0英语作文写作指导之邮件【优秀20篇】
随着经济全球化发展,英语在全球范围内被广泛使用,成为国际通用语,具有国际化。大学生在该怎么用英语介绍自己?下面是小编为大家整理的大学英语自我介绍范文，仅供参考。
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1000高考英文高分作文写作指导
全文共 732 字
+ 加入清单英语学习中，在英语书面表达时，每次写作前问自己四个问题：这篇文章的体裁格式是怎样的?主体时态用什么时态?人称用第几人称?可以分几段，之间用什么过渡词、连接词?带着这四个问题去审题，搞清楚文章的主要内容，然后列出提纲。最后利用自己有把握的英语句子丰富自己的提纲就可以了。
(1)条理性。指的是合理布局文章结构。首先，在文章思路、组织材料、叙述顺序等方面要有一定的条理性。其次，根据需要，安排好段落，各段之间要层次分明，也要重视每一段的开头和结尾，开头语往往是总起句，结尾语往往是总结句。
(2)准确性。指要求写出语法正确的句子，包括时态、语态、用词和句法等，要准确、地道地表达。必须要牢牢掌握一些常用句型或习惯表达，避免中式英语，在实践中不断总结中英用法的差异，养成用英语思维写作的习惯。高考英语作文素材。
(3)流畅性。指根据整篇文章思想的需要，有效采用不同的连接手段，清晰段落，使文章层次清楚、行文连贯。
(4)简洁多样性。简洁性就是语言简洁，不重复。多样性就是能随情景内容的变化写出句式多样的语句。这也是新课程标准对写作的评价标准。
(5)思想性。新标准对写作的要求，增加了情感因素，在准确流畅表达写作要点的同时，适当增加句子的感情色彩，增加一些人情味，使文章读起来更亲切，完全达到与读者进行交流的目的。
(6)美观性。指的是卷面书写规范、清楚、干净、整洁。在高考书面表达中，书面整洁是也是一个主观评分标准，所以在高考中保持书面整洁是必要的。
总结：那么在高考作文中，除了自己的一些英语知识的巩固还需要的是自己的情绪和思维。写作期间保持稳定的情绪，按照自己的思维完成写作，从总结文章中—布置文章结构—使用表达的语句—下笔连贯。最后当然是要检查是否出现拼错字，句子语法有误等。
更多相似作文
篇1：高考英语作文范文
全文共 512 字
+ 加入清单假设你是红星中学高三(1)班的学生李华，请根据以下四幅图的先后顺序，用校刊“英语园地”写一篇短文，记述你和同学们向学校提推荐，解决自行车存放问题的过程。
注意： 1。 词数不少于 60。
2。 短文的开头已给出，不计入总词数。
范文：
There was a problem with the parking place for bikes in our school， I noticed the entrance was small and almost blocked。 So my classmates and I had a discussion and wrote a report。 Then we went to meet the schoolmaster in his office and gave the report to him。 He accepted our suggfestions。 Soon afterwards， a second entrance was opened to the parking place。 Now it is easy to park our bikes there。
篇2：高考写作指导
全文共 828 字
+ 加入清单(一)面对从未谋面的作文题目，如何正确审题?
◆多则材料类作文的五种类型及审题方法
◆高考作文审题技巧之寻找题眼法
◆高考作文审题之虚实结合法
◆添加因素，丰富思路——作文审题之添加因素法
◆思接千载，心鹜八极——作文审题之联想法
(二)题目是文章的眼睛，如何拟好标题?
◆浅论话题作文拟题方法
◆拟好题目为你的高考作文加分
◆高考作文如何编拟一个出彩的标题
◆拟题技巧让你的作文题目赢得阅卷者的青睐
(三)围绕题目，文章立意如何准确而新颖?
◆差之毫厘，谬以千里——高考作文切合题意的要领
◆高考作文该怎样避免偏离题意
◆准确把握题意——高考作文切题最为紧要
◆考生写作怎样巧妙诠释文题
◆高考寓言类的材料作文审题立意
◆作文立意求新奇方法浅谈
◆高考作文如何做到“切合题意”
(四)起笔写作，如何开头才能使人眼前一亮?
◆高考作文开头“十法”
◆高考作文开头十大禁忌
◆巧设凤头先声夺人——高考作文开头技法
◆未成曲调先有情——高考作文开头技法
◆高考满分作文开头的技巧
◆作文开头的五个经典句式
◆作文开篇如何吸引阅卷老师的眼球
(五)在引人入文后，如何使情节构思巧妙?
◆例谈考场作文的构思技巧
◆例谈记叙文快速构思之画面组合法
◆一种巧妙的结构作文的方法——同构相叠
◆高考作文常见的结构
◆高考议论文的八种模式
(六)在考场环境下，如何及时组织材料?
◆例谈考场作文应急选材三法
◆锦心表里巧妙扣合——高考作文材料的组材
◆裁得彩练当空舞——谈谈高考作文材料的调动
◆胸有三种“得意”材料——高考作文材料的储备
◆有叙有议引线穿针——高考作文材料的组材
◆高考作文记叙文如何选材
◆议论文写作中如何运用素材
◆高考作文：调动材料的艺术
(七)如何锤炼语言，才能彰显文章的魅力?
◆增强语言张力展现文章魅力
◆高考作文写作技巧：反复锤炼语言是重点
◆高考作文如何做到“用词贴切”
◆写作指津：语言纯真显魅力
(八)文章收束，如何结尾才能首尾圆合?
◆历届高考作文精彩结尾50例精选
◆高考作文巧结尾技巧
◆如何使文章结尾有力
◆怎样写好记叙文的结尾
篇3：2024年期末英语写作高分素材经典名言
全文共 1909 字
+ 加入清单1.A great poem is a fountain forever overflowing with the waters of wisdom and delight.(P.
B. Shelley ， British poet )伟大的诗篇即是永远喷出智慧和欢欣之水的喷泉。(英国诗人 雪莱。 P.B)
2.Art is a lie that tells the truth 。( Picasso ， Spanish painter )美术是揭示真理的谎言。 (西班牙画家 毕加索)
3.Humor has been well defined as thinking in fun while feeling in earnest. (Mark Twain ， American novelist )幽默被人正确地解释为“以诚挚表达感受，寓深思于嬉笑”。(美国小说家 马克·吐温)
4.The decline of literature indicates the decline of a nation; the two keep in their downward tendency.( Johan Wolfgang von Goethe ， German poet)文学的衰落表明一个民族的衰落。这两者走下坡路的时间是齐头并进的。(德国诗人歌德 。 J 。 W 。)
5.When one loves one‘s art no service seems too hard 。(O. Henry， American novelist)一旦热爱艺术，什么奉献也不难。 (美国小说家 欧·亨利)
Education 教育篇
6.And gladly would learn ， and gladly teach 。( Chaucer ， British poet)勤于学习的人才能乐意施教。(英国诗人， 乔叟)
7.Better be unborn than untaught ， for ignorance is the root of misfortune.(Plato ， Ancient Greek philosopher)与其不受教育，不如不生，因为无知是不幸的根源。(古希腊哲学家柏拉图)
Friendship 友谊篇
8. Some friends come and go like a season. Others are arranged in our lives for good reason.(Sharita Gadison)一些朋友随季节离去，而另外一些则伴我们度过美好的季节。
9.A true friend is someone you can disagree with and still remain friends. For if not， they weren‘t true friends in the first place.(Sandy Ratliff)真朋友是可以与你有不同见解的，如果不是，首先就不是真朋友。
10.True friendship is felt， not said.(Mariecris Madayag)朋友是说不出的感觉。
11.Friends are like stars，you don‘t always see them， but you know they‘re always there.(Hulali Luta)朋友是感觉不到的存在。
12.Memories last forever， never do they die. Friends stay together， never say goodbye.(Melina Campos)记忆永不死，朋友永不说再见。
Health 健康篇
13.light heart lives long.( William Shakespeare ， British dramatist)豁达者长寿(英国剧作家莎士比亚。 W.)
14.Early to bed and early to rise ， makes a man healthy ， wealthy and wise.(Benjamin Franklin ， American president )早睡早起会使人健康、富有和聪明。 (美国总统 富兰克林。B.)
15.The first wealth is health 。( Ralph Waldo Emerson ， American thinker)健康是人生第一财富。 (美国思想家爱默生。 R. W.)
