Hello, if you have good literary talent, it will not affect you too much. The exam has been completed, don’t worry, it’s a foregone conclusion the moment you hand in the paper

Basic level 50 points

First class (50-41) Second class (40-31) Third class ( 30-21) Fourth grade (20-0)

Consistent with the meaning of the question, basically consistent with the meaning of the question, deviating from the meaning of the question

The center is highlighted, the center is clear, the center is basically clear, the center is unclear or the intention is inappropriate

The content is rich, the content is relatively substantial, the content is thin, there is no content

The feelings are real, the feelings are real, the feelings are basically true, the feelings are false

The structure is rigorous, the structure is complete, the structure is basically complete, the structure is chaotic

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The language is fluent, the language is fluent, the language is basically fluent, and there are many language problems

The font is neat and clear, the handwriting is sloppy and difficult to read

Meet the stylistic requirements Generally meet the stylistic requirements Generally meet the stylistic requirements Not meet the stylistic requirements Stylistic requirements

Development level 20 points

Profound, rich, literary and innovative

1. Go deep into the essence through phenomena 4. Rich materials 7. Vivid language, sentences Flexible style 10. Novel insights, fresh materials, and exquisite ideas

2. Revealing problems creates problems 5. Rich images 8. Good at using rhetorical techniques 11. Unique reasoning and imagination

3. The views are inspiring 6. The artistic conception is far-reaching 9. The sentences are meaningful 12. There are individual characteristics

[Explanation] 1. The basic level scoring focuses on the meaning of the question, content, language, and style, and is comprehensively measured. Complying with the stylistic requirements means meeting the stylistic requirements selected by the examinee based on the meaning and content of the question. 2. The development level score is based on 12 scoring points. It does not seek to be comprehensive. Those with outstanding points will be graded in equal order until full score. 3. 2 points will be deducted for missing questions; 1 point will be deducted for each typo, and repetitions will not be counted until 5 points are deducted; for insufficient words (more than 2/3 of the length), 1 point will be deducted for every 50 words missing.

4. On the premise that the article is basically relevant to the topic and meets the requirements of the "three basics" (the center is basically clear, the structure is basically complete, and the language is basically smooth), the entry point is divided into 52. On this basis, as long as there are bright spots, the score should be raised.

About argumentative articles

1. On the premise that it is in line with the meaning of the question, any argumentative article that basically passes the test of reasoning, has basically outstanding viewpoints, and has basically sufficient materials can be assigned points on a scale of 48-52 points.

2. Anyone who reaches a better level in one aspect of the "Three Basics" will be awarded points that can be raised to a higher level, and so on.

3． For argumentative articles that use essays, mixed feelings, or even essays to express thoughts and ideas, they must be read repeatedly and assigned points carefully. Those particularly excellent articles that can achieve profound thoughts, lively discussions, and vertical and horizontal discussions must dare to give high marks until full marks: those articles that only rely on essays or essay writing forms, but have pale thoughts, dull arguments, and lack of hierarchy. , you cannot misjudge high scores, but can only assign scores truthfully according to the standards of general argumentative articles.

4. Considering that the purpose of argumentative articles is to explain the "prompts" (materials), any article that can approach the "materials" from a relatively novel angle and explain the connotation and spirit of the "prompts" can be considered valuable. Highlights, raise two levels and give points upwards.

5. Since most argumentative articles tend to use simple examples and have many use cases, the following situations can be regarded as highlights and can be judged upwards from 62 points: Choose relatively new, vivid, and personalized materials as arguments, rather than everyone knows "common examples"; the example materials used can have levels of argumentation, are not flatly developed, and are not mechanically repeated. Each example can show a small argument or a layer-by-layer progression.

About narrative articles

1. On the premise that it meets the meaning of the question, any narrative article whose narrative expression is basically passable, the theme is basically prominent, and the plot is basically complete can be assigned points from 48 to 52 points.

2． For those who reach a better level in a certain aspect such as expression, theme or storyline, the points can be increased by one level, and so on. Anyone who reaches an excellent level in a certain aspect, or has a sophisticated conception, or a rich image, or a profound artistic conception, or a very personal personality, or a very skillful language, can be awarded upward points from 63 points, and the best can reach 70 points.

