浅谈高中生英语写作能力的培养与提高
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徐慧芬
内容提要： 写作是学生英语综合水平的体现。写作不好，说明学生的综合能力不够。根据学生在作文中出现的问题（基础知识不扎实， 汉式的表达，整体不流畅等）和怕写的心理，本文从课堂内外教学中应注意1. 遣词、造句、谋篇的训练 2. 多读、多背好文章、范文 3. 多种形式批改，及时反馈 4.多渠道入手，使写作趣味化，简单化这几个方面阐述了怎样培养和提高学生的英语写作能力。
关键词： 写作 训练 批改
前言：书面表达在高考中占有相当大的比重，近几年评分标准也越来越高，许多学生在此方面丢分甚多，因而作文平均分相当低。在考试中最常见的形式是要求学生根据所给信息（information）和思想(idea)来作文，亦称为"情景作文"或"提示作文"，而学生对于语言要素综合应用的能力较弱，写出来的东西往往是不符合英语表达习惯的"中文式英语"。作为一名英语教师，应该有意识地让学生逐步接受英语表达的思维方式，久而久之学生才能写出比较地道的英语，少犯甚至不犯Chinese English 的错误。在此就自己日常教学中的心得浅谈如何提高中学生英语写作能力。

一、注重遣词、造句、谋篇的训练
新颁行的普通高中《英语课程新标准》明确指出，写作教学的目的是通过对学生激活灵感，激发兴趣，整理思路，组织素材，规划结构，遣词造句等基本写作技能的培养使他们能表达事实，观点，情感，想象力，交流信息，培养规范的写作习惯等。新课程标准规定的写作要求更加突出了对谋篇布局，遣词造句，情感表达的要求。所以在教学中可以从遣词，造句，谋篇三个方面培养和提高学生的写作能力。
1．遣词的原则：
使用高级词汇及短语, 如果仅仅记住几个简单基础的词汇,而且一味的重复低水平的英语知识点,还远远没有达到大学的入学要求。平时学习过程中注意总结各种各样的词汇。以描述人物的词汇为例：
1）表达人物爱憎感情：
like, love, be interested in, be fond of…
hate, dislike, be tired of, lose interest in…
happy, excited, satisfied, angry, sad, worried, disappointed, terrified…
2）介绍人物的影响及人们对人的评价：
He became famous for his new theory.
We regard Li Fei as our model.
Lei Feng has been praised for his communist spirit.
People spoke highly of him and all respected him.
3）常见描述人物性格，外貌和身体状况等的词语
good-looking /funny-looking /strong-looking /ugly-looking /dirty-looking /ordinary-looking /blue-eyed /white-eyed /warm-hearted /light-hearted /kind-hearted /absent-minded /tall /short /beautiful /pretty /lovely /naughty/ be blind /lame in /be in good or poor condition/ healthy/ fine/ well /strong-tempered /bad-tempered /near-sighted /far-sighted /foolish /stupid /silly /clever /smart /wise /bright / diligent /intelligent /lazy /hard working, etc.
2．造句的原则：句式多变，语法活用，句子是表达一个完整意思的最小单位，所以造句能力在英文写作中是非常重要的。好的英语句子能够生动，形象，准确的表达内容。所以要想写出漂亮的书面表达，必须从写好句子开始。
英语基本句型及造句:
1）主语+谓语+状语(介词,名词短语或从句)
The sun rises up in the east and sets in the west.
We get up early every morning.
2）主语+不及物动词+副词
This kind of wine drinks well and sells well.
The suit wears well.
3）主语+谓语+介词+宾语
We all agreed on the terms.
He hates to argue with his wife about such small matters.
4）主语+系动词+形容词
Good medicine tastes bitter to the mouth.
Your explanation sounds reasonable.
5）主语+谓语+直接宾语
I want your promise.
Have your fixed my watch?
6）主语+谓语+间接宾语+直接宾语
He paid me a visit yesterday.
He owed me 50 yuan.
7）主语+谓语+宾语+宾补 (to do)
I will get someone to repair the recorder for you.
He invited me to teach at a well-known university.
8）主语+谓语+宾语+宾补 (do)
I often hear her sing the song.
The boss made workers work 15 hours a day.
9）主语+谓语+现在分词
I heard her singing in the next room.
Did you observe the birds flying around the trees?
10）主语+谓语+过去分词
I must have my watch repaired.
We must get the task finished on time.
11）主语+谓语+宾语(动名词)
I suggested putting off the meeting.
They all avoided mentioning the matter.
12）主语+谓语+宾语(不定式)
I can’t afford to buy such a large house.
Don’t pretend to know what you don’t.
13）主语+谓语+宾语(名词/代词)+介词+宾语
Nothing can prevent us from going forward.
Thank you for your help.
当然，光知道句子的基本结构不行，要写出漂亮的作文，就应该有漂亮的句子。
写好句子的方法一：合并句子。
1)It was early in the morning. Mr. Smith was in his garden. He was watering flowers.