篇4：高考写作基础指导：写作基础训练
全文共 2716 字
+ 加入清单快速作文训练的中心是“快”，这种训练是在学生具有一定的写作基础和掌握了一定的写作技巧的基础上求“快”、求“好”的训练，如果写作素质太差，就没法进行快速训练。达到下列目的：
1、提高写作兴趣，培养写作情感
心理学告诉我们，兴趣是获得知识、形成技能技巧、开发智力的动力。因此，任何形式的教学都必须严格遵循兴趣性原则。只有当学生对写作文产生了浓厚的兴趣时，快速作司文训练才会有成效。心理学同时告诉我们，兴趣与当前的需要有关，因此提高学生写作兴趣的办法虽然是多种多样的，但是其中重要的一条便是向学生进行快速写作目的教育，如果学生认识了快速作文的必要性，他就会对作文产生浓厚的兴习趣。另外，出作文题要紧跟形势，与时代同步，要切合学生的生活实际，命题要尽量新，能激发学生的写作兴趣，使学学生有话可写。
2.积累写作材料
这一点要贯穿到整个快速作文训练的始终，但在基础训练阶段要重点抓。“巧妇难为无米之炊”，没有写作材料，再好的写作高手也难以完篇。因此，一定要求学生分专题记住;一些典型材料，譬如有关爱国主义，党的领导，尊重知识，改革开放，廉政建设，学雷锋等等，每个方面都要记住一两个典型材料。材料的积累，教师只能做指导，要让学生自己去找，不要全班统一，全班统一了，写作的论据就会雷同。所积累的材料要注意三点：一要典型，二要准确，三要记牢。要强调用脑记，要背，不能光靠笔记本。材料越充足，写作速度就越快。
3.丰富写作语言
如果学生语言贫乏，写作时搜索枯肠也找不到一句恰当的话来表达自己的意思，往往写了涂，涂了又写，就无法提高写作速度。如果词汇不丰富，写到中途某个字不会写或者没有一个恰当的词来表达自己的意思，这样写作就会“卡壳”，当然也就达不到快速作文的目的。因此，写作语言的训练和词汇的积累是十分重要的。丰富写作语言的方法之一是，背书和加强课外阅读，书读得越多，背得越熟，作文就会越通顺，语言就会有文采，不会老说口水话。再就是指导学生学习群众生动活泼的语言，克服学生腔。另外，要指导学生积累词汇，词汇丰富，写起作文来就能得心应手，速度也就快了。
4.训练书写能力
书写能力的高低直接影响写作速度。因此进行快速作文教学，必须强化书写能力训练。作文不是书法竞赛，并不要求铁画银钩，但也不能龙飞凤舞，我们要求学生养成良好的书写习惯，把字写得清楚、规范、工整。具体做法主要是临摩字帖，每个学生应备有两本字帖，一本正楷，一本行书，先练正楷，后学行书，逐日临摩，坚持不懈，定能收到良好的效果。总之，通过素质训练，要使学生想写作文，爱写作文，并且有东西可写，话写得通顺。
(二)思维训练
快速作文的关键是快速思维训练。思维是人脑对客观事物本质特征和规律性的认识。快速思维则要求学生在分析、综合，比较、抽象、概括和具体化的整个思维过程中，思维活动应具有广泛性、独立性、敏捷性和创造性。一见到作文题能立即做出反应，要求审题、立意、谋篇、布局的全过程不超过五分钟。抓好快速作文思维训练主要从三个方面入手：
1、树立正确的世界观
思维是人脑对客观事物的概括的、间接的反映。要正确反映客观世界，首先必须具有正确的世界观。因此，要和政治课相配合，组织学生学习马列主义、毛泽东思想，掌握辩证唯物主义和历史唯物主义的基本原理，要了解当前党的各项方针政策。正确的政治观点、思维观点是快速思维的定向器和指示灯。因此，必须教育学生关心国家大事，树立远大理想，加强政治修养，提高政治觉悟。
2.加强抽象思维训练
议论文的构思过程，实际上就是抽象思维的过程，因此，必须教给学生分析、概括、综合、判断等基本逻辑方法和纵向思维、逆向思维、反向思维、辐射思维等思维方法。训练抽象思维的方法是多种多样的，我认为最有效的方法是组织学生进行讨论和辩论。课堂讨论应允许学生和老师唱“对台戏”，要鼓励学生在课外争论问题，学生争得面红耳赤的时侯，也就是思维最活跃、最敏捷的时候。
3.进行形象思维训练
写记叙文离不开想象、联想、幻想等形象思维活动。要求学生在很短的时间内写好一篇记叙文，没有扎实的形象思维训练是不行的。训练形象思维的方法之一是有目的地指导学生观察事物的基本形象，牢记心头，并组织学生参观、访问。要重视写回忆录，回忆录的写作过程实际就是训练形象思维的过程。
总之，通过这一步训练，要达到开拓学生思维的目的，使学生变得思维敏捷，对作文题反应迅速，想象力丰富，要改变学生中普遍存在的思维迟钝、思想涣散的不良习惯。
(三)写作速度训练
第一步素质训练是基础，第二步思维训练是关键，这第三步的速度训练则是目的。整个快速作文训练的最终目的就是要求学生能够快速写作。如果第一、二步训练都抓得扎实，速度训练就会见效。基本做法是严格要求，限时作文。为了提高速度，每次作文都只能安排一个课时，一定要严格要求，当堂完卷。要求学生做到快速审题，快速立意，快速布局谋篇，快速写作，快速修改。总之，一切都要立足于一个“快"字。40分钟的时间分配大致是这样的：审题、立意(确定中心思想)和谋篇布局(编写作提纲)不超过5分钟，写作30分钟，修改5分钟。通过训练，这个要求一般学生都能做到。另外，在班内开展快速作文竞赛也是个提高写作速度的好办法，一搞竞赛，学生的兴趣就来了。刚开始进行速度训练时，有些学生是跟不上的，40分钟怎么也写不完。怎么办呢?二是多加鼓励，切忌指责;二是暂时迁就，但绝不放松要求。时间一到，一律收卷，没写完也要收卷。这样，学生下次写作文就有一种紧迫感和时间观念。有些学生，一讲快速作文，字就乱涂乱画。碰到这样的学生怎么办呢?不能操之过急，分两步走，先要求写完800字，再要求字迹清楚。作文不是书法竞赛，不要求铁画银钩，只要字体工整，文字规范就行。个别字迹潦草的学生，要加强教育和书写指导。
(四)技巧训练
第三步训练要求解决写作速度问题，这一步训练便是"快”中求巧，同时，也是对速度训练成果的巩固和提高。基本方法是专题指导，讲练结合。如果前三步抓得扎实，这一步训练往往水到渠成。通过这一阶段的训练，不但要使学生熟练地掌握各种文体的写法和技巧，更重要的是要掌握快速写作的技巧。比如快速审题、快速立意、快速谋篇布局、快速写作、快速修改等技巧，都要分专题进行归纳，总结和指导，还要能快速应付写作中随时出现的“卡壳”现象，诸如走题、空洞、松散、结构混乱、词不达意、字不会写等毛病的纠正和意外情况的应付办法。至于这些快速写作的具体技巧和方法，我在下面将作专门介绍，在这里就不一一赘述。
(五)综合训练
通过以上四步训练，学生基本掌握了快速写作的方式与技巧，具备了快速写作的基础。为了全面提高快速作文的能力，必须进行综合训练。
篇5：2024中考英语写作指导：作文为什么被扣分？
全文共 918 字
+ 加入清单中考英语作文对考生的要求有四点：1、内容要完整。 2、语句流畅。3、没有语法错误。4、书写规范。能达到上述要求的作文，都会得到相应的高分。
一：先看一下扣分点：
1.内容方面：要点缺失，可酌情扣分。比如中考作文“I want to do something for my school”，若没有写一件具体的事情，是要扣3分以上的;若写的事情太过于虚幻，没有实际内容，也会扣1-2分。
2.字数：少于60字的作文要酌情扣分。
中考英语作文要求60字以上，标点符号不算，少了就要扣分。但是60字的作文能不能得高分?从我们拿到的实例作文来看，16分以上的作文，没有少于75字的，甚至少于80字的也少之又少。当然，也极少有超过100字的，因为中考试卷的短线格一共80个，在格子下面大约还有2行的空间，可以加20字左右，再多阅卷人就很难看清了，也会影响卷面的美观。所以，同学们如果想让作文得到高分，最好是让字数在75-100字之间。
3. 语法和拼写错误：每个扣0.5，重复错误不计;
4. 标点错误：每4个扣0.5.
二：加分点
除了这些扣分点，还有一些得分点：比如说作文的组织结构分，就是根据学生使用复杂句型、单词和谚语、俗语的情况来加分。
只要文章中有1个亮点，基本就可以争取到1分(3分的文采分是很难全部拿到的)。而这1分的亮点，是可以提前准备的。例如，有一些“万金油”式的复杂句型，例如强调句型、only相关的倒装句等，只要同学们多操练几次，几乎是一定能用到作文当中，从而为自己争取到这1分。
其次就是卷面分
很多家和同学，尤其是部分书法并不是十分整洁的同学，都会关心是否真的有“卷面分”的存在。虽然在阅卷标准里面并没有卷面分这一项，但是这个分数却真切地反映在了同学们的分数里面。
据阅卷老师的经验，在阅卷的时候并不是按这3个部分逐项打分的，而是在第一遍读完全文之后，心里已经形成了一个“印象分”，然后再细读第二、三遍，把印象分分配到各个打分部分。因此，这个“印象分”就非常重要，而同学们的书法，也正是在这个环节，影响到了自己的分数。所以初三的考生，如果书法不好，一定要注意。所谓的书法并不需要写的很漂亮，符合3个简单的标准即可：没有斜体、没有连笔、涂改较少。
篇6：英语作文写作的需要背诵的部分
全文共 45713 字
+ 加入清单下面的材料旨在丰富学生在是非问题写作方面的思想和语言，考生在复习时可以先分类阅读这些篇章，然后尝试写相关方面的作文题。
对于素材中用黑体字的部分，特别建议你熟读，背诵，因为它们在语言和观点上都值得吸收。学习语言的人应该明白，表达能力和思想深度都靠日积月累，潜移默化。从某种意义上说，提高英语写作能力无捷径可走，你必须大段背诵英语文章才能逐渐形成语感和用英语进行表达的能力。这一关，没有任何人能代替你过。
因此，建议你下点苦功夫，把背单词的精神拿出来背诵文章。何况，并不是要求你背了之后永远牢记在心：你可以这个星期背，下个星期忘。这没有关系，相信你的大脑具有神奇的能力。背了工具箱里的文章后，你会惊讶的发现：I can think in English now！
1.?????? Proverbs
1. A graduation ceremony is an event where the commencement speaker tells thousands of students dressed in identical caps and gowns that individuality is the key to success.
2. The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s time.
3. Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.
4. The classroom--not the trench--is the frontier of freedom now and forevermore.
5. Education’s purpose is to replace an empty mind with an open one.
6. It is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny.
7. You see, real ongoing, lifelong education doesn’t answer questions; it provokes them.
8. People will pay more to be entertained than educated.
9.the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others. This is the basic architecture of a life; the rest is ornamentation and decoration of the structure.
10. The essence of our efforts to see that every child has a chance must be to assure each as equal opportunity, not to become equal, but to become different-to realize whatever unique potential of body, mind, and spirit he or she possesses.
11. A great teacher never strives to explain his vision-he simply invites you to stand beside him and see for yourself.
12. If you can read and don’, you are an illiterate by choice.
2. Damaging Research
A study by National Parent-Teacher Organization revealed that in the average American school, eighteen negatives are identified for every positive that is pointed out. The Wisconsin study revealed that when children enter the first grade, 80 percent of them feel pretty good themselves, but by the time they get to the sixth grade, only 10 percent of them have good self-images.
3. Education and Citizenship
An important aspect of education in the United States is the relationship between education and citizenship. Throughout its history this nation has emphasized public education as a means of transmitting democratic values, creating equality of opportunity, and preparing new generations of citizens to function in society. In addition, the schools have been expected to help shape society itself. During the 1950s, for example, efforts to combat racial segregation focused on the schools. Later, when the Soviet Union launched the first orbiting satellite, American schools and colleges came under intense pressure and were offered many incentives to improve their science and mathematics programs so that the nations would not fall behind the Soviet Union in scientific and technological capabilities.
