Skor Band Writing IELTS

Pencapaian tugas
Memenuhi sepenuhnya semua ketentuan tugas
Menyajikan dengan jelas jawaban yang dikembangkan sepenuhnya

Koherensi dan kohesi
Menggunakan kohesi sedemikian rupa sehingga tidak menarik perhatian
Secara terampil berhasil menyusun paragraf

Perbendaharaan kata
Menggunakan berbagai kosakata dengan penguasaan yang sangat alami dan canggih dalam dari berbagai fitur leksikal; kesalahan kecil yang jarang terjadi hanya karena ‘keseleo’

Tata bahasa dan akurasi
Menggunakan berbagai struktur dengan fleksibilitas dan akurasi penuh; kesalahan kecil yang jarang terjadi hanya karena ‘keseleo’

Pencapaian tugas
Memasukkan semua ketentuan tugas dengan cukup
Menyajikan, menyoroti, dan mengilustrasikan semua hal/poin penting dengan jelas dan sesuai

Koherensi dan kohesi
Mengurutkan informasi dan ide secara logis
Mengusahakan semua aspek kohesi dengan baik
Menggunakan paragraf yang cukup dan sesuai

Perbendaharaan kata
Menggunakan berbagai kosakata dengan lancar dan fleksibel untuk menyampaikan makna yang tepat
Secara terampil menggunakan kosakata yang tidak umum, namun terkadang terdapat ketidakakuratan dalam pilihan kata dan kolokasi
Jarang membuat kesalahan dalam ejaan dan/atau formasi kata

Tata bahasa dan akurasi
Menggunakan berbagai struktur
Sebagian besar kalimat bebas kesalahan
Sangat jarang melakukan kesalahan atau kekurangsesuaian

Task achievement
The response covers the requirements of the task.

The content is relevant and accurate – there may be a few omissions or lapses. The format is appropriate.

(Academic) Key features which are selected are covered and clearly highlighted but could be more fully or more appropriately illustrated or extended.

(Academic) It presents a clear overview, the data are appropriately categorised, and main trends or differences are identified.

(General Training) All bullet points are covered and clearly highlighted but could be more fully or more appropriately illustrated or extended. It presents a clear purpose. The tone is consistent and appropriate to the task. Any lapses are minimal.

Coherence and cohesion
Information and ideas are logically organised and there is a clear progression throughout the response. A few lapses may occur.

A range of cohesive devices including reference and substitution is used flexibly but with some inaccuracies or some over/under use.

Lexical resource
The resource is sufficient to allow some flexibility and precision.

There is some ability to use less common and/or idiomatic items.

An awareness of style and collocation is evident, though inappropriacies occur.

There are only a few errors in spelling and/or word formation, and they do not detract from overall clarity.

Grammatical range and accuracy
A variety of complex structures is used with some flexibility and accuracy.

Grammar and punctuation are generally well controlled, and error-free sentences are frequent.

A few errors in grammar may persist, but these do not impede communication

Task achievement
The response focuses on the requirements of the task and an appropriate format is used.

(Academic) Key features which are selected are covered and adequately highlighted. A relevant overview is attempted. Information is appropriately selected and supported using figures/data.

(General Training) All bullet points are covered and adequately highlighted. The purpose is generally clear. There may be minor inconsistencies in tone.

Some irrelevant, inappropriate or inaccurate information may occur in areas of detail or when illustrating or extending the main points.

Some details may be missing (or excessive) and further extension or illustration may be needed.

Coherence and cohesion
Information and ideas are generally arranged coherently and there is a clear overall progression.

Cohesive devices are used to some good effect but cohesion within and/or between sentences may be faulty or mechanical due to misuse, overuse or omission.

The use of reference and substitution may lack flexibility or clarity and result in some repetition or error.

Lexical resource
The resource is generally adequate and appropriate for the task.

The meaning is generally clear in spite of a rather restricted range or a lack of precision in word choice.

If the writer is a risk-taker, there will be a wider range of vocabulary used but higher degrees of inaccuracy or inappropriacy.

There are some errors in spelling and/or word formation, but these do not impede communication.

Grammatical range and accuracy
A mix of simple and complex sentence forms is used but flexibility is limited.

Examples of more complex structures are not marked by the same level of accuracy as in simple structures.

Errors in grammar and punctuation occur, but rarely impede communication.

Task achievement
The response generally addresses the requirements of the task. The format may be inappropriate in places.

(Academic) Key features which are selected are not adequately covered. The recounting of detail is mainly mechanical. There may be no data to support the description.

(General Training) All bullet points are presented but one or more may not be adequately covered. The purpose may be unclear at times. The tone may be variable and sometimes inappropriate.

