will probably have may have occasional noticeable minor errors in structure or word form or idiomatic language use that do not interfere with meaning

3 An essay at this level
o addresses the topic and task using somewhat developed explanation, exemplification, and/or details
o displays unity, progression, and coherence, though connection of ideas may be occasionally obscured
o may demonstrate inconsistent facility in sentence formation and word choice that may result in lack of clarity and occasionally obscure meaning
o may display accurate but limited range of syntactic structures and vocabulary

2 An essay at this level
o limited development in response to the topic and task
o inadequate organization or connection of ideas
o inappropriate or insufficient exemplification, explanation, or details to support or illustrate generalizations in response to the task
o a noticeably inappropriate choice of word or word forms
o an accumulation of errors in sentence structure and/or usage

1 An essay at this level
o serious disorganization or underdevelopment
o little or no detail, or irrelevant specifics, or questionable responsiveness to the task
o serious and frequent errors in sentence structure or usage

(II) Reading/Writing Task Scoring Guidelines

5 A response at this level has all of the following qualities:
o principle ideas presented accurately with ample and accurately connected key supporting points/elaboration as required to fulfill the task effectively
o organization effective in response to the task
o sentence formation and word forms accurate and appropriate; response may have occasional minor grammatical or lexical errors
o appropriate use of own language and language from source text

4 A response at this level has all of the following qualities:
o principle ideas presented accurately as required by the task, though one or two key supporting points/details/elaboration may be omitted, misrepresented, or somewhat unclear, inexplicit, or inexplicitly connected
o organization generally effective in response to the task
o sentence formation and word choice generally accurate and appropriate; response may have noticeable minor errors and some imprecision and/or unidiomatic language use and/or imprecise connection among ideas; however these do not obscure meaning
o generally appropriate use of own language and language from source text

3 A response at this level is marked by inconsistency
o principle ideas inconsistently presented: some are discussed accurately with key supporting points/elaboration; other support/elaboration may be absent, incorrect or unclear/obscured by weaknesses in language; or
o inconsistent facility in sentence formation and word choice present (meaning may be unclear and may be occasionally obscured); or
o efforts at paraphrasing may result in a number of sentence and word form errors, but meaning is not usually obscured, or there are efforts at paraphrasing, but they do not move sufficiently away form exact wording and/or structures in the source text; or
o inconsistent facility in expressing connections between and among ideas (connections exist but are not effective)

2 A response at this level is marked by flaws in presentation of information or language
o significantly incomplete, inaccurate, or unclear presentation of principal ideas and key supporting points, or
o consistent lack of facility in sentence formation, word choice, word forms and/or connection between and among ideas; or
o efforts at paraphrase usually unsuccessful or very limited attempts at paraphrase

1 A response at this level exhibits one or more major flaws
o little or no comprehensible presentation of principal ideas and key supporting points required by the task
o failure to connect points to the required task
o pervasive language errors that make it difficult for the reader to derive meaning
o text too brief or too borrowed to allow for judgment of writing proficiency

(III) Listening/Writing Task Scoring Guidelines

5 A response at this level
o amply and accurately discusses the key points required by the task
o is well organized
o displays accurate and appropriate sentence formation and word choice; the response may have occasional minor grammatical or lexical errors

4 A response at this level
o accurately discusses the key points required by the task, though some key points may not be fully elaborated; the response may have occasional minor inaccuracies or distortion of information or may occasionally exhibit lack of clarity
o is generally well organized
o displays generally accurate and appropriate sentence formation and word choice; the response may have noticeable minor errors and some imprecision and/or unidiomatic language use and/or imprecise connections among ideas; however these do not obscure meaning

3 A response at this level is marked by inconsistency in
o completeness, accuracy, and/or clarity in presentation of key points; or
o facility in expressing connections between and among ideas (connections exist but are not effective); or
o facility in sentence formation and word choice (meaning may be unclear and may be occasionally obscured)

2 A response at this level is marked by flaws in presentation of information or language
o significantly incomplete, inaccurate, or unclear presentation of key points, or
o consistent lack of facility in sentence formation, connection, and/or word choice, or

1 A response at this level exhibits one or more major flaws
o little or no comprehensible presentation of key points
o failure to connect points to the required task
o pervasive language errors that make it difficult for the reader to derive meaning
o too brief to allow for judgment of writing proficiency