SAT 的作文是SAT三大內(nèi)容(數(shù)學(xué)，閱讀，寫作)之一的寫作內(nèi)容的一個組成部分，它同語法考試一起組成了寫作考試，寫作部分的總分為800分。在這800分中，作文的分數(shù)約占總分的1/4，但由于這一分數(shù)不僅被單列出來，而且作文的影印件還被提交給各大學(xué)，所以使得作文顯得尤其重要?？梢哉f好的作文分數(shù)不一定會提高你的錄取可能性，但很差的作文分數(shù)卻會使你提前出局。
作文的得分范圍是0-12分，它在寫作這一項的具體所占分數(shù)的比例可參考表5-3-2。
一、SAT 作文考核何種能力
SAT作文正象大家所認為的那樣：它是為測試考生的寫作能力而設(shè)置的。至于目前使用的考試形式是否能考出考生的寫作能力，卻存在著很大的分歧，一些美國的教育專家和考試專家認為這一考法根本無法正確評估考生的寫作能力，所以認為應(yīng)取消它或改變它。更有專家做了實驗，實驗結(jié)果否定了它的評估權(quán)威性。實驗是這樣的做的：在某高中隨機抽出一組學(xué)生，對他們進行作文考試，記下他們的得分。在考核之后對這些學(xué)生進行為期3天的培訓(xùn)和具有針對性的寫作訓(xùn)練，經(jīng)過3天的強化之后再測試他們，卻出現(xiàn)了戲劇性的結(jié)果：這組學(xué)生的作文分數(shù)平均提高了3分(12分為滿分)。也就是說。經(jīng)過3天的寫作強化，一個5分學(xué)生竟然可提高到8分，而一個8分學(xué)生竟然可能提高到了11分。
三天的任何訓(xùn)練都無法真正提高一個人的寫作水平，這一點作者認為是無可爭議的。那么如何解釋這3分呢？作者不想在此給出任何解釋，留給讀者思考吧。作者只是想說這種考試不僅仍然存在著，而且絲毫未變。這一現(xiàn)象對我們英語是非母語的考生來說，未必是一件壞事，只要你得到要領(lǐng)，做適當(dāng)練習(xí)和必要的考前準備，或許不止提高3分呢。
在這里作者想告訴大家SAT作文是如此來考核考生的。在25分鐘的短暫時間里考生能組織出怎樣的一篇議論文草稿。通過對這一草稿的量(字數(shù)的多少)，質(zhì)(論述及例子的好壞)和色(慍色和修辭的水平)來考核考生的寫作能力。盡管排出三者的優(yōu)先順序是一件可笑的事。但作者憑經(jīng)驗而言，仍想牽強地給出如下的優(yōu)先順序：量〉質(zhì)〉色。
二、SAT 作文的標準
SAT作文題都是議論文，理想的文章應(yīng)具有以下特點：嚴謹，清晰的論點，有說服力的論據(jù)，恰到好處的事例，多樣化的句型，豐富的詞匯和正確的語法。美國教育考試服務(wù)中心(ETS)公布了各個分數(shù)的作文所具有的特點。下面給出它的原文，供讀者了解、學(xué)習(xí)和掌握。在此評分的范圍是0-6分。不過作者想告訴大家，這不是作文評卷人使用的評分依據(jù)，因為它太不具體了。
Score of 6
An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay:
Effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, and other evidence to support its position
Is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas
Exhibits skillful use of language, using a varied, accurate, and apt vocabulary
Demonstrates meaningful variety in sentence structure
Is free of most errors in grammar, usage, and mechanics
Score of 5
An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or lapses in quality. A typical essay:
Effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position
Is well organized and focused, demonstrating coherence and progression of ideas
Exhibits facility in the use of language, using appropriate vocabulary
Demonstrates variety in sentence structure
Is generally free of most errors in grammar, usage, and mechanics
Score of 4
An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay:
Develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position
Is generally organized and focused, demonstrating some coherence and progression of ideas
Exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary
Demonstrates some variety in sentence structure
Has some errors in grammar, usage, and mechanics
Score of 3
An essay in this category demonstrates developing mastery, and is marked by one or more of the following weaknesses:
Develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position
Is limited in its organization or focus, but may demonstrate some lapses in coherence or progression of ideas
Displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice
Lacks variety or demonstrates problems in sentence structure
Contains an accumulation of errors in grammar, usage, and mechanics
Score of 2
An essay in this category demonstrates little mastery, and is flawed by one or more of the following weaknesses:
Develops a point of view on the issue that is vague or seriously limited, demonstrating weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position
Is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas
Displays very little facility in the use of language, using very limited vocabulary or incorrect word choice
Demonstrates frequent problems in sentence structure
Contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured
Score of 1
An essay in this category demonstrates very little or no mastery, and is severely flawed by one or more of the following weaknesses:
Develops no viable point of view on the issue, or provides little or no evidence to support its position
Is disorganized or unfocused, resulting in a disjointed or incoherent essay
Displays fundamental errors in vocabulary
Demonstrates severe flaws in sentence structure
Contains pervasive errors in grammar, usage, or mechanics that persistently interfere with meaning
Score of 0
Essays not written on the essay assignment will receive a score of 0.
