2016年SAT作文改革后算分規(guī)則及作文樣題

針對2016年SAT改革，其中改革后的SAT作文，將檢測學(xué)生是否可以熟練運(yùn)用閱讀、寫作和分析能力應(yīng)對大學(xué)學(xué)習(xí)。作文部分要求學(xué)生在理解一篇高質(zhì)量文章的基礎(chǔ)上，運(yùn)用邏輯推理和來源于原文本的證據(jù)，書寫一篇說服力強(qiáng)、表述及思路清晰的分析性作文�？忌�需要閱讀一篇文章，解釋作者如何構(gòu)建議論以形成說服力，并采用來自原文的證據(jù)支持自己的解釋。針對備考新SAT作文的考生，以下兩點(diǎn)需要諸位知悉：

一、重要變革

改革后的SAT作文將在以下方面與現(xiàn)行SAT作文不同：

1. 現(xiàn)行SAT作文的考試時(shí)間是25分鐘，而改革后是50分鐘;

2. 考生不再被要求同意或反對一個(gè)話題的立場，或?qū)懗鰝�(gè)人經(jīng)歷;

3. 作文不再是每個(gè)參加SAT考生的必考項(xiàng);學(xué)院和大學(xué)將決定是否要求考生提交SAT作文分?jǐn)?shù);

4. 考生SAT作文的三項(xiàng)能力得分(閱讀、分析和寫作)將會(huì)被在各自維度內(nèi)單獨(dú)計(jì)分(而非三項(xiàng)分?jǐn)?shù)加總在一起合并為一個(gè)分?jǐn)?shù))，而且與考試中的其它科目分開計(jì)分。

二、算分規(guī)則

改革后的SAT作文依然會(huì)由兩位閱卷人評判。每位閱卷人將以1-4分來分別評閱考生作文中的閱讀、分析和寫作三個(gè)維度。每個(gè)維度的得分分別相加后都會(huì)在2-8分區(qū)間內(nèi)。例如，經(jīng)兩位閱卷人評閱后，一位考生的閱讀、分析和寫作三個(gè)方面的得分分別為3-2-3和3-2-3，最終將三個(gè)維度內(nèi)分?jǐn)?shù)分別相加后，考生的作文得分為6-4-6，即閱讀維度得分6分，分析維度得分4分，寫作維度得分6分。

選取官方提供的學(xué)生作文樣本供大家參考。下面的作文在一位閱卷老師審閱后，得分為3/2/3，即閱讀3分，分析2分，寫作3分。

Sample Student Essay: 3/2/3

In the article “Why literature matters” (2005) Dana Gioia expresses that American arts have changed and that many people are beginning to no longer read. He argues that intellectual abilities are decreacing. Gioia expresses reasoning, includes evidence, and establishes word choice. His purpose is to encourage more people to begin reading again in order to improve their intellectual level. He targets everyone essentially as his audience.

Gioia expresses reasoning in paragraph five when he states that the decline in reading will lead to consequences and people will have a lower set of mental skills. He specifically states “the ability to create artistic and emotional ability....to craft a satisfying narrative,” will disappear if people no longer read. This causes the audience to reflect on his point and want to be able to expand their talents.

Gioia also includes facts and statistics in paragraph six in order to capture the audience’s attention so they realize that the intellectual state of peoples minds is actually dropping. He states, “poor reading skills ranked second, 38 percent of employers complained that local schools inadequately taught reading comprehension.” Gioia inserts this statistic to grab people’s attention, such as people who teach in schools so that we are sure that children have good reading comprehension at an early age.

Finally Gioia displays proper word choice throughout the text to express the fact that having good reading comprehension will broaden your vocabulary. He uses the word intellectual multiple times for effect. Gioia expects that people will understand that they do need to read up on past events as well as other topics to be able to relate to society.

Gioia’s goal is to reach out to his audience and to encourage them to read, and apply their intellectual abilities to their everyday life. He has a sense of hope that people will express their abilities to grow and be fruitful with their social encounters.

This paper scored a 3/2/3.

Reading—3: This response demonstrates effective comprehension of Gioia’s text. The writer provides appropriate textual evidence (paraphrases and quotations) to capture both the main ideas of the passage (American arts have changed and that many people are beginning to no longer read and intellectual abilities are decreacing) and important details (He specifically states “the ability to create artistic and emotional ability....to craft a satisfying narrative,” will disappear if people no longer read). There are no substantive errors of fact or interpretation in this essay. On the whole, the writer demonstrates a complete understanding of Gioia’s argument, especially the relationship between declining literary reading and social awareness (or social encounters). Overall, this response demonstrates proficient reading comprehension.

Analysis—2: The writer demonstrates a limited understanding of the analytical task and offers only a partial analysis of how Gioia builds his argument. The writer identifies some analytical elements of Gioia’s text (such as reasoning, facts, and word choice) and attempts to describe how these elements function in the passage. However, throughout the response, the writer provides only single assertions about elements of argumentation in Gioia’s text (This causes the audience to reflect on his point and want to be able to expand their talents). Instances of analysis, most commonly found at the end of paragraphs, illustrate some understanding on the writer’s part of how Gioia builds his argument; however, the writer does not move beyond providing assertions into effective discussion or evaluation of how evidence, reasoning, or stylistic and persuasive elements are used to build the argument. Overall, this response demonstrates only partially successful analysis.

Writing—3: This response is mostly cohesive and demonstrates broadly effective use and control of language. Starting with an effective introductory paragraph that includes a clear central claim (Gioia expresses reasoning, includes evidence, and establishes word choice. His purpose is to encourage more people to begin reading again in order to improve their intellectual level), the writer structures his essay clearly, if formulaically, around the three points of reasoning, evidence, and word choice. Each paragraph remains on-topic, and there is a clear progression of ideas within paragraphs and across the essay as a whole. The response maintains a formal style and objective tone while demonstrating a variety of sentence structures. Although sentence structures are occasionally awkward (Gioia expects that people will understand that they do need to read up on past events as well as other topics to be able to relate to society), language errors do not detract significantly from the quality of writing. Overall, this response demonstrates proficient writing.

希望大家能夠?qū)π耂AT的重要變化及算分規(guī)則有更清晰的了解，做出充分的備考準(zhǔn)備。關(guān)于官方樣題、范文及評分標(biāo)準(zhǔn)的解讀，請大家繼續(xù)關(guān)注我們的《新SAT作文改革之官方樣題解析》系列的三篇文章。 

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