3. Articles that fall below the "Three Basics" level should also be moved downwards based on the poor level in one or more aspects of their expression, theme, and plot. Anyone who is at a very poor level in a certain aspect should move downwards to 42 points. For articles whose language expression and narrative ability are at a low level, the maximum score cannot exceed 35 points.

4． Articles that describe personnel or compile stories throughout the article will be treated as irrelevant and off-topic articles, and will be assigned a score of less than 24 points. If it cannot be determined, it can be submitted to the team leader or expert group for processing.

5. Considering that most narrative articles have simple plots and lack of connotation, the focus of the investigation should be on the following aspects: intelligent ideas, vivid characters, eye-catching "stories", a relatively strong flavor of life, and fascinating The “aftertaste” of thinking. For such an excellent article, points can be awarded upwards from 63 points.

College Entrance Examination Essay Scoring Rules: Things to Note

1. On the whole, the scoring method of sub-evaluation and overall scoring is adopted. That is to say, when grading and assigning scores, comprehensive consideration must be given to the concept, content, language, style, or basic level and development level sub-items, but the final submission is an overall score.

2． Pay attention to stylistic awareness. For argumentative articles, the discussion text must exceed 2/3; for narrative articles, the narrative text must exceed 2/3. Otherwise, it will be deemed that the style is unclear and the score will be appropriately reduced.

3. Anything written in other literary styles, as long as it is not poetry, will be graded normally. If it violates the requirements of the proposition and is written as poetry, the upper limit shall not exceed 5 points.

4． If the essay is completed but the number of words is insufficient, the points for the number of words will be deducted after normal scoring. 1 point will be deducted for every 50 words missing, until 3 points are deducted. For articles that are clearly unfinished, the maximum score will not exceed 35 points. For unfinished articles, points will no longer be deducted for insufficient word count.

5. 1 point will be deducted for every 3 typos, repetitions will not be counted, until 5 points are deducted.

6． The grade mentioned in the points assignment is usually 3 points.

7. Plagiarism is confirmed. After verification, more than 2/3 of the text is similar to the published work, and the maximum score shall not exceed 5 points.

8． Language that is childish, language that is too shabby, language that lacks taste should be below the entry point. Articles with vivid language, rich charm, and rich cultural heritage should be given higher points.

College Entrance Examination Essay Scoring Criteria

The College Entrance Examination Essay Scoring Standard divides "meets the meaning of the question" into four gradients: ① meets the meaning of the question; ② conforms to the meaning of the question; ③ basically meets the meaning of the question ; ④ Deviates from the meaning of the question. The definition of the four gradients mainly depends on the closeness of the candidates' exercises to the prescribed and open nature of the test questions. For example, "conforming to the meaning of the question" means that the exercise can accurately understand the prescriptive and open-ended nature of the composition test questions, while "conforming to the meaning of the question" means generally understanding the prescriptive and open-ended nature of the test questions (with slight deviations and partial problems).

In your usual exam training, you should pay more attention to "solving problems" and strive to write excellent works that "fit the meaning of the questions". "Prescriptive" includes the following content: 1. Explicit regulations, such as requirements on content, style, word count, etc.; 2. Implicit regulations, such as limitations on the understanding and denotation of the writing topic (or title), and the materials provided for the test questions. Interpretation of meaning, etc. Openness refers to the diversified interpretations allowed for the key words, actors and receptors, and writing directions in the composition test questions.

1. Grading rules

(1) Basic principles of grading

1. When judging the grade of an essay, especially the category of the basic grade, we must focus on the topic meaning, content, structure, language, and style, and comprehensively consider it; comprehensive consideration should not only focus on one point but not the rest.

2. There is usually consistency between the "Basic Level Score" and the "Development Level Score" of each essay, and between the "Content Score" and "Expression Score" in the Basic Level. However, we cannot simply and mechanically rely on equivalence. If the "content score" and "expression score" are not in the same grade, the difference between the two should not exceed two grades (if the content is first grade, the expression should not be lower than the third grade; and vice versa).

3. A "double evaluation system" is implemented. An essay must be scored independently by two people. If the difference between the two people's scores for the same essay is too large and it is difficult to unify, it will be handed over to the marking team leader or the quality inspection team for evaluation.