三、SAT作文的評分過程
SAT作文的評閱是美國教育考試服務(wù)中心(ETS)召集大學(xué)和高中語文教師來完成的。委員會首先培訓(xùn)這些即將評卷的老師，給他們一篇文章，讓大家根據(jù)自己的感覺來評分，分數(shù)范圍定為1-6。結(jié)果自然平出的分數(shù)會有很大的差異。例如，A評卷人認為該樣卷中有幾處拼寫錯誤，所以扣了一分，而B評卷人認為該樣卷中有一處比喻寫得恰到好處所以加了一分，這一減一加，就使得同一張卷子的得分有了2分的差異。這是評委會所不希望的，所以委員會會給評卷人講解具體的評卷標準，告訴評卷人：幾個拼寫錯誤不要扣分，一個好的比喻也不要加分，然后大家再次評分。經(jīng)過這樣的多次試評，講解，再試評，再講解，終所有評卷人對同一試卷幾乎會給出相同的分數(shù)。在這種訓(xùn)練之后真正的評卷工作才開始，并規(guī)定每張試卷隨機地被兩名評卷人評定，分數(shù)為0-6分，如果兩名評卷人的給分差小于、等于1分，那么這兩個評卷人給出的分數(shù)的和即為這篇作文的終得分。例如：評卷人A給了4分，評卷人B給了5分，那么該作文的終得分是9分。如果兩位老師評出的分數(shù)的差大于1分，那么該作文將由第三位評卷人來評判。如果多張試卷都需要第三位評卷人評閱的話，那將大大增加工作量，甚至延期分數(shù)的公布時間。由此可見，不同評卷人要評出相同分數(shù)或相近分數(shù)的重要性。所以每一位評卷人考慮的是如何能夠同另一個評卷人評出相同或相近的分數(shù)。
再談一下評卷人評一份作文的時間。據(jù)評過SAT作文的人說，評一份作文僅僅花1分半到2分鐘時間，且評卷是在疲倦的狀態(tài)下進行的。按作者的一位參加過評卷的朋友說：整個評閱過程是一個不連續(xù)的掃描過程，分數(shù)是在掃描的過程中逐漸形成的，即為一個印象分數(shù)。
神奇的是盡管評閱得如此快，但評卷人們卻能評出幾乎相同的分數(shù)。這說明他們心中有一個共同的“尺子”。盡可能地把這把尺子展現(xiàn)給讀者是作者的目的。
作文的得分范圍是0-12分，它在寫作這一項的具體所占分數(shù)的比例可參考表5-3-2。
一、SAT 作文考核何種能力
SAT作文正象大家所認為的那樣：它是為測試考生的寫作能力而設(shè)置的。至于目前使用的考試形式是否能考出考生的寫作能力，卻存在著很大的分歧，一些美國的教育專家和考試專家認為這一考法根本無法正確評估考生的寫作能力，所以認為應(yīng)取消它或改變它。更有專家做了實驗，實驗結(jié)果否定了它的評估權(quán)威性。實驗是這樣的做的：在某高中隨機抽出一組學(xué)生，對他們進行作文考試，記下他們的得分。在考核之后對這些學(xué)生進行為期3天的培訓(xùn)和具有針對性的寫作訓(xùn)練，經(jīng)過3天的強化之后再測試他們，卻出現(xiàn)了戲劇性的結(jié)果：這組學(xué)生的作文分數(shù)平均提高了3分(12分為滿分)。也就是說。經(jīng)過3天的寫作強化，一個5分學(xué)生竟然可提高到8分，而一個8分學(xué)生竟然可能提高到了11分。
三天的任何訓(xùn)練都無法真正提高一個人的寫作水平，這一點作者認為是無可爭議的。那么如何解釋這3分呢？作者不想在此給出任何解釋，留給讀者思考吧。作者只是想說這種考試不僅仍然存在著，而且絲毫未變。這一現(xiàn)象對我們英語是非母語的考生來說，未必是一件壞事，只要你得到要領(lǐng)，做適當(dāng)練習(xí)和必要的考前準備，或許不止提高3分呢。
在這里作者想告訴大家SAT作文是如此來考核考生的。在25分鐘的短暫時間里考生能組織出怎樣的一篇議論文草稿。通過對這一草稿的量(字數(shù)的多少)，質(zhì)(論述及例子的好壞)和色(慍色和修辭的水平)來考核考生的寫作能力。盡管排出三者的優(yōu)先順序是一件可笑的事。但作者憑經(jīng)驗而言，仍想牽強地給出如下的優(yōu)先順序：量〉質(zhì)〉色。
二、SAT 作文的標準
SAT作文題都是議論文，理想的文章應(yīng)具有以下特點：嚴謹，清晰的論點，有說服力的論據(jù)，恰到好處的事例，多樣化的句型，豐富的詞匯和正確的語法。美國教育考試服務(wù)中心(ETS)公布了各個分數(shù)的作文所具有的特點。下面給出它的原文，供讀者了解、學(xué)習(xí)和掌握。在此評分的范圍是0-6分。不過作者想告訴大家，這不是作文評卷人使用的評分依據(jù)，因為它太不具體了。
Score of 6
An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay:
Effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, and other evidence to support its position
Is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas
Exhibits skillful use of language, using a varied, accurate, and apt vocabulary
Demonstrates meaningful variety in sentence structure
Is free of most errors in grammar, usage, and mechanics
Score of 5
An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or lapses in quality. A typical essay:
Effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position
Is well organized and focused, demonstrating coherence and progression of ideas
Exhibits facility in the use of language, using appropriate vocabulary
Demonstrates variety in sentence structure
Is generally free of most errors in grammar, usage, and mechanics
Score of 4
An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay:
Develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position
Is generally organized and focused, demonstrating some coherence and progression of ideas
Exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary
Demonstrates some variety in sentence structure
Has some errors in grammar, usage, and mechanics
Score of 3
An essay in this category demonstrates developing mastery, and is marked by one or more of the following weaknesses:
Develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position
Is limited in its organization or focus, but may demonstrate some lapses in coherence or progression of ideas
Displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice
Lacks variety or demonstrates problems in sentence structure
Contains an accumulation of errors in grammar, usage, and mechanics
Score of 2
An essay in this category demonstrates little mastery, and is flawed by one or more of the following weaknesses:
Develops a point of view on the issue that is vague or seriously limited, demonstrating weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position
Is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas
Displays very little facility in the use of language, using very limited vocabulary or incorrect word choice
Demonstrates frequent problems in sentence structure
Contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured
Score of 1
An essay in this category demonstrates very little or no mastery, and is severely flawed by one or more of the following weaknesses:
Develops no viable point of view on the issue, or provides little or no evidence to support its position
Is disorganized or unfocused, resulting in a disjointed or incoherent essay
Displays fundamental errors in vocabulary
Demonstrates severe flaws in sentence structure
Contains pervasive errors in grammar, usage, or mechanics that persistently interfere with meaning
Score of 0
Essays not written on the essay assignment will receive a score of 0.
三、SAT作文的評分過程
SAT作文的評閱是美國教育考試服務(wù)中心(ETS)召集大學(xué)和高中語文教師來完成的。委員會首先培訓(xùn)這些即將評卷的老師，給他們一篇文章，讓大家根據(jù)自己的感覺來評分，分數(shù)范圍定為1-6。結(jié)果自然平出的分數(shù)會有很大的差異。例如，A評卷人認為該樣卷中有幾處拼寫錯誤，所以扣了一分，而B評卷人認為該樣卷中有一處比喻寫得恰到好處所以加了一分，這一減一加，就使得同一張卷子的得分有了2分的差異。這是評委會所不希望的，所以委員會會給評卷人講解具體的評卷標準，告訴評卷人：幾個拼寫錯誤不要扣分，一個好的比喻也不要加分，然后大家再次評分。經(jīng)過這樣的多次試評，講解，再試評，再講解，終所有評卷人對同一試卷幾乎會給出相同的分數(shù)。在這種訓(xùn)練之后真正的評卷工作才開始，并規(guī)定每張試卷隨機地被兩名評卷人評定，分數(shù)為0-6分，如果兩名評卷人的給分差小于、等于1分，那么這兩個評卷人給出的分數(shù)的和即為這篇作文的終得分。例如：評卷人A給了4分，評卷人B給了5分，那么該作文的終得分是9分。如果兩位老師評出的分數(shù)的差大于1分，那么該作文將由第三位評卷人來評判。如果多張試卷都需要第三位評卷人評閱的話，那將大大增加工作量，甚至延期分數(shù)的公布時間。由此可見，不同評卷人要評出相同分數(shù)或相近分數(shù)的重要性。所以每一位評卷人考慮的是如何能夠同另一個評卷人評出相同或相近的分數(shù)。
再談一下評卷人評一份作文的時間。據(jù)評過SAT作文的人說，評一份作文僅僅花1分半到2分鐘時間，且評卷是在疲倦的狀態(tài)下進行的。按作者的一位參加過評卷的朋友說：整個評閱過程是一個不連續(xù)的掃描過程，分數(shù)是在掃描的過程中逐漸形成的，即為一個印象分數(shù)。
神奇的是盡管評閱得如此快，但評卷人們卻能評出幾乎相同的分數(shù)。這說明他們心中有一個共同的“尺子”。盡可能地把這把尺子展現(xiàn)給讀者是作者的目的。