Education is often viewed as a tool for solving social problems, especially social inequality. The schools, t is thought, can transform young people from vastly different backgrounds into competent, upwardly mobile adults. Yet these goals seem almost impossible to attain. In recent years, in fact, public education has been at the center of numerous controversies arising from the gap between the ideal and the reality. Part of the problem is that different groups in society have different have different expectations. Some feel that children should be taught basic job-related skills; still others believe education should not only prepare children to compete in society but also help them maintain their cultural identity (and, in the case of Hispanic children, their language). On the other hand, policymakers concerned with education emphasize the need to increase the level of student achievement and to improve parents in their children’s education.
Some reformers and critics have called attention to the need to link formal schooling with programs designed to address social problems. Sociologist Charles Moscos, for example, is a leader in the movement to expand programs like the Peace Corps, Vista, and Outward Bound into a system of voluntary national service. National service, as Moscos defines it, would entail “the full-time undertaking of public duties by young people whether as citizen soldiers or civilian servers-who are paid subsistence wages” and serve for at least one year. In return for this period of service, the volunteers would receive assistance in paying for college or other educational expenses.
Advocates of national service and school-to-work programs believe that education does not have to be confined to formal schooling. In devising strategies to provide opportunities for young people to serve their society, they emphasize the educational value of citizenship experiences gained outside the classroom. At this writing there is little indication that national service will become a new educational institution in the United States, although the concept is steadily gaining support among educators and social critics.
4. The Teacher’s Role
Given the undeniable importance of classroom experience, sociologists have done a considerable amount of research on what goes on in the classroom. Often they start from the premise that, along with the influence of peers, students’ experiences in the classroom are of central importance to their later development. One study examined the impact of a single first-grade teacher on her students’ subsequent adult status. The surprising results of this study have important implications. It is evident that good teachers can make a big difference in children’s lives, a fact that gives increased urgency to the need to improve the quality of primary-school teaching. The reforms carried out by educational leaders like James Comer suggest that when good teaching is combined with high levels of parental involvement the results can be even more dramatic.
Because the role of the teacher is to change the learner in some way, the teacher-student relationship is an important part of education. Sociologists have pointed out that this relationship is asymmetrical or unbalanced, with the teacher being in a position of authority and the student having little choice but to passively absorb the information provided by the teacher. In other words, in conventional classrooms there is little opportunity for the students to become actively involved in the learning process. On the other hand, students often develop strategies for undercutting the teacher’s authority: mentally withdrawing, interrupting, and the like. Hence, much current research assumes that students and teachers influence each other instead of assuming that the influence is always in a single direction.
5. Education Philosophy
For the past fifty years our schools have operated on the theories of John Dewey (1859-1953), an American educator and writer. Dewey believed hat the school’s job was to enhance the natural development of the growing child, rather than to pour information, for which the child had no context, into him or her. In the Dewey system, the child becomes the active agent in his own education, rather than a passive receptacle for facts.
Consequently, American schools are very enthusiastic about teaching “life skills” –logical thinking, analysis, creative problem--solving. The actual content of the lessons is secondary to the process, which is supposed to train the child to be able to handle whatever life may present, including all the unknowns of the future. Students and teachers both regard pure memorization as an uncreative and somewhat vulgar.
In addition to “life skills”, schools are assigned to solve the ever growing stoke of social problems. Racism, teenage pregnancy, alcoholism, drug use, reckless driving, and are just a few of the modern problems that have appeared on the school curriculum.
This all contributes to a high degree of social awareness in American youngsters.
6. Student Life
To the students, the most notable difference between elementary school and the higher levels is that in junior high they start “changing classes”. This means that rather than spending the day in one classroom, they switch classrooms to meet their different teachers. This gives them three or four minutes between classes in the hallways, where a great deal of the important social action of high school traditionally takes place. Students have lockers in these hallways, around which thy congregate.
Society in general does not take the business of studying very seriously. Schoolchildren have a great deal of free time, which they are encouraged to fill with extracurricular activities—sports, clubs, cheerleading, scouts—supposed to inculcate such qualities as leadership, sportsmanship, ability to organize, etc. those who don’t become engaged in such activities or have afterschool jobs have plenty of opportunity to “hang out”, listen to teenager music, and watch television.
Compared to other nations, American students do not have much homework. Studies also show that American parents have lower expectations for their children’s success in school than other nationalities do. (Historically, there has not been much correlation between American school success and success in later life.) “He’s just not a scholar”, the American parents might say, content that their son is on the swim team and doesn’t take drugs. (Some of the young do choose to study hard, for reason of their own, such as determining that the road to riches lies through Harvard Business School.)
What American schools do effectively teach is the competitive method. In innumerable ways children are pitted against each other—whether in classroom discussion, spelling bees, reading groups, or tests. Every classroom is expected to produce a scattering of A’s and F’s (teachers often grade A=excellent; B=good; C=average; D=poor; and F=failed). A teacher who gives all A’s looks too soft—so students are aware that they are competing for the limited number of top marks.
Foreign students sometimes don’t understand that copying from other people’s papers or from books is considered wrong and taken seriously. Here, it is important to show that you have done your own work and are displaying your own knowledge. It is more important than helping your friends to pass, whom we think do not deserve to pass unless they can provide their own answers. Group effort goes against the competitive grain, and American students do not study together as many Asians do. Many Asians in this country consider their group study habits a large contributor to their school success.
7. Adult Education
After complaining about many aspects of American life, a 40-year-old woman from Hong Kong concluded, “But where else could someone my age go back to school and get a degree in social work? Here you can change your whole life, start a new business, do what you really want to do.”
So at least to this person, school requirements weren’t inhibiting. And to millions of others, adult education is the path to a new career, or if not to a new career, to a new outlook. Schools generally encourage the older person who wants to start anew, and besides regular classes, schedule evening classes in special programs. Today there are so many people of retirement age in college that it is no longer remarkable.
8. Moral Relativism in American
Improving American education requires not doing new things but doing (and remembering) some good old things. At the time of our nation’s founding, Thomas Jefferson listed the requirements for a sound education in the Report of the Commissioners for the University of Virginia. In this landmark statement on American education, Jefferson wrote of the importance of education and writing, and of reading history, and geography. But he also emphasized the need “to instruct the mass of our citizens in these, their rights, interests, and duties, as men and citizens.” Jefferson believed education should aim at the improvement of both one’s “morals” and “faculties”. That has been the dominant view of the aims of American education for over two centuries. But a number of changes, most of them unsound, have diverted schools from these great pursuits. And the story of the loss of the school’s original moral mission explains a great deal.
Starting in the early seventies, “values clarification” programs started turning up in schools all over America. According to this philosophy, the schools were not to take part in their time-honored task of transmitting sound moral values; rather, they were to allow the child to “clarify” his own values (which adults, including parents, had no “rights” to criticize). The “values clarification” movement didn’t clarify values; it clarified wants and desires. This form of moral relativism said, in effect, that no set of values was right or wrong; everybody had an equal right to his own values; and all values were subjective, relative, and personal. This destructive view took hold with a vengeance.
In 1985 The York Times published an article quoting New York area educators, in slavish devotion to this new view, proclaiming, “They deliberately avoid trying to tell students what is ethically right and wrong.” The article told of one counseling session involving fifteen high school juniors and seniors. In the course of that session a student concluded that a fellow student had been foolish to return one thousand dollars she found in a purse at school. According to the article, when the youngsters asked the counselor’s opinion, “He told them he believed the girl had done the right thing, but that, of course, he would not try to force his values on them. ‘If I come from the position of what is wrong,’ he explained, ‘then I’m not their counselor.’”
Once upon a time, a counselor offered counselor, and he knew that an adult does not form character in the young by taking a stance of neutrality toward questions of right and wrong or by merely offering “choices” or “options”.
In response to the belief that adults and educators should teach children sound morals, one can expect from some quarters indignant objections (I’ve heard one version of it expressed countless times over the years): “Who are you to say what’s important?” or “Whose standards and judgments do we use?”
The correct response, it seems to me, is, is we ready to do away with standards and judgments? Is anyone going to argue seriously that a life of cheating and swindling is as worthy as a life of honest, hard work? Is anyone (with the exception of some literature professors at our elite universities) going to argue seriously the intellectual corollary, that a Marvel comic book is as good as Macbeth? Unless we are willing to embrace some pretty silly position, we’ve got to admit the need for moral and intellectual standards. The problem is that some people tend to regard anyone who would pronounce a definitive judgment as an unsophisticated Philistine or a closed-minded “elitist” trying to impose his view on everybody else.
The truth of the real world is that without standards and judgments, there can be no progress. Unless we are prepared to say irrational things—that nothing can be proven more valuable than anything else or that everything is equally worthless—we must ask the normative question. It may come, as a surprise to those who fell that to be “progressive” is to be value-neutral. But as Matthew Amold said, “the world is forwarded by having its attention fixed on the best things” and if the world can’t decide what the best things are, at least to some degree, then it follows that progress, and character, is in trouble. We shouldn’t be reluctant to declare that some things, some lives, books, ideas, and values are better than others. It is the responsibility of the schools to teach these better things.
At one time, we weren’t so reluctant to teach them. In the mid-nineteenth century, a diverse, widespread group of crusaders began to work for the public support of what was then called the “common school”, the forerunner of the public school. They were to be charged with the mission of school felt that the nation could fulfill its destiny only if every new generation was taught these values together in a common institution.
The leaders of the common school movement were mainly citizens who were prominent in their communities—businessmen, ministers, local civic and government officials. These people saw the schools as upholders of standards of individual morality and small incubators of civic and personal virtue; the founders of the public schools had faith that public education could teach good moral and civic character from a common ground of American values.
But in the past quarter century or so, some of the so-called experts became experts of value neutrality, and moral education was increasingly left in their hands. The commonsense view of parents and the publicthat schools should reinforce rather than undermine the values of home, family, and country, was increasingly rejected.
There are those today still that claim we are now too diverse a nation, that we consist of too many competing convictions and interests to instill common values. They are wrong. Of course we are a diverse people. We have always been a diverse people. And as Madison wrote in FederalistNo.10, the competing, balancing interests of a diverse people can help ensure the survival of liberty. But there are values that all American citizens share and that we should want all American students to know and to make their own: honesty, fairness, self-discipline, fidelity to task, friends, and family, personal responsibility, love of country, and belief in the principles of liberty, equality, and the freedom to practice one’s faith. The explicit teaching of these values is the legacy of the common schools, and it is a legacy to which we must return.
