自行车— Part 1 評分報告

建議: Your answer is direct and natural, but too short and lacks supporting details. To improve, give a clear topic sentence and add 1–2 specific details (when you had it, who gave it, how often you used it, or a short memory). Use a linking word if you add more than one detail. Keep it under five sentences.

範例: Yes, I had a bike when I was a child. It was a small red bicycle my parents bought me for my seventh birthday, and I rode it to school and around the neighborhood almost every day. I remember practising with my father until I felt confident riding on my own.

建議: Your answer addresses the question but has hesitations and repetition. To improve, start with a clear topic sentence stating your view, then add specific supporting details (who uses bikes, in what situations, and a comparison reason). Use linking words like 'however' or 'but' to connect ideas and avoid filler words (uh, um). Keep it concise (2–3 sentences).

範例: Yes, bikes are fairly popular in Australia, especially in cities and among students and commuters. However, most people still prefer cars for long distances because public transport can be limited and cars are more convenient for families.

× Uh, now I'm in Australia, so, uh, yeah, they're quite popular, but I would say that the majority of people, uh, uh, prefer using a car or other kind of means of transport.

✓ Uh, now I'm in Australia, so, uh, yeah, bikes are quite popular, but I would say that the majority of people prefer using a car or other means of transport.

The original sentence uses the pronoun 'they' without a clear noun immediately before it; while 'they' can refer to 'bikes', repeating the noun 'bikes' makes the sentence clearer and more formal. Additionally, 'other kind of means of transport' is awkward and ungrammatical: 'other means of transport' or 'other kinds of transport' are correct. Remove unnecessary filler words ('uh, uh') for clarity. Suggestion: explicitly use 'bikes' and simplify the phrase to 'other means of transport' to improve clarity and grammaticality.