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View Score Report
Test |
Test Date |
Reading |
Listening |
Speaking |
Writing |
Total |
TELXML |
September 14, 2007 |
28 |
23 |
18 |
21 |
90 |
Reading Skills |
Level |
Your Performance |
Reading |
High(22-30) |
Test takers who receive a score at the HIGH
level, as you did, typically understand academic texts in English that
require a wide range of reading abilities regardless of the difficulty
of the texts. Test takers who score at the HIGH level, typically - have a very good command of academic vocabulary and grammatical structure;
- can
understand and connect information, make appropriate inferences, and
synthesize ideas, even when the text is conceptually dense and the
language is complex; - can recognize the expository organization
of a text and the role that specific information serves within the
larger text, even when the text is conceptually dense; and - can abstract major ideas from a text, even when the text is conceptually dense and contains complex language.
|
Listening Skills |
Level |
Your Performance |
Listening |
High(22-30) |
Test takers who receive a score at the HIGH level,
as you did, typically understand conversations and lectures in English
that present a wide range of listening demands. These demands can
include difficult vocabulary (uncommon terms, or colloquial or
figurative language), complex grammatical structures, abstract or
complex ideas, and/or making sense of unexpected or seemingly
contradictory information. When listening to lectures and conversations like these, test takers at the HIGH level typically can - understand main ideas and important details, whether they are stated or implied;
- distinguish more important ideas from less important ones;
- understand how information is being used (for example, to provide evidence for a claim or describe a step in a complex process);
- recognize how pieces of information are connected (for example, in a cause-and-effect relationship);
- understand
many different ways that speakers use language for purposes other than
to give information (for example, to emphasize a point, express
agreement or disagreement, or convey intentions indirectly); and - synthesize information, even when it is not presented in sequence, and make correct inferences on the basis of that information.
|
Speaking Skills |
Level |
Your Performance |
Speaking about familiar topics |
Fair(2.5 - 3.0) |
Your
responses indicate you are able to speak in English about your personal
experiences and opinions in a mostly clear and coherent manner. Your
speech is mostly clear with only occasional errors. Grammar and
vocabulary are somewhat limited and include some errors. At times, the
limitations prevent you from elaborating fully on your ideas, but they
do not seriously interfere with overall communication. |
Speaking about campus situations |
Fair(2.5 - 3.0) |
Your
responses demonstrate an ability to speak in English about reading
material and experiences typically encountered by university students.
You are able to convey relevant information about conversations,
newspaper articles, and campus bulletins; however, some details are
missing or inaccurate. Limitations of grammar, vocabulary, and
pronunciation at times cause difficulty for the listener. However, they
do not seriously interfere with overall communication. |
Speaking about academic course content |
Limited(1.5 - 2.0) |
In
your responses, you are able to use English to talk about the basic
ideas from academic reading or lecture materials, but, in general, you
include few relevant or accurate details. It is sometimes difficult for
listeners to understand your responses because of problems with
grammar, vocabulary, and pronunciation. Overall, you are able to
respond in a general way to the questions, but the amount of
information in your responses is limited and the expression of ideas is
often vague and unclear. |
Writing Skills |
Level |
Your Performance |
Writing based on reading and listening |
Fair(2.5 - 3.5) |
You responded to the task, relating the lecture to the reading, but your response indicates weaknesses such as - an important idea or ideas may be missing, unclear, or inaccurate;
- there may be unclarity in how the lecture and the reading passage are related; and/or
- grammatical mistakes or vague/incorrect uses of words may make the writing difficult to understand.
|
Writing based on knowledge and experience |
Fair(2.5 - 3.5) |
You expressed ideas with reasons, examples, and details, but your response indicated weaknesses such as - you may not provide enough specific support and development for your main points;
- your
ideas may be difficult to follow because of how you organize your essay
or because of the language you use to connect your ideas; and/or - grammatical mistakes or vague/incorrect uses of words may make the writing difficult to understand.
|
看来是要重考了。考完的时候，感觉口语怎么也该上22分了吧。还想如果不能上，一定要复议。作文的话，也想考得还不错吧。顺利写完了。而且感觉小作文写得也还好。大作文在最后时候进行了大的改动，觉得写得一般。结果怎么会是这样啊。复议的价值似乎也没有了。两项一起复议能上100的希望也几乎等于零。
有点儿打击。本来以为听力是上不了20分的。还凑合了，虽然不高。阅读感觉还行吧。
哎，看来是没有路可以走了。还是专心准备重考吧。可怜我的两个月的全职备考啦。
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京公网安备11010202008513号 京ICP证101109号 京ICP备12012021号
发表于 2007-12-27 19:54:00
楼主