9. Schools Should Teach Values
People often said, “Yes, we should teach these values, but how do we teach them?” this question deserves a candid response, one that isn’t given often enough. It is by exposing our children to good character and inviting its imitation that we will transmit to them a moral foundation. This happens when teachers and principals, by their words and actions, embody sound convictions. As Oxford’s Mary Warnock has written, “You cannot teach morality without being committed to morality yourself; and you cannot be committed to morality yourself without holding that some things are right and others wrong.” The theologian Martin Buber wrote that the educator is distinguished from all other influences “by his will to take part in the stamping of character and by his consciousness that he represents in the eyes of the growing person a certain selection of what is, the selection of what is ‘right’, of what should be.” It is in this will, Buber says, in this clear standing for something, that the “vocation as an educator finds its fundamental expression.”
There is no escaping the fact that young people need as example principals and teachers who know the difference between right and wrong, good and bad, and who themselves exemplify high moral purpose.
As Education Secretary, I visited a class at Waterbury Elementary School in Waterbury, Vermont, and asked the students, “Is this a good school?” They answered, “Yes, this is a good school.” I asked them, “Why?” Among other things, one eight-year-old said, “The principal Mr. Riegel, makes good rules and everybody obeys them.” So I said, “Give me an example.” And another answered, “You can’t climb on the pipes in the bathroom. We don’t climb on the pipes and the principal doesn’t either.”
This example is probably too simple to please a lot of people who want to make the topic of moral education difficult, but there is something profound in the answer of those children, something education should pay more attention to. You can’t expect children to take messages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs. Certain must be said, certain limits lay down, and certain examples set. There is no other way.
We should also do a better job at curriculum selection. The research shows that most “values education” exercises and separate courses in “moral reasoning” tend not to affect children’s behavior; if anything, they may leave children morally adrift. Where to turn? I believe our literature and our history are a rich quarry of moral literacy. We should mine that quarry. Children should have at their disposal a stock of examples illustrating what we believe to be right and wrong, good and bad—examples illustrating what are morally right and wrong can indeed be known and that there is a difference.
What kind of stories, historical events, and famous lives am I talking about? If we want our children to know about honesty, we should teach them about Abe Lincoln walking three miles to return six cents and conversely, about Aesop’s shepherd boy who cried wolf if we want them to know about courage, we should teach them about Joan of Arc, Horatius at the bridge, and Harriet Tubman and the Underground Railroad. If we want them to know about persistence in the face of adversity, they should know about the voyages of Columbus and the character of Washington during the Civil War. And our youngest should be told about the Little Engine That Could. If we want them to know about respect for the law, they should understand why Socrates told Crito: “No, I must submit to the decree of Athens.” If we want our children to respect the rights of others, they should read the Declaration of Independence, the Bill of Rights, the Gettysburg Address, and Martin Luther King, Jr.’ “Letter from Birmingham jail.” From the Bible they should know about Ruth’s loyalty to Naomi, Joseph’s forgiveness of his brothers, Jonathan’s friendship with David, the Good Samaritan’s kindness toward a stranger, and David’s cleverness and courage in facing Goliath.
These are only a few of the hundreds of examples we can call on. And we need not get into issues like nuclear war, abortion, creationism, or euthanasia. This may come as a disappointment to some people, but the fact is that the formation of character in young people is educationally a task different from, and prior to, the discussion of the great, difficult controversies of the day. First things come first. We should teach values the same way we teach other things: one step at a time. We should not use the fact that there are many difficult and controversial moral questions as an argument against basic instruction in the subject.
After all, we do not argue against teaching physics because laser physics is difficult, against teaching American history because there are heated disputes about the Founders’ intent. Every field has its complexities and its controversies. And every field has its basics, its fundamentals. So they are too with forming character and achieving moral literacy. As any parent knows, teaching character is a difficult task. But it is a crucial task, because we want our children to be healthy, happy, and successful but decent, strong, and good. None of this happens automatically; there is no genetic transmission of virtue. It takes the conscious, committed efforts of adults. It takes careful attention.
10. College Pressures
Mainly I try to remind that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don not want to hear such liberating news. They want a map—right now – that they can follow unswervingly to career security, financial security, Social Security and, presumably, a prepaid grave.
What I wish for all students is some release from the clammy grip of the future. I wish them a chance to savor each segment of their education as an experience in itself and not as a grim preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive as victory and is not the end of the world.
My wish, of course, is na?ve. One of the national gods venerated in our media—the million-dollar athlete, the wealthy executive—and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.
I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It is easy to look around for villains—to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, and the students for driving themselves too hard. But there are no villains: only victims.
“In the late 1960s.” one dean told me. “The typical question that I got from students was ‘Why is there so much suffering in the world’ or ‘how I can make a contribution?’ Today it’s ‘Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them?’” many other deans confirmed this pattern. One said: “They are trying to find an edge—the intangible something that will look better on paper if two students are about equal.”
Note the emphasis on looking better. The transcript has become a sacred document, the passport to security. How one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale’s official system of grading, A means “excellent” and B means “very good.” Today, looking very good is no longer good enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a lot of money. They also know that the odds are harsh. Yale Law School, for instance, matriculates 170students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000.
It’s all very well for those of us who write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or doctors. And it’s nice to think that admission officers are ready reading our letters and looking for the extra dimension of commitment or concern. Still, it would be hard for a student not to visualize these officers shuffling so many transcripts studded with As that they regard a B as positively shameful.
The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the “gentleman’s C.” when students journeyed through college with a certain relaxation, sampling a wide variety of courses-music, art, philosophy, classics, anthropology, poetry, religion—that would send them out as liberally educated men and women. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I do not know if they are getting As or Cs, and I do not care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax. They cannot.
Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private colleges now come to at least $7,000, not counting books and fees. This might seem to suggest that the colleges are getting rich. But they are equally battered by inflation. Tuition covers only 60 percent of what it costs to educate a student, and ordinarily the remainder comes from what college receives in endowments, grants, and gifts. Now, the remainder keeps being swallowed by the cruel costs—higher every year—of just opening the doors. Heating oil is up. Insurance is up. Postage is up. Health-premium costs are up. Everything is up. Deficits are up. We are witnessing in American the creation of a brotherhood of paupers—colleges, parents, and students, joined by the common bond of debt.
Today it is not unusual for a student, even if he works part time at college and full time during the summer, to accrue $5,000 in loans after four years—loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used “he,” incidentally, only for brevity. Women at Yale are under no less pressure to justify their expensive education to themselves, their parents, and society. In fact, they are probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society has not yet caught up with this fact.
Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined.
I see many students taking pre-medical courses with joyless tenacity. They go off to their labs as if they were going to the dentist. It saddens me because I know tem in other corners of their life as cheerful people.
“Do you want to medical school?” I asked them.
“I guess so,” they say, without conviction, or “Not really.”
“Then why are you going?”
“Well, my parents want me to be a doctor. They are paying all this money and …”
Poor students, poor parents, they are caught in one of the oldest webs of love and duty and guilt. The parents mean will; they are trying to steer their sons and draughts toward a secure future. But the sons and daughter want to major in history or classics or philosophy—subjects with no “practical” value. Where’s the payoff on the humanities? It’s not easy to persuade such loving parents that the humanities do indeed pay off. The intellectual faculties developed by studying subjects like history and classics—an ability to synthesize and relate, to weigh cause and effect, to see events in perspective—are just the faculties that make creative leaders in business or almost any general field. Still, many fathers would rather put their money on courses that point toward specific profession—courses that are pre-law, pre-medical, pre-business, or, as I sometimes heard it put, “pre-rich.”
But the pressure on students is severe. They are truly torn. One part of them feels obliged to fulfill their parents’ expectations; after all, their parents are older and presumably wiser. Another part tells them that the expectations that are right for their parents are not right for them.
I know a student who wants to be an artist. She is very obviously an artist and will be a good one—she has already had several modest local exhibits. Meanwhile she is growing as a well-round person and taking humanistic subjects that will enrich the inner resources out of which her art will grow. But her father is strongly opposed. He thinks that an artist is a “dumb” thing to be. The student vacillates and tries to please everybody. She keeps up with her art somewhat furtively and takes some of the “dumb” courses her father wants her to take—at least they are dumb courses for her. She is a free spirit on a campus of tense students—no small achievement in it—and she deserves to follow her muse.
Peer pressure and self-induced pressure are also intertwined, and they begin almost at the beginning of freshman year.
“I had a freshman student I’ll call Linda,” one dean told me, “who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I could not tell her that Barbara had come in two hours earlier to say the same thing about Linda.”
The story is almost funny—except that it is not. It is symptomatic of all the pressure put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they would sometimes forget about their peers and go to a movie. I hear the clacking of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: “Will I get everything done?”
Probably they won’t. They will get blocked. They will sleep. They will oversleep. They will bug out.
Part of the problem is that they are expected to do. A professor will assign five page papers. Several students will start writing ten page papers to impress him. Then more students will write ten page papers, and a few will raise the ante to fifteen. Pity the poor student who is still just doing the assignment.
“Once you have twenty or thirty percent of the student population deliberately overexerting,” one dean points out, “It’s bad for everybody. When a teacher gets more and more effort from his class, the student who is doing normal work can be perceived as not doing well. The tactic work, psychologically.”
Why cannot the professor just cut back and not accept longer papers? He can, and he probably will. But by then the term will be half over and the damage done. Grade fever is highly contagious and not easily reversed. Besides, the professor’s main concern is with his course. He knows his students only in relation to the course and does not know that they are also overexerting in their other courses. Nor is it really his business. He did not sign up for dealing with the student as a whole person and with all the emotional baggage the student brought along from home. That’s what deans, masters, chaplains, and psychiatrists are for.
To some extent this is nothing new: a certain number of professors have always been self-contained islands of scholarship and shyness, more comfortable with books than with people. But the new pauperism has widened the gap still further, for professors who actually like to spend time with students do not have as much time to spend. They are also overexerting. If they are young, they are busy trying to publish in order not to perish, hanging by their figure nails onto a shrinking profession.