There may be a tendency to focus on details (without referring to the bigger picture).

The inclusion of irrelevant, inappropriate or inaccurate material in key areas detracts from the task achievement.

There is limited detail when extending and illustrating the main points

Coherence and cohesion
Organisation is evident but is not wholly logical and there may be a lack of overall progression. Nevertheless, there is a sense of underlying coherence to the response.

The relationship of ideas can be followed but the sentences are not fluently linked to each other.

There may be limited/overuse of cohesive devices with some inaccuracy.

The writing may be repetitive due to inadequate and/or inaccurate use of reference and substitution.

Lexical resource
The resource is limited but minimally adequate for the task.

Simple vocabulary may be used accurately but the range does not permit much variation in expression.

There may be frequent lapses in the appropriacy of word choice, and a lack of flexibility is apparent in frequent simplifications and/or repetitions.

Errors in spelling and/or word formation may be noticeable and may cause some difficulty for the reader.

Grammatical range and accuracy
The range of structures is limited and rather repetitive.

Although complex sentences are attempted, they tend to be faulty, and the greatest accuracy is achieved on simple sentences.

Grammatical errors may be frequent and cause some difficulty for the reader.

Punctuation may be faulty.

Task achievement
The response is an attempt to address the task.

(Academic) Few key features have been selected.

(General Training) Not all bullet points are presented.

(General Training) The purpose of the letter is not clearly explained and may be confused.The tone may be inappropriate.

The format may be inappropriate.

Key features/bullet points which are presented may be irrelevant, repetitive, inaccurate or inappropriate.

Coherence and cohesion
Information and ideas are evident but not arranged coherently, and there is no clear progression within the response.

Relationships between ideas can be unclear and/or inadequately marked. There is some use of basic cohesive devices, which may be inaccurate or repetitive.

There is inaccurate use or a lack of substitution or referencing

Lexical resource
The resource is limited and inadequate for or unrelated to the task. Vocabulary is basic and may be used repetitively.

There may be inappropriate use of lexical chunks (e.g. memorised phrases, formulaic language and/or language from the input material).

Inappropriate word choice and/or errors in word formation and/or in spelling may impede meaning

Grammatical range and accuracy
A very limited range of structures is used.

Subordinate clauses are rare and simple sentences predominate.

Some structures are produced accurately but grammatical errors are frequent and may impede meaning.

Punctuation is often faulty or inadequate

Pencapaian tugas
Gagal menyelesaikan tugas, yang mungkin benar-benar telah terjadi kesalahpahaman
Menyampaikan ide terbatas yang mungkin tidak relevan/repetitif

Koherensi dan kohesi
Tidak menyusun ide secara logis
Dapat menggunakan serangkaian perangkat kohesif yang sangat terbatas, dan perangkat kohesif yang digunakan tidak menunjukkan hubungan logis antar berbagai ide

Perbendaharaan kata
Hanya menggunakan serangkaian kata dan ekspresi yang sangat terbatas dengan penguasaan formasi dan/atau ejaan kata yang sangat terbatas
Kesalahan sangat mengganggu pesan

Tata bahasa dan akurasi
Mengupayakan berbagai bentuk kalimat tetapi kesalahan dalam tata bahasa dan tanda baca mendominasi dan mengubah maknanya

Pencapaian tugas
Jawaban nyaris tidak terkait dengan tugas

Koherensi dan kohesi
Memiliki sangat sedikit penguasaan poin-poin susunan

Perbendaharaan kata
Menggunakan rangkaian kosakata yang sangat terbatas; pada dasarnya tidak memiliki penguasaan formasi kata dan/atau ejaan

Tata bahasa dan akurasi
Tidak dapat menggunakan bentuk kalimat kecuali dalam frasa yang dihafalkan

Pencapaian tugas
Jawaban sepenuhnya tidak terkait dengan tugas

Koherensi dan kohesi
Gagal untuk menyampaikan pesan apa pun

Perbendaharaan kata
Hanya dapat menggunakan beberapa kata terpisah

Tata bahasa dan akurasi
Tidak dapat menggunakan bentuk kalimat sama sekali

Pencapaian tugas
Tidak tampak
Tidak berhasil menyelesaikan tugas dengan cara apa pun
Menulis jawaban yang sepenuhnya dihafalkan

Koherensi dan kohesi
Tidak tampak
Tidak berhasil menyelesaikan tugas dengan cara apa pun
Menulis jawaban yang sepenuhnya dihafalkan

Perbendaharaan kata
Tidak tampak
Tidak berhasil menyelesaikan tugas dengan cara apa pun
Menulis jawaban yang sepenuhnya dihafalkan

