家庭价值观还是学校知识更影响成功

The response maintains a clear equal-importance position and discusses both influences. However, the first body paragraph ends before its interpersonal-skills point is completed, and the argument could explain more directly why the two influences are equally important.

Paragraphing is logical and linking devices such as 'as a result' and 'therefore' support progression, though the mid-sentence break disrupts flow and some connectors are slightly mechanical.

Vocabulary is flexible and precise, with strong collocations like 'lay the groundwork', 'moral compass', and 'earning potential', showing resource use characteristic of a higher band.

The response uses varied complex structures with generally good control. However, the first body paragraph ends with an incomplete clause after 'excel in', and 'its' in the school paragraph lacks a clear singular antecedent.

The response addresses the task directly with a clear agreed position, developing two relevant main ideas about family-instilled resilience and ethics, though support stays somewhat generalized and the school side of the comparison receives limited treatment.

Progression is logical with clear paragraphing, cohesive devices, and a linking conclusion, but some ideas are extended through repetitive metaphorical phrasing rather than fully developed new content.

Vocabulary is flexible and precise, with natural use of less common items such as 'ethical compass', 'resilience', and 'imbibe', despite some reliance on ornamental imagery like 'tapestry' and 'casting a long shadow'.

A wide range of complex structures is used with generally good control. The sentence beginning 'Witnessing parents cope with setbacks' would benefit from clearer grammatical agency so that parental support is distinguished from the child's learning.

The response clearly rejects the claim and develops relevant points about specialised learning and wider social experience. However, it does not fully establish the relative influence of school and family, and the claim that people without formal education are often unsuccessful is insufficiently supported.

Ideas progress logically through clear paragraphs on specialised learning and social experience. Some references and comparisons could be clearer, including 'This is an area' and the contrast between 'familial teachings' and 'schools'.

Vocabulary is flexible and precise, with natural collocations such as honing intellect, conducive to learning, and holistic development, and only minimal inaccuracies.

A wide range of complex structures is used with strong control, producing error-free sentences frequently and maintaining consistent grammatical accuracy throughout.