教师与家长对孩子成长的影响

The position is clear and consistently developed across relevant main ideas on knowledge, skills, and social interaction, though several claims are overgeneralised and insufficiently supported or illustrated.

Progression is broadly logical with clear paragraphing and sequencing devices, but linking is at times mechanical and some transitions and paragraph boundaries are handled awkwardly.

There is adequate range of less common vocabulary, but noticeable imprecision and poor collocation, such as 'smartness', 'facilitate various conditions', and the offensive and inappropriate use of 'retarded', reduce accuracy and appropriacy.

Complex structures, including cleft sentences, relative clauses and participial constructions, are used with generally good control. The quotation beginning multiple intelligences is not closed, and society.In lacks a separating space. These are specific punctuation and presentation slips rather than a recurring pattern of article or agreement errors.

The essay fully addresses the extent-of-agreement question with a clear, consistently held position, and both main ideas are developed with relevant explanation and examples.

Ideas progress logically across well-structured paragraphs with a range of cohesive devices, though a few transitions are slightly mechanical or imprecise.

Vocabulary is sufficiently flexible for the topic with some precise academic phrasing, despite occasional unnatural collocations such as 'trainings' and 'offsprings'.

Complex sentences are generally controlled. The comma before the restrictive clause that may not be acquired is unnecessary, and majority of friendships needs the definite article in this construction. These specific punctuation and article issues do not seriously impede meaning.

The response addresses the task directly with a clear position maintained throughout, and each body paragraph presents a relevant main idea, though ideas are supported by general claims rather than fully developed or extended argument.

The essay is logically organised with clear progression across paragraphs and a range of cohesive devices, although some linking is mechanical and the opening and closing are formulaic.

Vocabulary is adequate for the task with some precise usage such as 'role models' and 'extra-curricular activities', but reliance on memorised formulae and occasional imprecise choices limit flexibility.

A variety of sentence structures is used with generally good control, including complex and comparative forms, with only minor non-impeding errors such as article omissions.

The response addresses all parts of the task with a clear and consistent disagreement, developing two relevant main ideas, though support for the socioeconomic argument remains somewhat briefly elaborated.

Ideas progress logically across clearly organised paragraphs with effective use of cohesive devices and a conclusion that restates the position without mechanical repetition.

Vocabulary is sufficiently flexible and precise for the topic, with some natural collocation, though occasional imprecision such as 'effect' for 'affect' and mild repetition of 'influence' appear.

A good range of sentence structures, including complex forms, is used with flexibility and generally good control; minor errors exist but do not impede communication.

The essay directly answers the question with a clear, nuanced position that teachers dominate intellectual influence while parents dominate social influence, and each idea is developed with relevant support.

Paragraphing is logical and cohesive devices such as firstly, secondly, and referencing are used naturally, giving a clear progression from introduction to conclusion.

Vocabulary is precise and flexible, with natural collocations like exert a greater influence, impart knowledge, and formative years, producing accurate and fluent expression throughout.

A wide range of grammatical structures, including complex concession clauses and varied subordination, is used with consistent accuracy and flexibility.