托福作文考試(TWE)評分標(biāo)準(zhǔn)細(xì)則

　　(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

　�。ㄋ模┬�托福作文準(zhǔn)備策略
　　1. 側(cè)重考試第一部分
　　對絕大多數(shù)考生來講，“Independent Writing”要比“Listening/Writing”或者“Reading/Writing”來的容易一些。并且，現(xiàn)有TWE題庫中的大量題目是最好的練習(xí)資源，事先練習(xí)得越多，這一部分越容易獲得滿分。最重要的是第一部分的成績?nèi)绻�高了，那么即便第二部分成績稍微低一點(diǎn)，最終的平均分換算成Scale Score也會(huì)很容易在25分以上，比如第一部分5分，而第二部分只有3分，但是平均分就是4分，而換算成Scale Score之后，已經(jīng)是25分了——這個(gè)成績的百分比等級已經(jīng)是86%——是一個(gè)足夠申請獎(jiǎng)學(xué)金的成績了。
　　想在第一部分獲得高分的話，考生首先要熟悉作文考試可能涉及到的話題。我的建議是先去下載題庫（下載地址見注釋1），反復(fù)閱讀若干遍，諳熟所有話題。諳熟題目的好處是從此開始考生可以進(jìn)行有目的的閱讀了。如果你知道你將要寫的文章是什么，你就會(huì)發(fā)現(xiàn)素材其實(shí)隨處可見——你讀的報(bào)紙里有很多值得收集的超級素材，你觀察到身邊有很多好的例子可以支持你的觀點(diǎn)，甚至你在背單詞的時(shí)候都會(huì)發(fā)現(xiàn)有很多詞正是因?yàn)榭梢杂迷谧魑睦锊抛兊梅浅Ｈ菀子涀　?br />　　其次，為自己準(zhǔn)備一個(gè)隨身攜帶的筆記本，用來記錄所有你可以收集到的詞匯、句型、素材、靈感等等。在背單詞的時(shí)候發(fā)現(xiàn)哪個(gè)詞匯可以用到作文中去，就馬上找一個(gè)句子抄在筆記本上。比如，背到 “exorbitant，adj. 過高的，昂貴的”，就立刻在筆記本上寫: “Although every thing in the city seems exorbitant, I still prefer living in the city because there must be much more opportunities in the city than in a small town.” 在讀文章的時(shí)候發(fā)現(xiàn)某個(gè)句子的表達(dá)方式與自己的方式不一樣，就馬上進(jìn)行改寫練習(xí)（就好像學(xué)書法要臨摹一樣）。 例如，讀到 “If my memory serves, he was a high school teacher.” 就一定要馬上抄到筆記本上去。因?yàn)槠渲?“If my memory serves,…” 相當(dāng)于中文的 “如果我沒有記錯(cuò)的話，……” 這樣的句型大抵上不會(huì)在什么語法書或教材上專門講解的，只能靠平時(shí)積累。
　　最后，一定要以提高實(shí)力為根本。寫作絕對是積累出來的能力——更何況是用第二語言進(jìn)行寫作。平時(shí)一定要養(yǎng)成勤查詞典的習(xí)慣。背單詞，一定要記住單詞的用法，而不僅僅是英文字母組合與中文釋義的簡單對應(yīng)。很多人不可能不認(rèn)識“influence”，也不可能不認(rèn)識“exercise”，但是卻不知道“施加影響”的表達(dá)法是“exercise influence on sb./sth.”；再比如，知道 “habitat”，知道 destruction”，但不知道“瀕臨滅絕物種”（endangered species）所面臨的最大問題是 “habitat destruction” （棲息地破壞）。在這種情況下，寫出好作文幾乎不可能�？梢娖綍r(shí)查字典、看例句、收集、整理的重要性。語言學(xué)習(xí)只能是以來積累的。
　　2. 鍛煉記筆記的能力
　　在 “Listening/Writing Task” 中，考生必須能夠準(zhǔn)確復(fù)述Lecture中的主要信息以及它們間的邏輯聯(lián)系。于是，記筆記（或稱“速記”）的能力就很重要了。學(xué)習(xí)并熟悉一些簡單的速記技巧會(huì)使考生在考場上獲得更多的相對優(yōu)勢。以下是一些非常容易學(xué)會(huì)但又非常有效的建議:
　　1. 不要嘗試逐字逐句地記錄
　　2. 把草稿紙從中間對折，左右各分成一半；只在左面記筆記，以便隨后可在右面進(jìn)行補(bǔ)充。
　　3. 行距也要盡量寬松，這樣容易保持清潔
　　4. 在不影響記憶情況下，單詞可以采取縮寫。比如 “broad area of communication” 可以寫成 “brod ar~ of c~”或者 “b~ area of c~”。
　　5. 用符號表達(dá)邏輯關(guān)系，例如:
　　a. 用箭頭表示因果: A  B
　　b. 用大于號、小于號、等號、約等號表達(dá)比較: A > B
　　c. 用大括號以及數(shù)字表示分類/列舉，比如:
　　 1. first factor
　　 2. second factor
　　 3. third factor
　　d. 用i.e.表示舉例: …A sentence…, i.e., X, Y, Z
　　6. 格外注意數(shù)字、年代、人名、地名、專有名詞
　　7. 醒目地表示元素（理由、例子、論點(diǎn)等等）的順序，分辨元素間的邏輯關(guān)系（并列、遞進(jìn)、轉(zhuǎn)折、時(shí)間順序等等），用自己的符號標(biāo)示出來。
