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adj. 語法的，合乎文法的
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引用ETS寫作評分標準原文：
》甲級 Score 5
26-28-30
>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.
》乙級 Score 4
20-22-24
>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.
》丙級 Score 3
14-16-18
>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.
》丁級 Score 2
8-10-12
>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 noticeable inappropriate choice of words or word forms.
*an accumulated inappropriate of errors in sentence structure and/or usage.
》戊級 Score 1
2-4-6
>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.
》己級 Score 0
0-0-0
>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.
| 重點單詞 | 查看全部解釋 | |||
| grammatical | [grə'mætikəl] |
想一想再看 |
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| inadequate | [in'ædikwit] |
想一想再看 adj. 不充分的，不適當的 |
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| demonstrate | ['demənstreit] |
想一想再看 vt. 示范，演示，證明 |
聯想記憶 | |
| contain | [kən'tein] |
想一想再看 vt. 包含，容納，克制，抑制 |
聯想記憶 | |
| flawed | [flɔ:d] |
想一想再看 adj. 有缺陷的；有瑕疵的；有裂紋的 |
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| inconsistent | [.inkən'sistənt] |
想一想再看 adj. 不一致的 |
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| formation | [fɔ:'meiʃən] |
想一想再看 n. 構造，編隊，形成，隊形，[地]地層 |
聯想記憶 | |
| syntactic | [sin'tæktik] |
想一想再看 adj. 句法的 |
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| merely | ['miəli] |
想一想再看 adv. 僅僅，只不過 |
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| unclear |
想一想再看 adj. 不清楚的；不易了解的 |
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