If they are old and tenured, they are buried under the duties of administering departments—as departmental chairmen or members of committees—that have been thinned out by the budgetary axe.
Ultimately it will be the students’ own business to break the circles in which they are trapped. They are too young to be prisoners of their parents’ dreams and their classmates’ fears. They must be jolted into believing into themselves as unique men and women who have the power to shape their own future.
“Violence is being done to the undergraduate experience,” says Carlos Hortas. “College should be open-ended: at the end it should open many, many roads. Instead, students are choosing their goal in advance, and their choices narrow as they go along. It’s almost as if they think that the country has been codified in the type of jobs that exist-that they’ve got to fit into certain slots. Therefore, fit into the best paying slot.”
“They ought to take chances. Not taking chances will lead to life of colorless mediocrity. They’ll be comfortable. But something in the spirit will be missing.”
I have painted too drab a portrait of today’s students, making them seem a solemn lot. That is only half of their story; if they were so dreary I wouldn’t so thoroughly enjoy their company. The other half is that they are easy to like. They are quick to laugh and to offer friendship. They are not introverts. They are usually kind and are more considerate of one another than any student generation I have known.
Nor are they so obsessed with their studies that they avoid sports and extracurricular activities. On the contrary, they juggle their crowded hours to play on a variety of teams, perform with musical and dramatic groups, and write for campus publications. But this in turn is one more cause of anxiety. There are too many choices. Academically, they have 1,300 courses to select from; outside class they have to decide how much spare time they can spare and how to spend it.
This means that they engage in fewer extracurricular pursuits than their predecessors did. If they want to row on the crew and play in the symphony they will eliminate one; in the ‘60s they would have done both. They also tend to choose activities that are self-limiting. Drama, for instance, is flourishing in all twelve of Yale’s residential colleges, as it never has before. Students hurl themselves into these productions—as actors, directors, carpenters, and technicians—with a dedication to create the best possible play, knowing that the day will come when the run will end and they can get back to their studies.
They also cannot afford to be the willing slave of organizations like the Yale Daily News. Last spring at the one-hundredth anniversary banquet of that paper—who’s past chairmen include such once and future kings as Potter Stewart, Kingman Brewster, and William F. Buckley, Jr.—much was made of the fact that the editorial staff used to be small and totally committed and that “newsies” routinely worked fifty hours a week. In effect they belonged to a club; Newsies is how they defined themselves at Yale. Today’s students will one or two articles a week, when he can, and he defines himself as a student. I’ve never heard the word Newsie except at the banquet.
If I have described the modern undergraduate primarily as a driven creature who is largely ignoring the blithe spirit inside who keeps trying to come out and play, it’s because that’s where the crunch is, not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.
I tell students that there is no one “right” way to get ahead—that each of them is a different person, starting from a different point and bound for a different destination. I tell neither them that change is a tonic and that all the slots are not codified nor the frontiers closed. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. They are heads of companies or ad agencies, editors of magazines, politicians, public officials, television magnates, labor leaders, business executives, Broadway products, artists, writers, economists, photographers, scientists, historians—a mixed bag of achievers.
I asked them to say a few words about how they got started. The students assume that they started in their present profession and knew all along that it was what they wanted to do. Luckily for me, most of them got into their field by a circuitous route, to their surprise, after many detours. The students are startled. They can hardly conceive of a career that was not pre-planned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail.
11. To Err Is Wrong
In the summer of 1979, Boston Red Sox first baseman Carl Yastrzemski became the fifteenth player in baseball history to reach the three thousand hit plateaus. This event drew a lot of media attention, and for about a week prior to the attainment of this goal, hundreds of reports covered Yaz’s every more. Finally, one reporter asked, “Hey Yaz, aren’t you afraid all of this attention will go to your head?” Yastrzemski replied, “I look at this way: in my career I’ve been up to bat over ten thousand times. That means I’ve been unsuccessful at the plate over seven thousand times. That fact alone keeps me from getting a swollen head.”?
Most people consider success and failure as opposites, but they are actually both products of the same process. As Yaz suggest, an activity that produces a hit may also produce a miss. It is the same with creative thinking; the same energy that generates good creative ideas also produces errors.
Many people, however, are not comfortable with errors. Our educational system, based on “the right answer” belief, cultivates our thinking in another, more conservative way. From an early age, we are taught that right answers are good and incorrect answers are bad. This value is deeply embedded in the incentive system used in most schools:
Right over 90% of the time = “A”
Right over 80% of the time = “B~”
Right over 70% of the time = “C~” Right over 60% of the time = “D~” Less than 60% correct, you fail.
From this we learn to be right as often as possible and to keep our mistakes to a minimum. We learn, in other words, that “to err is wrong.
Playing It Safe
With this kind of attitude, you aren’t going to be taking too many chances. If you learn that failing even a litter penalizes you (e.g., being wrong only 15% of the time garners you only a “B” performance), you learn not to make mistakes. And more important, you learn not to put yourself to situation where you might fall. This leads to conservative thought pattern designed to avoid the stigma our society puts on “failure”.
I have a friend who recently graduated from college with a Master’s degree in Journalism. For the last six month, she has been trying to find a job, but to no avail. I talked with her about situation, and realized that her problem is that she doesn’t know how to fail. She went through eighteen years of schooling to try any approaches where she might fail. She has been conditioned to believe that failure is bad in and of itself, rather than a potential stepping-stone to new ideas.
Look around. How many middle managers, housewives, administrators, teachers, and other people do you see who are to try anything new because of this failure? Most of us have learned not to make mistakes in public. As a result, we remove ourselves from many learning experience except for those occurring in the most private of circumstances.
Different Logic
From a practical point of view, “to err is wrong” makes sense. Our survival in the everyday world requires us to perform thousand of small tasks without failure. Think about it: you wouldn’t last very long if you were to step out in front of traffic or stick your hand a pot of boiling water. In addition, engineers whose bridges collapse, stock brokers who lose money for their clients, and copywriters whose ad campaigns decrease sales won’t keep their jobs very long.
Nevertheless, too great an adherence to the belief “to err is wrong” can greatly undermine your attempts to generate new ideas. If you are more concerned with producing right answers than generating original ideas, you’ll probably make uncritical use of the rules, formulae, and procedures used to obtain these right answers. By doing this, you’ll by-pass the germinal phase of the creative process, and thus spend litter time testing assumptions, challenging the rules, asking what-if questions, or just playing around with the problem. All of these techniques will produce some incorrect answers, but in the germinal phase errors are viewed as a necessary by-product of creative thinking. As Yaz would put it, “if you want the hits, be prepared for the misses.” That’s the way the game of life goes.
Errors as Stepping Stones
Whenever an error pops up, the usual response is “Jeez, another screw up, what went wrong this time?” the creative thinker, on the other hand, will realize the potential value of errors, and perhaps say something like, “Would you look at that! Where can it lead our thinking?” and then he or she will go on to use the error as a stepping stone to a new idea. As a matter of fact, the whole history of discovery is filed with people who used erroneous assumptions and failed ideas as stepping-stones to new ideas. Columbus thought he was finding a shorter route to India. Johannes Kepler stumbled on to the idea of interplanetary gravity because of assumptions that were right for the wrong reasons. And, Thomas Edison knew 1800 ways not to build a light bulb.
The following story about the automotive genius Charles Kettering exemplifies the spirit of working through erroneous assumptions to good ideas. In 1912, when the automobile industry was just beginning to grow, Kettering was interested in improving gasoline engine efficiency. The problem he faced was“knockthe phenomenon in which gasoline takes too long to burn in the cylinder-thereby reducing efficiency.
Kettering began searching for ways to eliminate the “knock.” He thought to him, “How can I get the gasoline to combust in the cylinder at an earlier time?” the key concept here is “early”. Searching for analogous situations, he looked around for models of “things that happen early.” He thought of historical models, physical models, and biological models. Finally, he remembered a particular plant, the trailing arbutus, which “happens early,” i.e., it blooms in the snow (“earlier” than other plants). One of this plant’s chief characteristics is its’ red leaves, which help the plant retain light at certain wavelengths. Kettering figured that it must be the red color, which made the trailing arbutus bloom earlier.
Now came the critical step in Kettering’s chain of thought. He asked himself, “How can I make the gasoline red?” perhaps I’ll put red dye in the gasoline—maybe that’ll make it combust earlier.” He looked around his workshop, and found that he didn’t have any red dye. But he did happen to have some iodine—perhaps that would do. He added the iodine to the gasoline and, lo and behold, the engine didn’t “knock”.