Tata bahasa dan akurasi
Tidak tampak
Tidak berhasil menyelesaikan tugas dengan cara apa pun
Menulis jawaban yang sepenuhnya dihafalkan

Jawaban tugas
Menjawab semua bagian tugas sepenuhnya
Menyajikan posisi yang dikembangkan sepenuhnya dalam menjawab pertanyaan dengan berbagai ide yang relevan, dikembangkan sepenuhnya, dan didukung dengan baik

Koherensi dan kohesi
Menggunakan kohesi sedemikian rupa sehingga tidak menarik perhatian
Secara terampil berhasil menyusun paragraf

Perbendaharaan kata
Menggunakan berbagai kosakata dengan penguasaan yang sangat alami dan canggih dalam dari berbagai fitur leksikal; kesalahan kecil yang jarang terjadi hanya karena ‘keseleo’

Tata bahasa dan akurasi
Menggunakan berbagai struktur dengan fleksibilitas dan akurasi penuh; kesalahan kecil yang jarang terjadi hanya karena ‘keseleo’

Jawaban tugas
Menjawab semua bagian tugas secara memadai
Menyajikan jawaban yang dikembangkan dengan baik terhadap pertanyaan dengan berbagai dukungan perluasan ide yang relevan

Koherensi dan kohesi
Mengurutkan informasi dan ide secara logis

Mengusahakan semua aspek kohesi dengan baik

Menggunakan paragraf yang cukup dan sesuai

Perbendaharaan kata
Menggunakan berbagai kosakata dengan lancar dan fleksibel untuk menyampaikan makna yang tepat

Secara terampil menggunakan kosakata yang tidak umum, namun terkadang terdapat ketidakakuratan dalam pilihan kata dan kolokasi

Jarang membuat kesalahan dalam ejaan dan/atau formasi kata

Tata bahasa dan akurasi
Menggunakan berbagai struktur

Sebagian besar kalimat bebas kesalahan

Sangat jarang melakukan kesalahan atau kekurangsesuaian

Task response
The main parts of the prompt are appropriately addressed.

A clear and developed position is presented.

Main ideas are extended and supported but there may be a tendency to over-generalise or there may be a lack of focus and precision in supporting ideas/material.

Coherence and cohesion
Information and ideas are logically organised, and there is a clear progression throughout the response. (A few lapses may occur, but these are minor.)

A range of cohesive devices including reference and substitution is used flexibly but with some inaccuracies or some over/under use.

Paragraphing is generally used effectively to support overall coherence, and the sequencing of ideas within a paragraph is generally logical.

Lexical resource
The resource is sufficient to allow some flexibility and precision.

There is some ability to use less common and/or idiomatic items.

An awareness of style and collocation is evident, though inappropriacies occur.

There are only a few errors in spelling and/or word formation and they do not detract from overall clarity.

Grammatical range and accuracy
A variety of complex structures is used with some flexibility and accuracy.

Grammar and punctuation are generally well controlled, and error-free sentences are frequent.

A few errors in grammar may persist, but these do not impede communication.

Task response
The main parts of the prompt are addressed (though some may be more fully covered than others). An appropriate format is used.

A position is presented that is directly relevant to the prompt, although the conclusions drawn may be unclear, unjustified or repetitive.

Main ideas are relevant, but some may be insufficiently developed or may lack clarity, while some supporting arguments and evidence may be less relevant or inadequate.

Coherence and cohesion
Information and ideas are generally arranged coherently and there is a clear overall progression.

Cohesive devices are used to some good effect but cohesion within and/or between sentences may be faulty or mechanical due to misuse, overuse or omission.

The use of reference and substitution may lack flexibility or clarity and result in some repetition or error.

Paragraphing may not always be logical and/or the central topic may not always be clear.

Lexical resource
The resource is generally adequate and appropriate for the task.

The meaning is generally clear in spite of a rather restricted range or a lack of precision in word choice.

If the writer is a risk-taker, there will be a wider range of vocabulary used but higher degrees of inaccuracy or inappropriacy.

There are some errors in spelling and/or word formation, but these do not impede communication.

Grammatical range and accuracy
A mix of simple and complex sentence forms is used but flexibility is limited.

Examples of more complex structures are not marked by the same level of accuracy as in simple structures.

Errors in grammar and punctuation occur, but rarely impede communication

Task response
The main parts of the prompt are incompletely addressed. The format may be inappropriate in places.

The writer expresses a position, but the development is not always clear.

Some main ideas are put forward, but they are limited and are not sufficiently developed and/or there may be irrelevant detail.

There may be some repetition.

Coherence and cohesion
Organisation is evident but is not wholly logical and there may be a lack of overall progression. Nevertheless, there is a sense of underlying coherence to the response.