(2) About the understanding of "the meaning of the question"

1. Within the scope of the topic "Emotional closeness and cognition of things", we either talk about the relationship between emotion and cognition (knowing things is affected by emotional closeness), or talk about the relationship between emotion and behavior (dealing with problems is affected by emotional closeness) (influence), the relationship may be positive or negative, or even inconsistent with the moral of the fable provided. As long as the intention is correct and the words are reasonable, it can be regarded as consistent with the meaning of the topic or consistent with the meaning of the topic. The difference between "according to" and "conforming to" lies in the depth and breadth of the discussion. The understanding of "emotion" does not have to be limited to the kind of "family affection" in fables.

2. As long as the article has a certain connection with one of the two aspects of "emotion" or "cognition" and does not discuss the relationship between the two, it can be regarded as "basically consistent with the meaning of the topic."

3. It has nothing to do with the fable, the topic, and the question. If you set up another topic, it will be regarded as "deviating from the meaning of the topic."

4. The meaning of the question is not the only criterion for determining the basic level score. An essay that meets the meaning of the topic is not necessarily a type of essay in terms of content. Factors such as whether the center is prominent and whether the feelings are sincere should also be considered.

(3) Understanding of expression

1. There is no limit to the style of writing, but the style of writing chosen by the candidates should be based on the characteristics of the style, and the focus of the evaluation should be different. Compositions written in special styles (such as poetry, scripts, etc.) should be judged with caution.

2. If the expression has merit, even if the composition deviates from the meaning of the title, it should not be rashly judged as a fourth grade.

(4) Evaluation of "Development Points"

1. 12 scoring points. It does not seek to be comprehensive. The composition is required to have "highlights" and "wonderful" aspects. According to If the size and brilliance of the "highlights" really reflect solid basic writing skills, you can give high scores to full marks.

2. Any work that is plagiarized or constructed (subject to confirmation) will be judged as Level 4 at the basic level and no development points will be given.

3. All content and expressions will be graded as Level 4, and those whose basic writing skills are really poor will not be given development points.

(5) Notes on “deductions”

1. Missing questions will deduct 2 points.

2. 1 point will be deducted for 3 typos, and duplicates will not be counted.

3. If the word count is less than 800 words, 1 point will be deducted for every 50 words missing, until 5 points are deducted; if the word count is less than 400 words, the structure is seriously incomplete, and it has been judged to be a fourth-class paper, no additional points will be deducted for the word count.

(6) Several technical issues

1. Post-article scoring includes "content points", "expression points", "development points", "deduction points" (depending on the situation) and "total points", such as "20 (content) + 20 (expression) + 8 ( Development)-2(Title)-1(Typo)=45”.

2. First, the first rater will score at the end of the paper, and the second rater will score based on his or her own judgment below. The second rater will fill in the average scores in the "score sheet" and the corresponding fields at the beginning of the paper. in the scoring column.

3. Fill in the total points deducted in the "deduction column" under the score sheet. Do not put a "-" before deducting points.

4. On the "score sheet" of each first test paper, two people must sign their full names, and the remaining person must sign their last names. The signatures must not be too sloppy.

2. Interpretation of points

(1) Basic level 40 points

A. Content items (20 points)

1. Interpretation

First class (20-----16 points):

A Everything within the content and meaning of the material is deemed to be "in line with the meaning of the question";

B Constructing the composition closely around the central theme is regarded as "the center is highlighted";

C The material is rich and the theme is fully expressed, which is regarded as "the content is substantial";

D All ideas Being positive can be regarded as "healthy thinking";

E's writing is reasonable and can be regarded as "sincere feelings".

Second class (15-----11 points):

A is consistent with the meaning of the question;

B is able to formulate a text around the theme, which is regarded as " "The center is clear";

C The selected materials can basically express the theme and are regarded as "substantial content";

D Any positive thoughts can be regarded as "healthy thinking"; < /p>

E is equal to healthy thoughts; simple, natural and unpretentious, regarded as "emotionally true".

Third level (10------6 points):

A can still grasp the material, but the writing is somewhat loose, which is regarded as "basically consistent with the meaning of the question";

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B still has a center, but there are some stray centers, which is regarded as "the center is basically clear";

Although C has materials, it is not enough to express the theme, and is regarded as "the content is thin";

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D is basically in line with moral standards and is regarded as "basically healthy in thought";

E has traces of artificiality but is generally natural, and is regarded as "basically true in emotion".