[英语作文写作的需要背诵的部分
篇7：2024小升初作文指导：写作方法有哪些
全文共 1679 字
+ 加入清单一：首先作文成绩看字迹，得分要素是第一
任何形式的作文考试，阅卷老师打分时，第一眼，看的是字迹。因此，写作文必须要把字写好。记住，考作文考的是内容，而不是书法，切忌字迹潦草。
二：考试作文五六段，干净整洁看卷面
考试作文中，要注意及时分段，三四个段落显得少了，八九个段落，显得琐碎了些。除非有特殊情况，段落以五六个段落为好。此外，卷面一定要整洁，不要涂改得乱七八糟。考试作文每段最好别超过5行，顶多是5行半。切忌一段都八九行，写成“大肚子作文”。一旦给阅卷老师视觉上的疲劳，影响他的心理，分数就受影响。如果有必要，死拉硬拽也要注意分段。
三：开头结尾要简练，最好首尾两行半
除了切忌大肚子作文外，“大头作文”也要不得。在写作文的时候，开头结尾占两行半的卷面。顶多也不能超过三行半。想想看，一个开头就占太多的空间，阅卷老师的视觉又会有瞬间的疲劳，也会影响阅卷老师的情绪。
四：动笔之前要拟题，漂亮标题如美女
考试作文中，一般都是由考生自己来拟定题目，题目不宜太长和太短。怎么拟题呢?对于成绩一般的考生，应该采取特别措施了。拟题的办法有2个，一是你去百度上搜索一下作文拟题目，可以找到作文老师讲述的类似技巧。二是考生家长或考生，赶紧去翻阅最近一年的读者和青年文摘的合订本，根据题材，选择几十个比较精彩的标题，背下来，考试的时候可能比葫芦画瓢地就能采用到。
五：作文首尾要打眼，丰富多彩出靓点
考试作文的开头方法很多：六要素开头法、题记开头法、悬念开头法、引名句开头法、排比句开头法、拟人式开头法、设问式开头法、对偶式开头法、博喻加对仗开头法，合用修辞开头法、巧述典故开头法，解题式开头法、名人问答开头法、诗文引用开头法。希望考生们准备好一些关于道德、学习、礼仪、爱国、美德等方面的典故、名人名言，到时候就用得上。至少，你看到作文的时候，脑子里会闪现出上述前七八个开头方法。
结尾也很重要。一般来说，结尾是总结全文。如果是记叙文，要注意抒情。如果是议论文，则要注意归纳。无论如何，最好要扣准标题。怎么扣呢?如果你实在拿不准，就在结尾段的第一句，把题目说一下，然后归纳全文观点就是了。
六：动笔之前不要慌，想了题目列提纲
上面说了好几种技巧，其实在具体操作的时候，列提纲很关键。譬如，写记叙文要设计好开头结尾，同时要把你叙述的事情分成几个层次，一个层次是一段，中间如果能设置好一个过渡句或过渡段更好。列提纲的时候，一定要把开头结尾写详细写，中间各段，穿插哪些精彩的话语或名言俗语、诗词典故，要写准。一个合格的学生，列提纲，大约5分钟到8分钟。时间要掌握好，如果时间紧张，提纲就要简练些。
七：想好主题和文体，非驴非马不可取
写作文，要么是记叙文，要么是议论文。一般来说，多是“总—分—总”结构。记叙文的结尾要注意抒情和总结哲理，议论文最好是“1—3—1”或者“1—4—1”结构，中间的3或4，是分层解题。当然也可以灵活采用夹叙夹议的手法。但是注意，千万别议论文说了那么多事例却不归纳主题，千万记叙文忘记说事却议论过多。因此，写考试作文，事先要想好了，我写的是什么文体，就按相应文体的写法来写。
八：适当克隆和“抄袭”，考前备料攒信息
考试前，建议考生翻阅大量的范文，积累一些考试作文的结构。如果写记叙文，最好翻阅《读者》和《青年文摘》，其中的一些散文，结构是很好的，可以把写作的梗概和套路归纳出来。到考试的时候，你采用别人的“筐”，把自己的东西向里面装就可以了。关于感情、爱国、人生之类的优美语言，可以分别背个三五句，到时候直接抄上去就行了，这不算抄袭。关于国家大事，时事政治和要闻什么的，也要注意搜集一下。
此外也有一些不太规范的方法，譬如别家的感人事迹，可以搬到自己家。这在考试的时候要灵活慎重运用。
九：篇幅争取要写满，多写一点是一点
一般来说，小升初作文要求都不低于500-600字。如果要求是600字左右，那就顶多写到700字。如果是不低于多少字，建议考生，争取合理安排卷面，把给的卷面写满到95%左右，留下最后一两行。作文老师一看你写得那么多，肯定觉得你的作文相对熟练，作文打分就趋高不趋低。
篇8：高一作文写作指导
全文共 720 字
+ 加入清单有时候，我们做事都会被表面的现象所迷惑同时也没有太多在一起中包含的一切是真是假!
——题记
每一件事物都有其两面性，这是我们到部分人都知道的;然而，你所看到的表面想就一定是真的吗?内在的一些也是真的吗?唉…真假难辨啊!同时，人心也依然如此，表面如何对待你的，心中却不把你放在同样的位置;如同披了一层伪装……
然而，并不是所有人都是如此的，每个人的心行不通，所做之事也不相同。
有些人，表面上对你一副很尊重的样子;然而，他的内心也对你一样尊重吗?这就如同一个极丑之人带了一张极美的人皮面具一样，将自己的吃丑陋隐藏于面具之下，去诱骗别人;来谋取自己的利益。不过，这也可以理解的，人都是自私的，都将自己的利益看得最重，别人的一切，与他们没有任何关系。可是。为了自己的利益，却以牺牲他人的利益为代价，这种人，就如同披着羊皮的狼…
现实社会也不过如此!
某些高管私自接受他人贿赂，以自己身居高位，以公谋私，来换取自己的一些利益，然而，这样做所带来的后果，都改由谁来承担呢?私权滥用现象严重泛滥，而看似和谐的社会，却不只是隐藏在一张面具之下的。面具下，一切的误会被隐藏起来;呈现在我们面前的，却是一个假的和谐!
真真假假，假假真真。真假更是以难辨别;而将真相呈现出来就一定是好事吗?他或许能是社会发生动荡，带来很多难以预知的危害，而那些隐藏起来的罪恶，同样也会出现在人们面前，这一切的后果谁来承担?
真、假醉在是有原因的，没有真也就没有假，没有假也就没有真，他们就是一堆共生体。然而你，如果他们不存在?所有事情的真相都被公告于众，那也不是人们所能接受得了的。
面具，是每个人都拥有的，将内心的真相隐藏，让假象附在面具之上，带上她，人生也不过如此!而谁又能摘掉这层面具呢?
篇9：关于志愿者英语
全文共 1996 字
+ 加入清单Volunteers are the pulse of the city and the beautiful scenery of the city.
They are composed of a group of enthusiastic young people who love public
welfare and support the public welfare undertakings of the society.
In the volunteer organization, every volunteer is equal, everyone is equal
in personality and status, everyone has come together for a common goal, it can
be said that they are the most intimate brothers and sisters without blood!
A team is composed of people, and there must be a certain division of labor
according to peoples abilities. Some people are suitable for leadership, some
people are suitable for publicity, and some people are happy to be ordinary
volunteers working on the front line.
The so-called people do their best.
Only make the best use of it! Only such a group can flourish and thrive! If
you just divide the volunteers into three, six or nine classes based on their
abilities, identities, and statuses, it will hurt not only a persons emotional
problems, but also the longevity. , the affinity and cohesion of the team will
be greatly reduced! If the composition of the volunteers are all dignitaries,
then the transparency of the volunteers will have to be doubted by the
world.
Although it is said that if you are poor, you will be alone, and if you are
good, you will help the world, but it does not rule out that there will be some
people who are not rich and not very capable, but are willing to do their best
to join this organization. I think we should also. Accept them with a tolerant
heart, because our organization is voluntary, fair, and equal!
志愿者是城市跳动的脉搏，是都市亮丽的风景，由一群热爱公益的热血青年组成，撑起了社会的公益事业。
在志愿者组织中，每一位志愿者都是平等的，大家在人格上，地位上都是平等的，大家为了一个共同的目标走到了一起，可以说是最为亲密的，没有血缘的兄妹!
一个团队，由人组成，根据人的能力必然有了一定的.分工，有的人适合做领导，有的人适合做宣传，而有的人乐于做一个普通的义工工作在第一线。
所谓人尽其才。
才尽其用!这样的团体才能蓬勃发展，蒸蒸日上!若硬是把志愿者依据能力、身份、地位的不同，分出个三六九等，所伤及的怕不只是一个人的情感问题，天长日久，团队的亲和力、凝聚力怕是要大打折扣!倘若志愿者的组成都是些达官显贵，那么志愿者的透明程度，就不得不让世人怀疑了。
虽说有穷则独善其身，达则兼济天下一说，可也并不排除会有一些并不富裕，能力不是很强，却愿意尽自己绵薄之力的人愿意加入这个组织，我想我们也要以一个宽容的心来接纳他们，因为我们的组织是宗旨是志愿、公平、平等!
篇10：写作指导
全文共 675 字
+ 加入清单这则材料以小见大，影射高考作文“科技与生活”这一主题。材料可以划分为两个层次：第一层次讲述进入大数据时代，一部小小的智能手机给人们带来的极大便利，第二层次讲述手机给人们生活带来的隐患。材料从正反两个方面客观、全面、真实地揭示了高科技的利与弊，具有明显的思辩色彩。
任何事物都具有两面性，然而，生活在高科技时代，人们往往只顾享受便利，感悟其中的乐趣，而常常忽视了物极必反，在不知不觉中，人们做了高科技的奴隶，甚至成为受害者。
解读这则材料，要以科学审慎、客观公正的态度进行审视，不可顾此失彼，厚此薄彼。可以从三个维度进行分析：第一，高科技给人带来的“利”。如有了手机，人们可以聊天、购物，甚至视频对话，视通万里，无所阻隔;有了机器人，就可以给航天飞机贴防热瓦，完成危险位置的长时间焊接;有了火箭，人们就能更多地了解了地球，使中国5000年来的飞天梦变成了现实。真可谓：科技成就梦想;科技推动了人类进步;高科技为现代生活插上腾飞的翅膀。第二，高科技给人带来的“弊”。无论是环境污染造成物种灭绝还是人身安全失去保障，无论是淫秽消极言论的传播还是网络诈骗，都对人类造成极大的威胁。可以说：高科技威胁着人类安全;网络使人们的隐私暴露无遗;高科技，要说爱你不容易;都是网络惹的祸;注意网络安全。第三，科技是把双刃剑。单纯地肯定或否定都是不严密的，面对高科技，关键看人们如何应对和运用，要学会变弊为利，做自己命运的主宰者。从这个角度，我们要懂得：不做数据的奴隶(不做简单低头族);趋利避害，让高科技更好造福于人类;便利亦可带来不便;任何事物都具有两面性;世界是辩证的。
篇11：高考作文各种文体写作复习技巧指导_高考作文指导1200字
全文共 1140 字
+ 加入清单当前，对于高考作文来说，首先要解决的问题，不是“怎么写”，而是“写什么”。很多考生拿到了作文题，往往不知道写些什么，脑子里似乎不存在所要写的东西。这到底是怎么造成的呢？高考满分作文，他们无一例外地写出了生活的丰富多彩，在写作上根本不存在“写什么”的问题。难道他们有不同于一般学生的特殊生活吗？一般来说，是没有的。要说他们与一般学生有什么不同，那就是他们的观察力和思考力比一般学生强，心灵比一般学生敏感，能够从生活中观察和感受到那些令人心动的东西。造成多数学生作文课上不知道“写什么”的原因，大概就是在这里。
那么，怎样解决“写什么”的问题呢？
叶圣陶早就说过，要在平时充实生活，丰富经验，增长阅历，养成认真观察、仔细认识事物的习惯，养成有条理地周密地推理判断的习惯。叶老还强调，“一个人要在社会上有意义地生活，本来必须要求经验和意思的精当、语言的确切周密。那并不是为了写文章，为的是生活。如果是为了写文章而去求经验和意思的精当，语言的确切周密，那当然是本末倒置。”这就是说，不是为了写作才去生活，才去丰富生活经验，而是为了生活才写作，写作是生活的一部分。如果能够把叶老的说法化为实践，那么“写什么”的问题不就迎刃而解了吗？从高考满分的优秀作文中，也可以看出，作者是怎样观察事物的，怎样思考生活的，怎样感悟周围人物的，怎样体验美好人性的。从这一切，我们不难获得关于“写什么”的启发。而对于“写什么”的问题已经基本解决的考生来说，“怎样写”则是需要解决的头等问题了。关于学习“怎么写”，鲁迅先生说过，“凡是已有定评的大作家，他的作品，全部就说明着“‘应该怎样写’”。这就是说，应该从大作家的经典作品中去学。在中小学生语文教材中，大都是这类作品，它们应该是我们学的重点。最近几年颁布的语文课程标准推荐的课外阅读作品，也应该作为学习“怎样写”的对象。从这些作品中，学习作者怎样立意，怎样选材，怎样谋篇，怎样遣词造句。平时人们都说阅读是写作的基础，杜甫说“读书破万卷，下笔如有神”，有人说“熟读唐诗三百首，不会吟诗也会吟”，正是从这个角度上说的。
同学们不妨带着写作中的问题去阅读经典作品，如朱德熙先生所说：“重要的是得联系自己，要‘心中有我’，就是说要设身处地去想：这篇文章要是让我来写，会写成什么样子，照这样写是比原文好还是不如原文。如果不如原文，那是为什么？从这样的角度去分析文章，一定有很多收获，特别是从中悟出许多作文的道理来。”
然而，在自己写作的时候，“愈不把阅读的文章放在心上愈好”。因为“阅读的文章并不是写作材料的仓库，尤其不是写作方法的程式”(叶圣陶语)。自己写作文，材料来自于自己的生活，应该寻找适合自己的作文内容的写作方法。换言之，从阅读中学习写作，只是借鉴，绝不是生搬硬套。
篇12：英语写作经典英语句子集锦
全文共 3487 字
+ 加入清单下面是语文迷网为大家整理的一些英语写作常用的句子，希望对你有帮助。
1、Time flies.