Early in the morning, Mr. Smith was watering flowers in his garden.
2)A girl was crossing a road. The girl was pretty. The road was wide.
A pretty girl was crossing a wide road.
写好句子的方法二：改写句子
1) Mr. Green is a tall man, who wears a pair of thick glasses. (改成介词短语做伴随状语)
Mr. Green is a tall man with a pair of thick glasses.
2) The ice on the lake is too thin for us to skate on. (使用so…that…结构改写句子)
The ice on the lake is so thin that we can’t skate on it.
练习方法三：一句多译
这本书花了我300元。
I spent 300 yuan on the book.
I paid 300 yuan for the book.
The price of the book is 300 yuan.
It cost me 300 yuan to buy the book.
The book cost me 300 yuan.
我不懂什么英语，李明也不懂。
I don’t know any English, nor does Li Ming.
I hardly know any English, nor does Li Ming.
I hardly know any English, neither does Li Ming.
I hardly know any English, so it is with Li Ming.
I know no more English than Li Ming does.
I know as little English as Li Ming does.
一到家，我就把所见到的一切都记了下来。
On/Upon arriving home, I wrote down everything I had seen.
As soon as I arrived home, I wrote down everything I had seen.
The moment I arrived home, I wrote down everything I had seen.
The instant I arrived home, I wrote down everything I had seen.
No sooner had I arrived home than I wrote down everything I had seen.
Hardly had I arrived home when I wrote down everything I had seen.
昨天下午他才来。
He came here yesterday afternoon.
He didn’t come here until yesterday afternoon.
Not until yesterday afternoon did he come here.
It was yesterday afternoon that he arrived here.
It was not until yesterday afternoon that he came here.
3．谋篇的原则：
满分作文都有个共性就是有效地使用了语句间的连接成分，使全文结构紧凑。文章的连贯性和紧凑感是很重要的。因此练习正确使用连接词是提高写作能力的有效方法。在教学中应该注意总结表达不同关系的连接词。
表并列补充关系的: what is more, besides, also, as well, moreover, furthermore, in addition
表转折对比关系的: but, however, yet, instead, on the other hand, on the contrary, although despite, in spite of, whereas, unlike, nevertheless, not only…but also, the former…the latter, the first…whereas the second, once…now, on the one hand…on the other hand, some…others
表因果关系的: since, as, because (of), for, so, thus, therefore, as a result, so that
表条件关系的: if, on the condition (that), as long as, unless, or else
表时间关系的: when, after, before, until, as soon as, later, soon, lately, recently, since, from then on, eventually, in the meantime, then, suddenly, at the same time, next, early this morning/year/century, now, after, finally, at last, all of a sudden
表特定的顺序关系: above all, first of all, firstly, first, secondly, next, finally, at last
表换一种方式表达: in other words, that is to say,
表进行举例说明: for instance, for example, like, such as,
表陈述事实: in fact, actually, as a matter of fact, to tell you the truth
表总结: on the whole, in short, all in all, in a word, in conclusion, in general.
二、 多读、多背好文章、范文。 　　
"熟读唐诗三百首，不会写诗也会吟"，英语文章也是如此。平时多读多杯背好文章、好句子、谚语、俗语，写书面表达十会起到画龙点睛的作用，而这些句子、文章往往就在我们身边。
e.g. (1) Proverbs:
　　Do in Rome as Romans do.
　　East or west, home is best.
　　Rome was not built in a day.
　　(2)Useful structure
　　a. It is time for sb. to do sth. (初中英语第三册lesson 10)
　　b. I would like to…… (初中英语第三册lesson 12)
　　c. be used to…… （高中英语第二册上lesson 7）
　　d. It is + adj. + to do sth. (高中英语第二册上lesson 11)
　　e. It takes sb. some time/ some money to do sth. (高中英语第二册上lesson 38)
　　(3)Good sentences
　　a. Thank you for teaching us so well. (初中英语第三册lesson 1)
　　b. Best wishes for Teachers' Day. (初中英语第三册lesson 4)
　　c. It's really nice of you . (初中英语第三册lesson 18)
　　d. I hope everything goes well. (初中英语第三册lesson 30)
　 (4)Good examples:
　　Hello, everyone. I have something to tell you. It is Sunday tomorrow. We're going to visit the Monkey Island. There we can see the animals and we'll climb the hill. We will go there by bus. Let's meet at half past seven at school gate. We'll have lunch at the Monkey Island. So please bring some food with you. That's all. Thank you. (摘自《初中英语复习指导》80页)
　　"熟能生巧"这是古训，同样适用于英语写作。在平时学习中多留意，多收集素材，写作时就不会手忙脚乱，无从下手。只要你能坚持多读、多背好句子，好文章，便可轻松写出满意的文章。所以老师在平时的教学中要有意识地给学生布置背诵任务，并抽查加以督促。
三、多种形式批改，及时反馈
学生每写一篇作文，都应该有相应的收获，如果要达到如此效果，老师应该认真及时批改，并进行讲评。为了达到最佳效果，批改作文可以用多种形式进行。
1．面批。每次都应该面批一部分作文， 因为面批可以增进和同学的了解，可以了解学生对作文的构思，及时进行纠正或表扬。对一些典型的错误，应该及时在全班讲解并进行强调。例如：学生常用的病句有：
1．）＂There be＂结构
　　学生病句：
　　（1） There are many people like to go to the movies.
