Complete Test Preparation Toeic Test Prep_5

–WRITING REVIEW– Your essay will be scored on: how well it addresses the topic and task the quality and relevance of explanations, ex-amples, and details its organization, flow, and progression its unity and coherence sentence variety and vocabulary grammatical complexity and correctness How the Essay Is Scored The essay is scored on a scale of zero to five. The scor-ers grade the essay using a rubric that describes a typ-ical response at each level. The rubric describes a score-five response as one that, first and foremost, ad-dresses the task and topic effectively. This means that the essay must accomplish everything required by the prompt; it must clearly express and defend an opin-ion. An essay that receives the highest score will also be well-organized; will be thoroughly developed; and will have strong evidence, examples, explanations, and/or details. It will be fluid, unified, and coherent. It can have a few, minor grammatical or lexical errors that do not obscure meaning, and still score a five. It will have solid word choice and a diversity of syntax and structure. An essay that scores a four must address the topic well, but some of its points may not be fully de- veloped. A score-four essay is generally well-orga- somewhat developed details, evidence, or examples. Although the connections between the evidence and ideas might be vague or partial. The connec-tions between ideas may be occasionally obscured in a score-three essay, it does show some unity and coherence. Some grammar errors and imprecise word choices in a three essay may make it unclear in places and interfere with meaning. The grammar and vocabulary may be accurate, but limited in range and complexity. An essay will score a two if it does not provide sufficient evidence or examples to support the opin-ion, or if the opinion is unclear. The organization of a score-two essay is often weak and the connections be-tween ideas are sometimes unclear. A score-two essay may contain inappropriate word choices or word forms, and notable errors in sentence structure. A score-one essay is seriously flawed. It might be very disorganized or underdeveloped, or have uncer-tain relevance to the prompt. It often contains little or irrelevant evidence or has serious errors in sentence structure and usage. A score-zero response rejects the topic, is inco-herent, is in another language, is nonsense, or is blank. Understanding Your Overall Writing Score nized, with sufficient details, explanations, or It is impossible to fail the TOEIC writing section, be- examples to defend the point.A little redundancy, di-gression, or vagueness is typical of a four, but the score-four essay is unified and shows good coherence and progression. Like score-five essays, this level of essay demonstrates a good range of vocabulary and a variety of sentence structures, but may have occa-sional notable errors in structure or word form that do not interfere with meaning. A score-three essay is mostly successful, but may fall short in a few areas. It typically addresses the topic and task with moderately appropriate and cause your overall writing score is not a pass/fail score. The score indicates a writing proficiency level, and different levels of proficiency are required for dif-ferent jobs, tasks, and placements. The score report that you receive will explain the strengths and weak-nesses typical of someone writing at that level. The overall writing score is arrived at by calculating the eight item scores on the test into an overall scale score that ranges from zero to 200. The scale score is then correlated with one of nine proficiency levels. Profi- ciency Level Descriptors then describe what someone 155 –WRITING REVIEW– at that level can usually do successfully in English writing. The proficiency level descriptors generally synthesize the scoring criteria for all the questions. For example, someone with a scale score of 200 will be placed at proficiency level 9, and the Proficiency Level Descriptor for this level might read: Proficiency Level 9 Typically someone scoring at level 9 is a clear, coher-ent writer who can usually communicate information effectively and use reasons, examples, and explana-tions to support an opinion. The writing at this level is well-organized and well-developed, and the writer’s English is natural, grammatically correct, appropriate in word choice, and varied in syntax and structure. A writer at this level can give information, ask ques-tions, make requests, support his or her opinions, and describe or explain a situation. Someone with a scale score of 73 is placed at proficiency level 4, and the Proficiency Level Descrip-tor for this level might read: Proficiency Level 4 Typically, people writing at this level have some abil-ity to express an opinion and give information, but their communication may be limited in some ways. When explaining an opinion, they may not offer enough or appropriate evidence, their organization may be inadequate, they may not develop ideas fully, or they may have serious grammatical and vocabu-lary mistakes. When giving straightforward informa-tion, they may leave out required information, they may omit the logical connections between sentences and ideas, or they may make serious errors in gram-mar and vocabulary.Writers at this level can produce grammatically correct sentences, but are typically in- consistent. The scale scores correspond to proficiency levels as follows: Proficiency Level 9—Scale Score 200 Proficiency Level 8—Scale Score 170–195 Proficiency Level 7—Scale Score 140–165 Proficiency Level 6—Scale Score 110–135 Proficiency Level 5—Scale Score 90–105 Proficiency Level 4—Scale Score 70–85 Proficiency Level 3—Scale Score 50–65 Proficiency Level 2—Scale Score 45 Proficiency Level 1—Scale Score 0–35 The score report will also allow you to look at your scores on each item to determine your own specific strengths and weaknesses in the context of those tasks. You can use your score report as a tool for understand-ing your own development with your English skills. Practice For the this set of questions, you will write ONE sen-tence that is based on a picture. With each picture you will be given TWO words or phrases that you must use in your sentence.You can change the forms of the words, and you can use the words in any order. Your sentence will be scored on the appropriate use of grammar the relevance of the sentence to the picture 156 –WRITING REVIEW– 1. 3. so, report _____________________________________ needs to, before _____________________________________ _____________________________________ 4. _____________________________________ 2. find, where _____________________________________ _____________________________________ 5. fresh, because _____________________________________ _____________________________________ finished, more easily _____________________________________ _____________________________________ 157 –WRITING REVIEW– 6. exercise, while others _____________________________________ _____________________________________ 7. explain, how _____________________________________ _____________________________________ 8. results, later _____________________________________ _____________________________________ 9. which, know _____________________________________ _____________________________________ 10. enjoying, with _____________________________________ _____________________________________ 11. useful, when _____________________________________ _____________________________________ 158 –WRITING REVIEW– 12. ready, hope _____________________________________ _____________________________________ 13. about to, suitcase _____________________________________ _____________________________________ 14. 15. finished, because _____________________________________ _____________________________________ 16. ... - tailieumienphi.vn