Fourth level (5--------0 points):

A only grasps the details of the material to formulate the writing, which is regarded as "deviating from the meaning of the question";< /p>

B. Writing without a clear theme or deviating from the meaning of the material is regarded as "unclear";

C. The selected materials cannot express the theme and are regarded as "inappropriate content";

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D's views are contrary to current laws and moral norms, and are regarded as "unhealthy thoughts";

E's writing is pretentious, and is regarded as "emotionally false".

2. Operation

①The content part of the score focuses on A (question meaning), B (center), and C (content), comprehensively weighs them, and is integrated into equal points. On this basis, refer to D (thoughts) and E (emotions) and float within the same range.

② In the fourth-grade paper, if all items (ABCDE) meet these requirements and the number of words exceeds 800, points will be awarded within 3-5 points. If it is not a blank paper, 0 points will not be given.

B. Expression items (20 points)

1. Interpretation

① First class (20-16)

A. Style It has distinctive characteristics and can be regarded as "conforming to stylistic requirements".

B. The beginning and end echo, the context is smooth, the paragraphs are appropriately divided, the connection is tight, and the transition is natural, it can be regarded as "rigorous structure".

C. The wording is accurate, the connection between sentences is natural, and the sentence structure is appropriately chosen, which can be regarded as "fluent language".

D. The handwriting is neat, standardized and square, and the roll surface is clean, which can be regarded as "neat handwriting".

②Second Class (15-11)

A. The essay has obvious stylistic features and can be regarded as "meeting the stylistic requirements".

B. It has a beginning and an end, and is divided into reasonable sections. It can be regarded as "structurally complete".

C. The text is written in order, and there are 1-2 language errors, but it does not affect the semantic expression, so it can be regarded as "speech is smooth".

D. The font is relatively standardized and can be regarded as "neat font".

③Third Class (10-6)

A. There are traces of mixed styles, but the style can still be distinguished, which can be regarded as "basically meeting the stylistic requirements."

B. It has a beginning and an end, and the paragraph division is not reasonable enough. It can be regarded as "the structure is basically complete".

C. There are 3-4 speech defects, which do not have a great impact on the semantic expression. It can be regarded as "the language is basically fluent".

D. The handwriting is not standardized enough, but it is still legible, so it can be regarded as "the handwriting is basically clear".

④Fourth Class (5-0)

A. Those who cannot identify the style of writing can be regarded as "not meeting the style requirements".

B. The paragraph division is seriously lacking and disorganized, which can be regarded as "structure disorder".

C. There are more than 5 speech defects, which affects the semantic expression. It can be regarded as "language is not fluent and there are many speech defects".

D. The handwriting is illegible and illegible, which affects the review of the essay. It can be regarded as "illegible handwriting".

2. Operation

① The expression part is scored with A (style) and C (language) as the focus, comprehensive measurement, and integrated into equal points. On this basis, refer to B (Structure), D (Font) two items, floating up and down within the range.

② In the fourth-grade paper, if all items (ABCD) meet these requirements and the number of words exceeds 800, points will be awarded within 3-5 points. If it is not a blank paper, 0 points will not be given.

(2) Development level 20 points

1. Interpretation

①First class (20-16)

"Profound" in content ”, which is reflected in three aspects: A goes deep into the essence through phenomena; B reveals the inner causal relationship of things; C viewpoint has an inspiring effect.

The "rich" performance is reflected in four aspects: A. rich materials; B. sufficient arguments; C. rich image; D. profound artistic conception.

The "literary talent" in language is reflected in four aspects: A. Appropriate wording; B. Flexible sentence structure; C. Good use of rhetorical techniques; D. Expressiveness of sentences.

"Creative" writing thinking is reflected in five aspects: A. Novel insights; B. Fresh materials; C. New ideas; D. Unique reasoning and imagination; E. Personality.

②Second Class (15-11)

More literary talent: A. Appropriate words; B. Changes in sentence structure; C. Able to use rhetorical techniques appropriately.

More creative: A. The opinion is correct; B. The material selection is appropriate; C. The imagination is reasonable; D. More individual.

③Third Class (10-6)

Slightly literary talent: A uses more appropriate words; B can use certain rhetorical techniques.

Slightly creative: A has a certain imagination; B has a certain personality.

④Fourth level (5-0)

Some sentences have profound meanings, some examples are better, some sentences are more exciting, and some places have new ideas.