　　（2） There are different kinds of vegetables can be bought on the market.
正确表达：
　　（1） There are many people who like to go to the movies.
　　（2） There are different kinds of vegetables that people can buy on the market.
　　“There be”结构还常用于以下的句型中：
（1） There was no school in the village at that time. (=there was not a school...)
　　（2） There is not a moment to be lost.
　　（3） There are many people rushing into the cities every year.
　　（4） There are many things we can do to prevent traffic accidents.
　　（5） There is no use holding back the wheel of history.
　　从以上例句还可看出，句中的主语后面可接多种修饰语，如介词短语、不定式短语、定语从句、分词短语等等。这无疑使该结构增加了表现力，使句子表达内容更加丰富。 在运用这一结构时，学生最容易犯的错误是在there be之后又用了一个动词作谓语，使句子结构出现严重错误，反而弄巧成拙。
2．要让学生互相批改。这样学生可以思考运用自己所学知识，同时加深对所学知识的记忆。在批改前，告诉学生标准一般包括以下几个方面：（1）体裁，格式，人称合理。（2）内容是否完整。(3)语法是否正确。特别是时态，主谓一致等。(4)词法是否用得妥当。(5)字数是否符合要求。(6)书写是否规范。包括单词拼写，大小写，标点符号以及字迹清晰等。
3．单独批改
老师以传统形式批改，然后发给学生，同时必须要求学生将老师划出来的错误更正。这样学生会有一个思考的过程。而老师也要对学生的更正再次评批。这种批改因为是通过书面交流，所以让学生了解自己的批改符号，就非常必要了。例如：删除号( )、增添号(_)、对调号( ∽ )、分段号( o )、中文式表达的句子 _____、高级句型 ﹏
4．集体批改
将学生的习作用实物投影，让学生当场批改。或者将习作稍作修改，把其改成proofreading，再让学生做，这样就能起到一箭双雕的作用。
总之，不同的批改形式有其各自的优点，作为老师可以经常根据每次写作的内容选择最佳的批改形式。
四、多渠道入手，使写作趣味化，简单化。
因为普遍学生存在怕写的心理，所以要提高学生的写作能力，我们必须解除学生的心理障碍。因此我们应该采取多种形式进行练习，使写作趣味化，简单化。
1．改写课文或补写课文。改写通常是把一篇结构较为复杂，语言较难理解的短文用简单易懂的句子表达出来。或者可以将课文的一个段落挖空，让学生补写一些高级句型，从而加深记忆。
2．仿写课文。仿写既可以降低写作难度，又可以让学生学以致用，灵活运用好词好句，从而学生也会感到有所得，能看到希望，增强自信心。例如，在NSEFC高二上册中有一篇课文“IN THE PUBLIC EYE”中对主持人杨澜进行了描写。此文的结构分为四段，分别描写：Introduction, Background, Current situation and future plans， and Conclusion. 学完该文后，可让学生仿照此文，写一写著名主持人倪萍。
3．情景写作法。 写作是枯燥的，但是如果写之前，先模拟相应的情景，课堂也就生动活泼了。比如要求学生写一封感谢信。可以是感谢父母或朋友。写之前可以叫学生上台表演一段值得感谢的短剧，可以先提示一些常用来表达感谢之情的expressions and sentences.
4．先议后写法。先议后写法是将说和写的训练相结合，以培养学生的写作能力。例如，学生将写一篇关于“Music”的书面表达。那为了学生感兴趣，可以先播放不同类型的音乐，然后再提出问题，引导学生讨论：What’s your favorite music? Why do you like music most? Can you predict what music will be like in the future? 等。 学生充分展开思维和想象，经过认真讨论写成短文。
总之，英语书面表达能力差是大多数学生普遍存在的问题，但这种能力在日益激烈的竞争中又尤为重要。每个老师要根据自己学生实际情况，按照本文讲述的方法去做，坚持不懈，持之以恒，一定会有所收获。Where there is a will, there is a way.
【参考文献】
[1] 张瑾华. 词、句、篇三部曲写作方法实验研究。 《中小学外语教学，2002.7》
[2] 傅瑞屏. CGI作文模式初探。 《黑龙江高等教育研究，2003 .5》
[3] 丁往道. A Handbook of Writing
[4] 杨美莲. 运用多媒体上英语写作课。 《英语周报•高中教师版 329期》
[5] 王秀云. 如何引导学生自评自改英语作文 《英语周报•高中教师版 332期》
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