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  • Hello and welcome to another Isles essay writing video.

  • In this video, I would like to share a tool with you that you may or may not may not be aware of.

  • What you see on the screen is a chart with descriptions of the attributes difference.

  • Band levels are expected to exhibit on the task to portion of the Rich Niles exam.

  • This chart is available publicly on the Internet, and I will link to its in the sidebar of this video.

  • If you're interested to have a look for yourself before we look at this chart in detail, I would like to share an experience with you that I had this past week.

  • I met with a colleague of mine who is an Eilts examiner, and I presented this chart to him and asked him how clearly or how exact.

  • This chart matches wth ECR ICTY area that he uses when he marks Isles essays.

  • And he shared a number.

  • He shared quite a bit of information that I think you will find interesting.

  • The first piece of information that he shared was that he corrects between 10 and 20 essays per hour, So in one, our he can correct as many as 20 essays now.

  • This means that he is spending 3 to 6 minutes pressing, and this may seem like a short period of time.

  • But it should be remembered that Ayotte's examiners are trained professionals and can very accurately measure the difference between, for example, an essay written at 1/6 level and essay written at a 6.5 level.

  • And the reason that there is such accuracy and such consistency between all Isles examiners is that they follow a very strict rubric.

  • A rubric is a marking scheme, which is basically a list of a number of skills that the aisles exam taker must show in their response to their essay question.

  • Now that rubric is quite similar is exactly similar to the information presented in this chart.

  • Now let's look at this in detail together.

  • Basically, you can see five columns on the far left.

  • You see the band score.

  • And then there's a list of broad skills that must be possessed by the students to achieve a high mark on the outs exam.

  • In the first column, we can see task response task response has to do with how well the's students responds to the essay question assigned to them.

  • How clearly does the answer fulfill what has been asked of them in the question?

  • Call number two deals with coherence and cohesion, which is the ability of the essay to link different ideas together both at a sentence level at a paragraph level and at an entire essay level.

  • All of the ideas must link, and they must do this through cohesive phrases.

  • How are these cohesive phrases used are the Are they used in a fluid matter?

  • Or are the somewhat miss worded and difficult to follow?

  • The third column Sorry, the fourth column you can see is the Lexical Resource column, and this deals with the ability of the students to use a variety of vocabulary and phrasing and a measure of how accurately they can use, uh, how accurately they can display this skill.

  • The final column is the Grammatical Range and Accuracy column, and this deals with the ability of the students to write grammatically correct sentences and to employ proper punctuation and two avoid even minor errors such as spelling.

  • So all of these different topics are covered in this chart and the skills and the expectations for each different band level are listed quite clearly now.

  • We won't go through everything in detail, but I wanted to point out some very major differences to you if you were interested to know what the difference is between a three band and a four bands or a six band and a 6.5 or seven band.

  • Now, if we started the very bottom, of course, 00 is a student who does not attends their aisles.

  • Exam No.

  • One is someone who writes so incoherently that the Examiner does not know what is being written and two is is equally, ah, problematic.

  • Now let's start it at level three.

  • Now a level three, Reiter will write with numerous spelling mistakes.

  • Their basic punctuation will be incorrect or completely missing, so they will employ a number of run on sentences.

  • These air sentences that are simply too long, cohesive phrases.

  • So the ability to link ideas together using phrases like as this shows as can be seen from this in conclusion, firstly, secondly, on the other hand, as is clear from this data, as this data clearly shows these sorts of phrases, these phrases are either not used or they are used completely.

  • Incorrectly.

  • Structure at a band three is lacking.

  • Structure is a skill that can clearly be seen based on whether the students is employing um, or displaying their ability to separate their ideas into various paragraphs.

  • Did the student right?

  • One large paragraph?

  • Well, that is a very big mistake.

  • Did the student right a number of little paragraphs?

  • Or did the students right?

  • Little titles above each paragraph?

  • These air also things that we don't want to do on the exam.

  • Um, the task at a band three level is a complete failure.

  • The student did not understand the essay question.

  • They wrote in essay on a topic that does not relate to what the essay question is asking This would be.

  • This one includes students that right, a discussion essay when they should have written an argument essay or students that presented their arguments at the beginning of their essay when they were asked to analyze thehe opinions of others.