2. Operation

① The development grade scoring is divided into four items and 16 scoring points. It is not intended to be comprehensive. It can be graded according to several outstanding points.

②The development level should be scored according to the corresponding "scoring standards" and "instructions" requirements, and then the score should be adjusted up or down with reference to the "basic level".

③ If the "content" and "expression" scores of the basic level are both at the fourth level, the "development level" score can only be awarded at the fourth level.

4. Others

1. About the title: The test question requires "self-determination of the title". If the title is missing, 2 points will be deducted.

2. Regarding word count: The test question requires "no less than 800 words." If the number of words is insufficient, 1 point will be deducted for every 50 words missing. Poems are counted in lines.

3. Regarding typos: 1 point will be deducted for every 3 typos, duplicates will not be counted, but there will be no cap.

4. If there are many punctuation errors, 1-2 points will be deducted as appropriate.

5. About unfinished compositions

①Compositions that have the main body written but no ending will still be graded according to the basic grade standards and will not affect the development grade.

② If the main body is not written, or the composition is less than 300 words (not including 300 words), the score will be 10 points (including 10 points) or less, and it will be recorded directly in the "Content" column, and the other 3 Score 0 for each column.

6. Essays on copying and plagiarism

① Any retelling or imitation of the original material without any original idea or intention will be regarded as copying. For all compositions that are copied works, the basic level and development level will be appropriately graded below third grade (including third grade).

②For essays suspected of being plagiarized, the plagiarized article or accurate clues must be provided. After confirmation, points will be given within four grades for the basic level of such compositions, and no points will be given for the development level.

③Any essay that has no connection with the material in the question can be regarded as "the essay does not fit the title". Such essays will be awarded 10 points or less (including 10 points). Record it directly in the "Content" column, and record 0 for the other three columns.

7. Essays with serious problems

① There are serious political errors in the content; ② The answer sheets are the same;

③ The handwriting is inconsistent; ④ There are special Marking: write names, draw graphics, etc.

Such answer sheets will be submitted by the question group leader to the grading subject leadership group for review and processing.

Features of essays with 50 points or above:

Argumentative essay: obvious stylistic features, in-depth thinking on the value of disasters, deep understanding and explanation based on materials and prompts, and clear opinions Be in-depth and have your own thinking. The writing examples are not limited to the given material examples, and can be combined with the materials to make similar associations. The materials are rich and the arguments can be elaborated from multiple angles. The structure echoes, the context is coherent, the transition is natural, the thinking is clear, the wording is accurate, the length of each paragraph is moderate, there is summary text, and the handwriting is clear. Such as "A nation thrives through adversity".

Other literary styles: The entry point should be small, the narrative should be clever, and the conception should be very clever. For example, various colors can be used to show the positive performance of all sectors of society in facing disasters when disaster strikes, to show the theme of great love in the world (or caring for life or respecting life). Never be exhaustive, empty, or general. For example, "The Color of Love" is very cleverly written. Although the examples in this article are still people's performance after the earthquake, the narration of the event is not a mere glimpse or expansion of the material. Instead, it starts with color and revolves around love. Different colors are used to refer to different groups of people, reflecting the love and dedication after the disaster, and the unity of one party and the other. Difficult, the theme of support from all directions. In terms of structure, the question is asked three times, running through it, and the context is clear; in terms of content, there are also extensions and sublimations, elucidating the poetic nature of love after the earthquake. In this way, using colors to correspond to love turns abstraction into concreteness.

When writing the text, it does not deviate from the meaning of the topic and uses material examples (or only one of the three is the same as the material prompt, and the other two are not from the material), but the narrative perspective has changed somewhat, and there are some markings indicating the structural level. The sentence appears at the beginning of the paragraph, and the event narration avoids straightforward narration. There are some wonderful extended words, the context is clear, the feelings are sincere, and the handwriting is beautiful. Generally 43-46; without deviating from the meaning of the title, the examples are only limited to the performance of all walks of life after the disaster. There is no in-depth exploration, but the narrative language is concise and clear, the chronological order is paid attention to, the handwriting is clear, the structure is acceptable, there are a few wonderful words, generally 37-42 points; the topic is not deviated from the meaning, and examples from the materials are used More than 60%, speaking in general terms, with slightly messy handwriting, generally 30---36 points; regardless of the meaning of the question, no matter how well written in all aspects, it will not exceed 30 points.