时光易逝。
2、Time is money.
一寸光阴一寸金。
3、Time and tide wait for no man.
岁月无情;岁月易逝;岁月不待人。
4、Time tries all.
时间检验一切。
5、Time tries truth.
时间检验真理。
6、Time past cannot be called back again.
光阴一去不复返。
7、All time is no time when it is past.
光阴一去不复返。
8、No one can call back yesterday;Yesterday will not be called again.
昨日不复来。
9、Tomorrow comes never.
切莫依赖明天。
10、One today is worth two tomorrows.
一个今天胜似两个明天。
11、The morning sun never lasts a day.
好景不常;朝阳不能光照全日。
12、Christmas comes but once a year.
圣诞一年只一度。
13、Pleasant hours fly past.
快乐时光去如飞。
14、Happiness takes no account of time.
欢娱不惜时光逝。
15、Time tames the strongest grief.
时间能缓和极度的悲痛。
16、The day is short but the work is much.
工作多，光阴迫。
17、Never deter till tomorrow that which you can do today.
今日事须今日毕，切勿拖延到明天。
18、Have you somewhat to do tomorrow,do it today.
明天如有事，今天就去做。
19、To him that does everything in its proper time,one day is worth three.
事事及时做，一日胜三日。
20、To save time is to lengthen life.
节省时间就是延长生命。
21、Everything has its time and that time must be watched.
万物皆有时，时来不可失。
22、Take time when time cometh,lest time steal away.
时来必须要趁时，不然时去无声息。
23、When an opportunity is neglected,it never comes back to you.
机不可失，时不再来;机会一过，永不再来。
24、Make hay while the sun shines.
晒草要趁太阳好。
25、according to a recent survey, four million people die each year from diseases linked to smoking.依照最近的一项调查，每年有4 000 000人死于与吸烟有关的疾病。
26、although this view is wildly held, this is little evidence that education can be obtained at any age and at any place.尽管这一观点被广泛接受，很少有证据表明教育能够在任何地点、任何年龄进行。
27、an increasing number of people are beginning to realize that education is not complete with graduation.越来越多的人开始意识到教育不能随着毕业而结束。
28、in fact, we have to admit the fact that the quality of life is as important as life itself.事实上，我们必须承认生命的质量和生命本身一样重要。
28、in the last decades, advances in medical technology have made it possible for people to live longer than in the past.在过去的几十年，先进的医疗技术已经使得人们比过去活得时间更长成为可能。
30、in view of the seriousness of this problem, effective measures should be taken before things get worse.考虑到问题的严重性，在事态进一步恶化之前，必须采取有效的措施。
31、it is indisputable that there are millions of people who still have a miserable life and have to face the dangers of starvation and exposure.无可争辩，现在有成千上万的人仍过着挨饿受冻的痛苦生活。
32、many experts point out that physical exercise contributes directly to a person’s physical fitness.许多专家指出体育锻炼直接有助于身体健康
33、many experts point out that physical exercise contributes directly to a person’s physical fitness.许多专家指出体育锻炼直接有助于身体健康。
34、no invention has received more praise and abuse than internet.没有一项发明像互联网一样同时受到如此多的赞扬和批评
35、no one can deny the fact that a person’s education is the most important aspect of his life.没有人能否认：教育是人生最重要的一方面。
36、people equate success in life with the ability of operating computer.人们把会使用计算机与人生成功相提并论。
37、people seem to fail to take into account the fact that education does not end with graduation.人们似乎忽视了教育不应该随着毕业而结束这一事实。
38、proper measures must be taken to limit the number of foreign tourists and the great efforts should be made to protect local environment and history from the harmful effects of international tourism.应该采取适当的措施限制外国旅游者的数量，努力保护当地环境和历史不受国际旅游业的不利影响。
39、the latest surveys show that quite a few children have unpleasant associations with homework.最近的调查显示相当多的孩子对家庭作业没什么好感
40、the majority of students believe that part-time job will provide them with more opportunities to develop their interpersonal skills, which may put them in a favorable position in the future job markets.大部分学生相信业余工作会使他们有更多机会发展人际交往能力，而这对他们未来找工作是非常有好处的。
篇13：高考作文指导：散文写作技巧
全文共 1284 字
+ 加入清单导语：散文是一种作者写自己经历见闻中的真情实感的灵活、精干的文学体裁。作者在散文中的形象比较明显，常用第一人称叙述，个性鲜明。正像巴金所说“我的任何散文里都有我自己”，总之可以说是表现自我。散文要做到形散神不散，才是一篇好散文，下面我们来看看散文写作技巧。
同时，这也就需要大胆无忌。正如鲁迅所说“任意而谈，无所顾忌”，他还推崇曹操及魏晋散文的“力主通脱”。也如刘半农所说，散文要“赤裸裸地表达”，写真实的“我”是散文的核心特征和生命所在，这是定义的最大要素。
散文语言十分重要。首要的一条是以口语为基础，而文语(包括古语和欧化语)为点缀。其次是要清新自然，优美洗练。此外，还可以讲究一些语言技法，如句式长短相间，随物赋形，如多用修辞特别是比喻，如讲音调、节奏、旋律的音乐美等。
首先，必须明确一个散文写作观念，即散文的唯一内容和对象是作者的感情体验。所有的教材都提出了散文要写感情，但却是作为一种必备因素和一种内在线索。应当强调指出，感情不是片面的因素，也不仅仅是线索，而是散文的对象。散文写人、写事都只是表面现象，从根本上说写的是感情体验。感情体验就是“不散的神”，而人与事则是“散”的可有可无、可多可少的“形”。朱自清的《背影》不是要记录回家和父子离别的琐事，而是要吐露一种对父亲及失败了的父辈的怜惜和敬爱。刘真的《望截流》，重点不是顺理成章的工程本身或建设者的业绩，而是一种回归历史进步主流的内心感受。感情体验，是散文的内在结构，有了它，就可以天马行空地起草。这一点，不能不明朗和确定。
有了散文的内在结构——感情体验，只要再明确外在结构的核心就可以写好散文。外在结构的核心是细节。散文和小说一样，建立在细节的描写和叙述的基础上，但细节的排列组合方式不同。可以说，小说组合细节是“以盘盛珠”，而散文则是“以线穿珠”。小说的“盘”是一个社会的横切面，具备冲突，各种阶层、力量的人物或隐或显，而细节只能在这样的“盘”中有机地展开。散文的“线”，就是感情体验，或多或少，随手拈来，任情挥洒——以感情体验的表现为准。由此，我们说散文(应称艺术散文)，是最自由的文体，散漫如水，手法灵活。
只要弄清这些，写真实自我及由此生发的个性口语、感情体验和细节描写，就掌握了散文写作的要领，什么章法(如文眼)、意境等等一般化认识都不必过于拘谨地学习，其他文体理论知识和写作基础理论都会讲到。
散文主要分为记叙散文和抒情散文(仍按传统的不明确的说法)两种。下面将两种散文的模式列出，供初学者和高等教育应试者选择使用。
记叙散文模式
【开头】①感情化语言概括叙述“我”和该人，重点在后，介绍该人，如肖像描写。②两者关系及该人精神特质的议论。
【中间】一种情况:一件事。从开头、发展到结尾，细致叙述和描写。另一种情况:几件事。每件事即每层次前，可以用对该人精神特质的一个因素领起，以对该人的感情体验及整体议论来贯穿几件事。
【结尾】①重申特质，照应开头。②深化感情关系，发出感慨。抒情散文模式
【开头】①叙述自己与景物的关系。②议论景物和自己。
【中间】①描写景物，分出层次，细致动人。②发挥联想。
【结尾】感慨
篇14：美丽的夏天的话题作文指导
全文共 593 字
+ 加入清单夏天是炎热的，在很多人眼里，夏天是最糟糕的季节，但在我的眼里，夏天是美丽的。
夏日的晴空是明媚的，天是湛蓝湛蓝的，太阳像火球般炙烤着大地，阳光是那样强烈，天上地下都处于一片耀眼的光明之中。阳光在荡漾的大路上，泛起万点金光，像一颗颗晶莹的小星，顽皮地向人们眨着眼睛。
夏天的天气非常非常的炎热。热的(得)连狗都趴在树荫下，吐出那鲜红的舌头，不停地大口喘着粗气;鸡热得耷拉着脑袋，有气无力地走着;树阴下一位老爷爷喝着茶水，扇着扇子，嘴里还说着：“这该死的天气，太热了!”
