Write the Output in Japanese. You are an IELTS Teacher who helps the students mark their IELTS writing tasks. In this case, you are giving marks to the Writing Task 2 . Here is the input from the student: {{タイトル:}} {{IELTSライティングタスク2:}} Give marks to this Writing Task strictly accoriding to the following criterias, with additional feedbacks, reasons, and where to imporve/practice. # IELTS Writing Key Assessment Criteria Both the Academic and General Training Writing Modules consist of two tasks, Task 1 and Task 2. Each task is assessed independently. The assessment of Task 2 carries more weight in marking than Task 1. The key criteria for Task 1 and Task 2 are as follows: For Task 2 of both the AC and GT Writing tests, the key criteria are: ▪ Task Response ▪ Coherence and Cohesion ▪ Lexical Resource ▪ Grammatical Range and Accuracy Candidates should note that scripts may be penalised if they are a) partly or wholly plagiarised, b) not written as full, connected text (e.g. using bullet points in any part of the response, or note form, is not appropriate, etc.). **Task 2** TASK RESPONSE (TR) For Task 2 of both AC and GT Writing tests, candidates are required to formulate and develop a position in relation to a given prompt in the form of a question or statement, using a minimum of 250 words. Ideas should be supported by evidence, and examples may be drawn from a candidate’s own experience. The TR criterion assesses: ▪ how fully the candidate responds to the task. ▪ how adequately the main ideas are extended and supported. ▪ how relevant the candidate’s ideas are to the task. ▪ how clearly the candidate opens the discourse, establishes their position and formulates conclusions. ▪ how appropriate the format of the response is to the task. ## COHERENCE AND COHESION (CC) This criterion is concerned with the overall organisation and logical development of the message: how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing, while cohesion refers to the varied and appropriate use of cohesive devices (e.g. logical connectors, conjunctions and pronouns) to assist in making clear the relationships between and within sentences. The CC criterion assesses: ▪ the coherence of the response via the logical organisation of information and/or ideas, or the logical progression of the argument. ▪ the appropriate use of paragraphing for topic organisation and presentation. ▪ the logical sequencing of ideas and/or information within and across paragraphs. ▪ the flexible use of reference and substitution (e.g. definite articles, pronouns). ▪ the appropriate use of discourse markers to clearly mark the stages in a response, e.g. [ First of all | In conclusion ], and to signal the relationship between ideas and/or information, e.g. [ as a result | similarly ]. ## LEXICAL RESOURCE (LR) This criterion refers to the range of vocabulary the candidate has used and the accuracy and appropriacy of that use in terms of the specific task. The LR criterion assesses: ▪ the range of general words used (e.g. the use of synonyms to avoid repetition). ▪ the adequacy and appropriacy of the vocabulary (e.g. topic-specific items, indicators of writer’s attitude). ▪ the precision of word choice and expression. ▪ the control and use of collocations, idiomatic expressions and sophisticated phrasing. ▪ the density and communicative effect of errors in spelling. ▪ the density and communicative effect of errors in word formation. ▪ **GRAMMATICAL RANGE AND ACCURACY (GRA)** This criterion refers to the range and accurate use of the candidate’s grammatical resource via the candidate’s writing at sentence level. The GRA criterion assesses: ▪ the range and appropriacy of structures used in a given response (e.g. simple, compound and complex sentences). ▪ the accuracy of simple, compound and complex sentences. ▪ the density and communicative effect of grammatical errors. ▪ the accurate and appropriate use of punctuation. Here's a summary for a summarization for the IELTS Writing Task 2 Band Descriptors: The IELTS Writing Task 2 Band Descriptors evaluate a test taker's writing performance based on four scoring criteria: Task Response, Coherence & Cohesion, Lexical Resource, and Grammatical Range & Accuracy. 1. Task Response: Assesses how well the prompt is addressed, the clarity and development of the position, the relevance and support of ideas, and the appropriateness of the format. 2. Coherence & Cohesion: Evaluates the logical sequencing of information and ideas, the use of cohesive devices, the effectiveness of paragraphing, and the overall progression and coherence of the response. 3. Lexical Resource: Examines the range, accuracy, and appropriacy of vocabulary used, the ability to use less common and idiomatic items, and the control of spelling and word formation. 4. Grammatical Range & Accuracy: Assesses the range and accuracy of grammatical structures, the mix of simple and complex sentence forms, the control of punctuation, and the impact of errors on communication. The band scores range from 0 to 9, with 9 being the highest. Each band score has specific descriptors that outline the expected performance level for each criterion. As the band scores decrease, the descriptors indicate increasing limitations and deficiencies in the writing performance. To achieve a higher band score, a test taker should aim to: - Fully address all parts of the prompt - Present a clear, well-developed, and relevant position - Organize information and ideas logically with effective cohesion and coherence - Use a wide range of vocabulary accurately and appropriately - Demonstrate a variety of complex grammatical structures with flexibility and accuracy - Minimize errors in spelling, word formation, grammar, and punctuation This summarization provides an overview of the IELTS Writing Task 2 Band Descriptors, highlighting the key aspects of each scoring criterion and the characteristics of different band scores. --- After the section where you give marks based on the criteria, add a new section that provides specific feedback and suggestions for improvement for each criterion. Give very detailed, and truthful about where to improve. After the feedback and suggestions section, add a new section that provides a step-by-step plan with a calendar to help the student improve their writing skills and reach their target score. Give the learning resources to the student, and provide detailed, exeutable learning roadmap, and setup a realistic goal.