托福写作极速突破（一）

托福写作极速突破（一）

> 作者：李笑来 · 2008年8月19日 · [原文链接（网页存档）](https://web.archive.org/web/20111113113930/http://www.lixiaolai.com/archives/750.html)

（一）了解评分标准

也许ETS的托福考试（TOEFL iBT®）中的作文考试与中国考生在国内参加过的其它英语考试中的作文考试最大的不同之一就是：**托福作文考试** **的** **评分标准** **是*公开的***[[1](#footnote_0_750 "官方评分标准pdf版下载")] 。很多的时候，我很奇怪为什么公开的评分标准放在那里却有很多人视而不见？市面上很多辅导书籍，以及很多培训机构的托福写作老师们竟然也往往如此，整天散布的是与评分标准完全相左的所谓“技巧”——要命的是还有很多人相信，并且还是在已经购买了书价相对昂贵的《[**新托福考试官方指南**](http://product.dangdang.com/product.aspx?product_id=9192767)》的情况下。（TOEFL考试是ETS的一个重要产品，而《新托福考试官方指南》就相当于是TOEFL的产品说明书——生活中就确实有很多人购买任何产品都从来不去认真读产品说明书……）

以下是托福作文考试的评分标准：

**综合测试评分标准（Integrated Writing Rubrics）**

**Score 5**

> A response at this level successfully selects the important information from the lecture, and coherently and accurately presents this information in relation to the relevant information presented in the reading. The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections.

**Score 4**

> A response at this level is generally good in selecting the important information from the lecture and in coherently and accurately presenting this information in relation to the relevant information in the reading, but it may have minor omission, inaccuracy, vagueness, or imprecision of some content from the lecture or in connection to points made in the reading. A response is also scored at this level if it has more frequent or noticeable minor language errors, as long as such usage and grammatical structures do not result in anything more than an occasional lapse of clarity or in the connection of ideas.

**Score 3**

> A response at this level contains some important information from the lecture and conveys some relevant connection to the reading, but it is marked by one or more of the following:
>
> - Although the overall response is definitely oriented to the task, it conveys only vague, global, unclear, or somewhat imprecise connection of the points made in the lecture to points made in the reading.
> - The response may omit one major key point made in the lecture.
> - Some key points made in the lecture or the reading, or connections between the two, may be incomplete, inaccurate, or imprecise.
> - Errors of usage and/or grammar may be more frequent or may result in noticeably vague expressions or obscured meanings in conveying ideas and connections.

**Score 2**

> A response at this level contains some relevant information from the lecture, but is marked by significant language difficulties or by significant omission or inaccuracy of important ideas from the lecture or in the connections between the lecture and the reading; a response at this level is marked by one or more of the following:
>
> - The response significantly misrepresents or completely omits the overall connection between the lecture and the reading.
> - The response significantly omits or significantly misrepresents important points made in the lecture.
> - The response contains language errors or expressions that largely obscure connections or meaning at key junctures, or that would likely obscure understanding of key ideas for a reader not already familiar with the reading and the lecture.

**Score 1**

> A response at this level is marked by one or more of the following:
>
> - The response provides little or no meaningful or relevant coherent content from the lecture.
> - The language level of the response is so low that it is difficult to derive meaning.

**Score 0**

> A response at this level merely copies sentences from the reading, rejects the topic or is otherwise not connected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.

**独立测分标准（Independent Writing Rubrics）**

**Score 5**

> An essay at this level largely accomplishes all of the following:
>
> - effectively addresses the topic and task
> - is well organized and well developed, using clearly appropriate explanations, exemplifications, and/or details
> - displays unity, progression, and coherence
> - 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.

**Score 4**

> An essay at this level largely accomplishes all of the following:
>
> - addresses the topic and task well, though some points may not be fully elaborated
> - is generally well organized and well developed, using appropriate and sufficient explanations, exemplifications, and/or details
> - displays unity, progression, and coherence, though it may contain occasional redundancy, digression, or unclear connections
> - displays facility in the use of language, demonstrating syntactic variety and range of vocabulary, though it will probably have occasional noticeable minor errors in structure, word form, or use of idiomatic language that do not interfere with meaning.

**Score 3**

> An essay at this level is marked by one or more of the following:
>
> - addresses the topic and task using somewhat developed explanations, exemplifications, and/or details
> - displays unity, progression, and coherence, though connection of ideas may be occasionally obscured
> - may demonstrate inconsistent facility in sentence formation and word choice that may result in lack of clarity and occasionally obscure meaning
> - may display accurate but limited range of syntactic structures and vocabulary.

**Score 2**

> An essay at this level may reveal one or more of the following weaknesses:
>
> - limited development in response to the topic and task
> - inadequate organization or connection of ideas
> - inappropriate or insufficient exemplifications, explanations, or details to support or illustrate generalizations in response to the task
> - a noticeably inappropriate choice of words or word forms
> - an accumulation of errors in sentence structure and/or usage.

**Score 1**

> An essay at this level is seriously flawed by one or more of the following weaknesses:
>
> - serious disorganization or underdevelopment
> - little or no detail, or irrelevant specifics, or questionable responsiveness to the task
> - serious and frequent errors in sentence structure or usage.

**Score 0**

> An essay at this level merely copies words from the topic, rejects the topic, or is otherwise not connected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.

大多数情况下，仅读一遍是不够用的。古人说，“读书千遍其义自现”其实颇有一些道理。不过，这短短几百词，也没必要读上一千遍才行。重新读的时候，不妨拿出纸笔做一点点的记录：

- 5分与4分之间究竟有怎样的差异？
- 4分与3分之间究竟有怎样的差异？
- 3分与2分之间究竟有怎样的差异？
- 2分与1分之间究竟有怎样的差异？
- 0分么，就没必要深究了……

把这些要点再重新整理一下，而后再逐条对照一下评分标准，看看有没有进一步的补充？

**整理出来的这些条目，就是考生在托福作文考试中应该避免的缺陷或者错误**；如若犯了其中的任何一条，都无法获得满分；如果这些缺陷错误全部能够克服，那么，即便有一些其它的缺陷，也依然可以获得满分——至少是很好的成绩。

如果，以上简单的步骤全部都做完了（估计也就花费个把小时而已），那么，任何一个正常人都很难再相信那些道听途说、以讹传讹的所谓“技巧”了。有的时候，自己动手，没什么不好。

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Footnotes:

1. [官方评分标准pdf版下载](http://www.ets.org/Media/Tests/TOEFL/pdf/Writing_Rubrics.pdf) [[↩](#identifier_0_750)]

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