14th. March


  1. Writing                    done, 1h 30min
  2. R

Review words.

lobby, hall, foyer.  Rack.  A bunch of. Excellent. Portray. Doomsday. Medicaid and Medicare 补助和保障。insurance. Embrace. Second-hand bycicle.


Lexis. Reliance. Prompt n.v. Profile n.v. Company profile. synonym,antonym。

对于11-test1的task 1的答案示例,4.5分。


  1. 数据描述不准确,不符实。
  2. not arranged coherently, the description jumps. Not follow a logical sequence. 描述方式跳跃,不连贯,缺乏逻辑性。
  3. 词汇量够用,但是词汇依赖于题目材料,并且有不少拼写错误。
  4. 叙述结构有限,语法错误很多。

分析,上面考官的评价完全是从评分四项来的,task achievement, coherent, lexic, grammar. 增加了对评分四项的认知。


  1. 数据描述准确度
  2. 逻辑性,耦合性。多读,同时读外文资料的时候,注意总结。
  3. 词汇量,积累。
  4. 语法,积累学习。

如何writing coherently:

At the most basic level, coherence may simply refer to the writing being clear and understandable through the use of appropriate words in context and sentences that make sense. Moving beyond that, though, students need to understand the coherence of ideas and the coherence of the piece of writing as a whole. Several strategies can help students check for coherence and revise to achieve it.



Although graphic organizers are generally thought of as a tool to organize ideas at the beginning of the writing process, they can also be used after the piece has been written. The student can try to create a visual representation of the ideas in the writing to check for coherence.


Students may benefit from a mini-lesson on transitions to help them become aware of the kinds of words that help connect words, sentences, and ideas. They may even find it helpful to create a list of possible transition devices that they can refer to as they are learning to incorporate them into their writing.


Whether they read the writing aloud to themselves or someone else, students will often “hear” lack of coherence that they may not have been able to “see” on the page as they were composing.


Parallel structure can lend coherence at many different levels. At the word and sentence levels, students can be sure that they are using grammatically parallel structure for items in a series. Likewise, students can use parallel structure when structuring the paragraphs in expository writing by making sure that the reader will not be bored with repetition but will be able to anticipate how the text is laid out as he or she reads.


One simple way to be consistent is to mention things in the order with which they will be dealt. For example, if the major points of the essay are mentioned in the introduction, they can be mentioned in the order in which they will be dealt with in the essay. Another way to be consistent is to make sure that all parts of the essay are developed appropriately. Sometimes a writer will become tired and it will be obvious that one part of the essay was developed much more fully than another part, which may affect the coherence of the argument.


Students can add coherence to the piece as a whole by using a framework through the creation of an introduction and conclusion that reemphasize the same point. Or, the introduction may introduce a narrative that is either interrupted and then finished in the conclusion or referred to again. The writer may have even set up a scenario in the introduction that is then “solved” or made worse in the conclusion based on the content of the essay.


masterpiece; blurred imagery画像; blur n.v.; amygdala; stimulate; pieces; moving; shed; haphazard;  slashed paint on canvas; sceptic+s; inclination ; perceptual; mentality;  objective vs subjective;

encounter n.v.  ~face;  doodles n.v. of infants  n. adj.;  chimp(口语) vs chimpanzee;  caption n.v.; messy brushstrokes; ambiguous; scrutiny n, eg: they rated the piece under scrutiny.  decipher n,v; puzzles;

exclusively; horizontal; vertical; encase; deceptively simple but meticulously composed; radically, radical; alter; flit, birds flit about in the sky; impressionist n.adj. paintings; Toronto university;  university of Liverpool; intricacy, intricate; fractal; motif+s; recur;  image;




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