  • These are the kinds of essays that fall into a band.

  • Three level.

  • Okay, now let's go up the church.

  • We'll skip for and will go directly to five now, five is an essay that employees cohesive devices, so they're using phrases such as as the shows or, um, as is clear from this.

  • These sorts of phrases are being used, but they're being used incorrectly, and they're being used incorrectly quite often.

  • So, for example, a student that rates, on the other hand now this is a phrase that is used in English to show an opposite or to show an extreme based on some information given before Ah, student writing at a bad band.

  • Five level will have noticeable spelling errors.

  • They're simple sentences.

  • They're simple sentences might be accurate, but anything that's a little bit longer than a simple sentence will be incoherent and will be very, very difficult to understand.

  • Okay, um, the band five level the complex sentences, um, difficult to understand the meaning is impeded.

  • The examiner has to think for ah ah, period of time to understand what the student is trying to say now, the difference between a five and a six at 1/6 level, the task is completed.

  • So the student did recognize the aisles exam question correctly, and they provided a response that is reasonable.

  • That does answer the question To some extent, there may be some details or examples that are inaccurate or perhaps do not completely support the overall arguments.

  • But overall, the the task and the arguments being presented are are understandable.

  • At A at a band six level, cohesive devices are used more accurately, so linking phrases are employed somewhat, uh, with with some with skill and played with skill.

  • Both simple and complex sentences are again used with more accuracy.

  • Now, a key to remember, uh, when we go on to the band Seven level and the difference between advanced six and Advanced seven is that a band six may have some small errors, but the the errors do not completely impede the meaning from being understood by the reader.

  • So if you remember at a band five level, when the reader reads these sentences, when your examiner reads these sentences at a band five, they may not quite understand what you're talking about.

  • So there's there's enough mistake in the sentence to impede the meaning Now at a band six level, the There may be some mistakes in the sentence, but the meaning can still be understood by the Examiner.

  • Okay, now let's go on to a band seven Band seven.

  • Writing.

  • The argument is sound.

  • It is supported Well, the details, given our quite accurate cohesion, is used properly and, um, very few instances of cohesion being used incorrectly.

  • There may be some overuse of cohesion or perhaps some areas where the cohesion is.

  • Ah is somewhat repetitive, maybe, but overall, the cohesion is sound and ah, and flows quite fluently.

  • When your examiner reads it a band, seven level students will right frequently error free sentences.

  • So there will be a number of sentences in the essay that do not have any grammatical or punctuation or choice of vocabulary errors.

  • The errors that our presence in a band seven level or quite minor and they are remote, which means that they're they're not very common.

  • They're not in every single sentence.

  • Okay, moving up to a band eight level now Band eight writing.

  • The majority of the sentences are error free.

  • The S a reader, uh, may still be able to distinguish that the writer of this essay is not a native speaker, but overall, the the essay has very, very minor mistakes and very few errors in choice of vocabulary and Um and, ah, choice of cohesive phrases.

  • The task is answered flawlessly.

  • So there is a complete answer, given a direct answer to what the essay question is asking and extra information or details and examples presented supports what is being argued or what is being analyzed completely.

  • This is what constitutes a bandaid writing level now going up to the band that everyone wants to achieve.

  • Ban nine, Band nine.

  • Writing is, as you can expect, flawless.

  • There is very, very, very few instances of mistake, and, um, you might not be able to see it.

  • But as they define it here, they call them.

  • Slips and slips are basically small mistakes that even happen to a native English speaker.

  • So, for example, perhaps a very small, um, spelling mistake or a, uh, maybe the one area where a comma is missing.

  • There's a very, very, very few mistakes at this level Now.

  • The difference between a Band nine and a Band eight is that when reading a band's nine, the Examiner would have difficulty distinguishing this writing level from an essay written by a native English speaker.

  • So the level of English written at a van nine is comparable to that written by a native English speaker.

  • I hope that video was somewhat helpful to you.

  • Thank you for listening and good luck on your exam.

Hello and welcome to another Isles essay writing video.

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B1 中級

IELTSのライティングはどのように評価されますか? (How is IELTS Writing assessed?)

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    林宜悉 に公開 2021 年 01 月 14 日
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