The relationship of ideas can be followed but the sentences are not fluently linked to each other.

There may be limited/overuse of cohesive devices with some inaccuracy.

The writing may be repetitive due to inadequate and/or inaccurate use of reference and substitution.

Paragraphing may be inadequate or missing.

Lexical resource
The resource is limited but minimally adequate for the task.

Simple vocabulary may be used accurately but the range does not permit much variation in expression.

There may be frequent lapses in the appropriacy of word choice and a lack of flexibility is apparent in frequent simplifications and/or repetitions.

Errors in spelling and/or word formation may be noticeable and may cause some difficulty for the reader.

Grammatical range and accuracy
The range of structures is limited and rather repetitive.

Although complex sentences are attempted, they tend to be faulty, and the greatest accuracy is achieved on simple sentences.

Grammatical errors may be frequent and cause some difficulty for the reader.

Punctuation may be faulty.

Task response
The prompt is tackled in a minimal way, or the answer is tangential, possibly due to some misunderstanding of the prompt. The format may be inappropriate.

A position is discernible, but the reader has to read carefully to find it.

Main ideas are difficult to identify and such ideas that are identifiable may lack relevance, clarity and/or support.

Large parts of the response may be repetitive.

Coherence and cohesion
Information and ideas are evident but not arranged coherently and there is no clear progression within the response.

Relationships between ideas can be unclear and/or inadequately marked. There is some use of basic cohesive devices, which may be inaccurate or repetitive.

There is inaccurate use or a lack of substitution or referencing.

There may be no paragraphing and/or no clear main topic within paragraphs.

Lexical resource
The resource is limited and inadequate for or unrelated to the task. Vocabulary is basic and may be used repetitively.

There may be inappropriate use of lexical chunks (e.g. memorised phrases, formulaic language and/or language from the input material).

Inappropriate word choice and/or errors in word formation and/or in spelling may impede meaning

Grammatical range and accuracy
A very limited range of structures is used.

Subordinate clauses are rare and simple sentences predominate.

Some structures are produced accurately but grammatical errors are frequent and may impede meaning.

Punctuation is often faulty or inadequate.

Jawaban tugas
Tidak menjawab setiap bagian tugas dengan memadai

Tidak mengungkapkan posisi yang jelas

Menyajikan beberapa ide, yang sebagian besar tidak dikembangkan atau tidak relevan

Koherensi dan kohesi
Tidak menyusun ide secara logis

Dapat menggunakan serangkaian perangkat kohesif yang sangat terbatas, dan perangkat kohesif yang digunakan tidak menunjukkan hubungan logis antar berbagai ide

Perbendaharaan kata
Hanya menggunakan serangkaian kata dan ekspresi yang sangat terbatas dengan penguasaan formasi dan/atau ejaan kata yang sangat terbatas

Kesalahan sangat mengganggu pesan

Tata bahasa dan akurasi
Mengupayakan berbagai bentuk kalimat tetapi kesalahan dalam tata bahasa dan tanda baca mendominasi dan mengubah maknanya

Jawaban tugas
Hampir tidak menjawab tugas yang diberikan

Tidak mengekspresikan posisi

Mungkin mengupayakan untuk menyajikan satu atau dua ide tetapi tidak ada pengembangan

Koherensi dan kohesi
Memiliki sangat sedikit penguasaan poin-poin susunan

Perbendaharaan kata
Menggunakan rangkaian kosakata yang sangat terbatas; pada dasarnya tidak memiliki penguasaan formasi kata dan/atau ejaan

Tata bahasa dan akurasi
Tidak dapat menggunakan bentuk kalimat kecuali dalam frasa yang dihafalkan

Jawaban tugas
Jawaban sepenuhnya tidak terkait dengan tugas

Koherensi dan kohesi
Gagal untuk menyampaikan pesan apa pun

Perbendaharaan kata
Hanya dapat menggunakan beberapa kata terpisah

Tata bahasa dan akurasi
Tidak dapat menggunakan bentuk kalimat sama sekali

Jawaban tugas
Tidak tampak

Tidak berhasil menyelesaikan tugas dengan cara apa pun

Menulis jawaban yang sepenuhnya dihafalkan

Koherensi dan kohesi
Tidak tampak

Tidak berhasil menyelesaikan tugas dengan cara apa pun

Menulis jawaban yang sepenuhnya dihafalkan

Perbendaharaan kata
Tidak tampak

Tidak berhasil menyelesaikan tugas dengan cara apa pun

Menulis jawaban yang sepenuhnya dihafalkan

Tata bahasa dan akurasi
Tidak tampak

Tidak berhasil menyelesaikan tugas dengan cara apa pun

Menulis jawaban yang sepenuhnya dihafalkan