　　掌握簡單的速記技巧實(shí)際上在任何領(lǐng)域中都有相當(dāng)重要的作用，它會(huì)戲劇性地提高一個(gè)人的效率。無論是上課、開會(huì)，還是當(dāng)靈感閃現(xiàn)的時(shí)候，速記能力都會(huì)幫上大忙。剛開始的時(shí)候必然會(huì)有些生疏，但只要過上一小段時(shí)間之后，每個(gè)人都會(huì)發(fā)現(xiàn)自己越來越有效率，并且能夠發(fā)明很多只有自己才能看懂的符號或者一些其他的什么方式——這樣的時(shí)候，人們總是發(fā)現(xiàn)自己是有很嚴(yán)重的自戀傾向的。
　　3. 鍛煉英文記憶能力
　　在這里，所謂的“英文記憶能力”是指能夠成段背誦英文文章的能力。大多數(shù)人從小就討厭“死記硬背”，但是作為成年人的我們應(yīng)該知道“死記硬背”的另外一個(gè)說法是“博聞強(qiáng)識”。　　
　　一方面，只有能夠記住細(xì)節(jié)的作者才能使用細(xì)節(jié)打動(dòng)讀者。而記憶力欠佳的作者往往只能寫出讓人感覺空洞的文章。試比較:
　　A1. A famous scientist once said…
　　A2. Consider the words of Pasteur, …
　　B1. I remember an athlete said “Rejoice, we conquer!”
　　B2. Remember that Pheidippides, the first marathon runner, dropped dead seconds after saying: “Rejoice, we conquer!”
　　例句A2與B2顯然要比例句A1和A2更能打動(dòng)讀者。然而前提卻是作者要有起碼的記憶力。其實(shí)，記憶一些細(xì)節(jié)并不難，尤其是當(dāng)養(yǎng)成習(xí)慣之后。只不過，大多數(shù)人是懶惰的而已。
　　另一方面，記憶里的薄弱會(huì)造成考場上時(shí)間的嚴(yán)重浪費(fèi)。比如，在Reading/Writing Task”中，考生如果有足夠的記憶力的話，就沒必要反復(fù)回去參照文章，從而節(jié)省大量的時(shí)間，進(jìn)而有更多的時(shí)間思考，所以可以寫出高度精煉并邏輯嚴(yán)謹(jǐn)?shù)奈恼隆７粗�，考生就好像是一臺內(nèi)存太小的計(jì)算機(jī)，很容易藍(lán)屏、死機(jī)。所以，建議考生有意識地鍛煉一下自己“死記硬背”的能力。
　　4. 提高英文復(fù)述能力
　　在Reading/Writing Task中，考生的成績很大程度上取決于能否用自己的語言復(fù)述文章內(nèi)容并保持信息完整、準(zhǔn)確。其實(shí)所謂的“用自己的語言復(fù)述文章內(nèi)容”很簡單——就是用于文章不同的表達(dá)法重新表述一遍文章的內(nèi)容而已。文章中用的是 “because of”，那我們就把它換成 “due to”或者 “owning to”；文章中用的是 “people living in the present”；我們就把它換成 “people who live in the present”; 文章中說 “A is larger than B”，我們就把它換成 “B is smaller than A”…
　　考生應(yīng)該注意積累同義表達(dá)法，例如：
　　o for example, for instance, say, like, such as, take … for example…
　　o because, since, for, in that
　　o important, essential, vital, critical, indispensable
　　o complex, intricate, involved
　　o include, comprise, encompass, involve, consist of
　　o think, believe, deem, regard as
　　o argue, claim, maintain, hold
　　o …
　　另外，也可以隨便參照一本語法書，比如《朗文英語語法》或《朗文高級英語與法》，學(xué)習(xí)各種成分結(jié)構(gòu)之間的互換，例如：
　　o 形容詞性成分vs. 定語從句:
　　Beads are miniature bundles of secrets waiting to be revealed.ßàBeads contain a plethora of secrets which are waiting to be revealed.
　　o 副詞性成分vs. 狀語從句
　　Conception occurs when a single sperm fuses with an egg.ßàA single sperm fusing with an egg, conception occurs.
　　o 名詞性成分vs. 主語從句、賓語從句、同位語從句
　　Scientists finally worked out how it functions. ßà Scientists finally worked out its mechanism.
　　最后提醒一點(diǎn)，文章中的名詞概念不要隨便替換。因?yàn)槊�詞概念構(gòu)成文章的主要線索，隨意替換名詞概念一不小心就會(huì)造成文章難懂艱澀。當(dāng)一個(gè)有經(jīng)驗(yàn)的作者在展示自己的語言多樣性的時(shí)候，他會(huì)使用更準(zhǔn)確的動(dòng)詞、形容詞（而不依賴程度副詞）；或通過句型的變換，長短句相間等手段，但是絕對不會(huì)輕易替換文章中主要的名詞概念。