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IBT作文考試 TWE介紹與應對策略
TOEFL iBT作文考試



目錄：

1.託福考試（TOEFL iBT）作文部分流程簡介

2.關於字數的要求的補充說明

3.託福考試作文部分新老形式簡要對比（iBT Vs. pBT）

4.託福作文考試評分標準
a）綜合寫作測試部分Integrated Writing Rubrics (Scoring Standards)
b）獨立寫作測試部分Independent Writing Rubrics (Scoring Standards)
5.託福作文考試評分過程

6.託福作文考試成績的百分比等級對照表

7.託福作文考試成績對應英語語言能力描述

8.託福作文考試評分原則

9.託福作文考試備考策略．

a）應對綜合寫作測試(Reading/Listening and Writing Task)的策略
b）應對獨立寫作測試(Independent Task)的策略



1.託福考試（TOEFL iBT）作文部分流程簡介

在寫作考試中，第一部分是持續 25分鐘左右的綜合寫作測試(integrated task based on what is what is read and heard)。具體流程如下：

（1）螢幕上出現一篇文章（約230－300詞），考生有三分鐘時間進行閱讀，並且允許考生在草稿紙上做筆記。

（2）三分鐘後，螢幕上的文章隱去。螢幕上將出現老師在講課的照片（注意：不要嘗試在照片上找什麼線索），考生可以在耳機中聽到一段長約150秒的講課錄音，其內容與剛剛讀到的文章相關。

（3）授課片斷結束之後，螢幕上會重新出現之前閱讀過的那篇文章；並且，作文要求也會出現在螢幕上。螢幕上的時鐘開始計時。要求考生在20分鐘內完成題目，字數要求為150－225詞。

第二部分是 30分鐘的獨立寫作測試(independent task to support an opinion or a topic)。要求考生根據考題寫一篇300詞左右的文章。根據ETS編寫的《ETS新託福考試官方指南》，這部分所使用的題庫（《ETS新託福官方指南》Page 267: ... You will see the topics very similar to these on the TOEFL iBT.）與過去紙筆版以及電腦版考試中所使用的題庫非常相似，而目前ETS官方發佈的題庫依然有效。（TWE官方題庫http://www.ets.org/Media/Tests/TOEFL/pdf/989563wt.pdf）



2.關於字數的要求的補充說明

與過去不同，ETS在TOEFL iBT中作文考試部分明確提出了字數要求。綜合寫作測試部分要求是150－225詞；而獨立寫作測試部分是300詞。不過，這個要求只是“建議性”的，並不是硬性要求。在綜合寫作測試部分，ETS格外說明：“只要考生所寫內容能夠回答考題，考生不會因為超出字數要求而被扣分。”（參見《ETS新託福官方指南》, Page 251: You will not penalized if you write more, so long as what you write answers the question.）而針對獨立寫作測試部分，ETS解釋道：“通常情況下一篇有效的作文字數差不多是300詞。300詞以下的文章依然有可能獲得最高分；但是經驗表明，低於300詞的文章通常不能足夠地展開觀點乃至無法獲得5分（即滿分）的成績。考生的作文字數並無上限。”（參見《ETS新託福官方指南》，Page 258: An effective response is typically about 300 words long. If you write fewer than 300 words, you may still receive a top score, but experience has shown that shorter responses typically do not demonstrate the development of ideas needed to earn a score of 5. There is no maximum word limit.）

3.託福考試作文部分新老形式簡要對比（iBT Vs.pBT）

（參見http://www.ets.org/Media/Tests/TOEFL/pdf/TOEFL_at_a_Glance.pdf; Page 2.）





Internet-based TOEFL Paper-based TOEFL
2 tasks
‧ 1 integrated task—write based on what is read
and heard
‧ 1 independent task—support an opinion on a topic

Time: 50 minutes (20 minutes for integrated task
and 30 minutes for independent task)
Score scale: 0-5 points; total of ratings converted
to 0 - 30 score scale
1 independent task (Test of Written English)
Rating: 0-6 points, reported separately on score report



Time: 30 minutes
Handwriting only
What's different?
‧ Integrated task
‧ 0 - 5 points
‧ Typing required







4.託福作文考試評分標準

a）綜合寫作測試部分Integrated Writing Rubrics (Scoring Standards)

■-:■..■-■■■.;■■■.;■■■.■:..■; ::.:■.:,.-...■  ■  . . ■.-..,.. ... ,: : ■-,, .■/,: .
Score Task Description
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.
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.
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 topoints 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 beincomplete, inaccurate, or imprecise.
‧  Errors of usage and/or grammar may be more frequent or may result in noticeably vagueexpressions or obscured meanings in conveying ideas and connections.
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 connectionbetween the lecture and the reading.
‧  The response significantly omits or significantly misrepresents important points made in thelecture.
‧  The response contains language errors or expressions that largely obscure connections ormeaning at key junctures, or that would likely obscure understanding of key ideas for areader not already familiar with the reading and the lecture.
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.
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.







b）獨立寫作測試部分Independent Writing Rubrics (Scoring Standards)

Score Task Description
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
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
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
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
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
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.





5.託福作文考試評分過程



每份作文答卷都將由兩名判卷人員根據指定評分標準分別進行全面評測（以整數1分為單位，最高5分，最低0分）而後計算考生最終得分。（不要相信網上的流言。網上有一篇流傳頗廣的文章《如何取悅電腦幾分器》中說ETS的作文評分有一部分是電腦評分的。這種說法完全是以訛傳訛。ETS只是在一個收費的作文評分伺服器中使用e－rater而已；而正式考試中作文評分（不管是TOEFL還是GRE或者是現在已經從ETS分離出去的GMAT）全部是由人工完成的。）兩位判卷人的評分如果相同或者相差只有1分，那麼考生最終得分將是這兩位判卷人的評分的平均分。例如：

判卷人 A
判卷人 B
最終得分













如果兩位判卷人的評分相差2分——例如評卷人A給出的成績是5分，評卷人B給出的成績是3分－－－一則說明兩位評分者中可能有一位的評分出現了誤差。這時考卷將交給第三位判卷人（arbitrator），其後決定考生的最終成績。具體情況參照下表：



‧判卷人A

判卷人B

仲裁者

最終得分

4

如果第三位判卷人的評分與前兩位的評分出現1分以上的差異，那麼這張卷子將更換人員重新評測。實際上，出現1分以上的差異（Discrepancy）的情況非常少，比率僅在1.2％左右。（如果考生懷疑自己作文成績的準確性，可在考試後的6個月之內申請重新評卷。當然，考生如果申請重新評分則需要向ETS交納一定的費用。

因此，一個考生在考場上的回應將至少由四名考官評判。考生對綜合寫作測試和獨立寫作測試兩部分的回應將分別通過以上方法得到評分。最後，兩部分的得分還要再次加起來除以二得到一個分值。這個分值叫原始分數（raw score）。而這個原始分數要經過下表的換算得到最終成績（scaled score）。

（參見http://www.ets.org/Media/Tests/TOEFL/pdf/Converting_Rubric.pdf）













Raw Score
Scaled Score
Raw Score
Scaled Score
5.00
2.25
4.75
2.00
4.50
1.75
4.25
1.50
4.00
1.25
3.75
1.00
3.50

7
3.25

5
3.00

4
2.75

0
2.50