夏天是一个愉快的季节，女士们都可以穿上漂亮轻柔的连衣裙，露出雪白的肌肤，显出自己苗条的身材;男士们都穿上了帅气的西裤短袖，一身轻松;小孩们随时都可以吃到美味、香甜可口的冰淇淋，真是舒服、痛快啊!
夏天是多姿多彩的。路边的树翠绿翠绿的，绿得像油似的要流下来。树下的草坪像给大地披上了墨绿的毯子。花坛里开着五颜六色的鲜花，白的如雪，红的似火，黄的赛金，粉的像霞……
夏天的雷雨也是让我心动的。虽然打雷时，雷声震耳欲聋，让人感到害怕。但是雷雨过后，天气一放晴，天空就会变得如此美丽。天空还会挂出美丽的彩虹。彩虹像一座五彩缤纷的天桥，好像穿过这座桥，就可以到达仙境一般。
夏天的夜空也是迷人的。晚上，坐在一棵大树下乘凉，抬头遥望天空的繁星，是那样的美妙。星星一眨一眨的，像一只只眼睛在注视着(这个)世界。
我爱夏天，神秘的夏天，美丽的夏天!
篇15：我学会了____四年级单元作文优秀写作
全文共 725 字
+ 加入清单就在这个星期六的下午，爸爸突然想起带我去滑冰，我立刻带上我的行囊兴奋地出发了。
来到的滑冰场，哇!几乎都是和我一般大的孩子，“脚踩风火轮”旁若无人的施展“凌波微步”，让人看的眼花缭乱，他们又像一只只轻盈的燕子，在这随心所欲地的飞来飞去，让我又是羡慕又是嫉妒恨。
爸爸说让我去试试，我的心悬了空，让我去滑冰?结果可想而知的，不是摔就是跌，不是让我出丑吗?就在我犹豫的那一刹那，爸爸居然也轻装上阵了，再看看那些挥洒自如的“小燕子们”，我也顾不上那么多了，只好豁出去了。“临渊羡鱼，不如退而结网”。我穿好溜冰鞋，刚站起来就感觉像踩高跷一样，身子左摇右晃，吓得我心怦怦直跳，正准备抬脚时_就和大地妈妈“亲吻”一下，亲的我两眼直冒金星啊，真是气死我了。
我就不信我还学不会，我慢慢的爬到了墙边，扶着栏杆小心翼翼的站了起来，一点一点的慢慢的往前挪，简直就像一只笨头笨脑的小企鹅，我有不能“坐以待毙”，只好静下心来，细细观察别人的“行踪”，揣摩他们精妙的步伐，心领神会后，我便照猫画虎，慢慢松开扶手，脚成八字步，一只脚滑出的同时，身子向前倾，“首战告捷”使我信心大增，我又如法炮制伸出另一只脚，可能用力过猛有些控制不住，我方寸大乱，差一点就行了个跪拜礼，还好眼疾手快抓住了扶手。在一旁的爸爸劝我，“心急吃不了热豆腐”还是慢慢来吧。我就这样一圈一圈的慢慢的滑着，我又尝试像他们那样能飞跑起来，突然一个哥哥飞奔而来。我来了急转身，脚踩住了刹，居然没有被撞倒，我正得意着，被从后面过来的爸爸把我肩膀一拍，居然让我再次亲吻了大地妈妈，爸爸笑得前俯后仰，而我愈战愈勇，继续朝着我的目标前进着。
看来“只要功夫深，铁棒磨成针”真是对极了。就这样，我学会了滑冰，我很开心，爸爸也很欣慰。
篇16：关于志愿者英语
全文共 890 字
+ 加入清单The volunteering spirit has spread among the Chinese people in recent
years,especially among young people。
Volunteering is of tremendous benefits to both those in need and
society.Take the Wenchuan Earthquake as an example.Hundreds of thousands of
volunteers play an active role in Wenchuan quake-hit areas.And they contribute
daily necessaries,offer medical help and psychological help to the disaster
relief work.
Besides,volunteering would be beneficial to the volunteers
themselves~Getting involved in volunteering,volunteers will be exposed to a new
environment,and they can learn how to work well in a team,how to improve their
interpersonal skills and organizational skills，all of which are critical for
their professional growth。As a college student,I sincerely hope that everyone
would join the volunteering work.It is not only good to our society,but also a
chance for us to grow and to learn.
篇17：叙事作文写作方法指导_7700字
全文共 7439 字
+ 加入清单一、写自己事情的作文类型
1.写自己遇到的一件事，表现社会的新风尚；
2.写自己个人的一件事，写出自己从中所受到的教育；
3.写自己的一件事，表达自己的一种感情，表明自己的一种愿望；
4.写自己遇到的一次挫折，说明自己从中所得到的一种启示；
5.写自己的一件事，说明自己已经长大懂事了；6.写自己的爱好和追求；
7.写自己的业余生活；
8.回忆自己童年生活的一件事，写出童年的可爱与美好。
二、写自己事情的参考题目
1.《这件事给了我教育》
2.《我学会了____》
3.《我做了一件傻事》
4.《我从中得到了快乐》
5.《我为此而自豪》
6.《我养成了一个好习惯》
7.《我尝到了动脑筋的甜头》
8.《老师夸奖了我》
9.《当我被误解的时候》
10.《我的爱好》
11.《我第一次______》
12.《学习中的一次教训》
13.《我心中的一个小秘密》
14.《我在假日里》
15.《我的星期天》
16.《玩得最开心的一次》
17.《我的心事》
18.《我的烦恼》
19.《想起这件事就____》
20.《我爱_______》
21.《童年趣事》
22.《我长大了》
23.《关怀》
24.《留在照片上的记忆》
25.《雨中情》
26.《______见闻》
五、写自己事情的参考段落
1.预备，跳！一声令下，我立即摆开双臂快速摇动绳子，双脚轮换踩着。才跳了一会儿，真怪，平时跳惯的绳子，今天显得特别重，跳步也慢了。我瞄了一下对面王港队的选手，她跳得多快，多轻松呀！猛然间，耳畔响起教练常说的跳绳要领：别慌，脚步要踩稳，速度要平均，作好呼吸。我照着要领跳着，跳着。时间一分一分地过去了，我大口大口地喘着气，额角的汗珠向下滑，手也慢慢不听使唤，渐渐地向下垂。我暗暗地责怪自己：真没用，才这么一会儿就挺不住了，这样怎能为校争光？时间不多了，一定要作最后的冲刺！我咬紧牙关，又一次地加快了速度，心中只有一个念头：跳得快些，跳得再快些到！突然一声令下，我停了下来，深深地吸了一口气，绳子也从手中滑了下去。这时我顾不得擦汗，忙转到裁判员身后，一瞧，啊，一分半钟我竟跳了340下！这是我有史以来最好的成绩呀！
（跳绳本来是应该全神贯注的事情，但小作者却写了好几处的心理活动。这些描写应该还是可信的。它放在文章中，能够使得内容丰富，把人物写活。划一划，哪些是描写人物心理活动的？）
2.轮到我跳了，我想，我也露一手给你们看看，让你们也知道我的厉害。也许太大意了，也许是太小心了，不知怎么的，我连第一局也没有跳下来就被罚了下来。过了一会儿，又轮到我了，这次我稳定了情绪，跳的时候稍微放松了一点儿。果然跳得顺利了，皮筋一个劲儿地上升，眼看就要超过孙丽了。我得意地看了孙丽一眼，谁想到就在这时，脚下误踩了皮筋，真倒霉！
（以第一人称为写作方式的作文，看起来描写心里的想法是很重要的。你看，这一段又有不少心理描写。）
3.第二天，我仍在校门口值日，左等右等不见陈老师来。我心里暗暗庆幸，也许陈老师早就进去了，用不着我再为难了。正当我关上校门时，一辆自行车飞驰而来。我定睛一看，正是陈老师。我有些慌乱，放还是拦？两个念头同时撞击着我的脑袋，我又犹豫了。我看见站在对面的严鹤正注视着我，好像在说：班主任老师来了，你敢拦车吗？但想到陈老师那爱蹙起的川字眉头，我又畏缩了。我头一低，看见了胸前的红领巾，想起了值日员的职责，便鼓起勇气，上前一步，叫了一声：陈老师早！接着便结结巴巴地说：陈老师，请您下车，推车进校门。我说得很轻，说完，又偷偷地看了他一眼。陈老师脸一红，点了下头，一句话也没说，下了车，推着车走进了校门。
（写作文一定要选择那些新鲜有趣的材料，很少有人写过的。这一段可以说是一个很好的例子。）
4.这天下午，一个难忘的时刻来到了！从主席台上传来了会议主持人的声音：请三年级一班周瑜上台发表竞选演说！我从座位上站了起来，心扑通扑通地跳着，走到台前，举起右手，行了个队礼。接着，大声地向大会发表竞选演说：我叫周瑜，原来是三年级一班的大队委员，我平时学习成绩优良，一、二年级时分别获得语文和数学的年级第一名发言快要结束的时候，我不禁停了停，心里想，那句话是说还是不说呢？我脑子里闪过一个念头：想什么就说什么吧！最后，我给大家念了一首我发表在《中国儿童报》的小诗《望天空》。下台时还说了一句：请大家投我一票！谢谢大家！
（选材的确很重要，有了较好的材料，才能写出较高质量的文章。你看，这一段写我的一件难忘的事，是不是与众不同呢？）
5.中午，大家正在玩，胡光突然叫了起来：俺岳元帅来了！大家都笑了起来。他悄悄告诉我：喂，我们想选你当演员。演谁？我问。我不告诉你，你看我做个动作，再猜一猜。说完，他两手放在腰间，一扭一扭地学着老太太过马路的样子。我一下明白了，他要我演岳老夫人呀！徐一鸣见了，忙对我说：啊，这下我们的胡光要叫你母亲大人了。演岳云的李宾要叫你奶奶了！说完，他调皮地在我面前跪了下来，说：拜见岳老夫人！引起大家哈哈大笑。我却难为情地低下了头。
（文章中的谁写得最成功？是胡光还是徐一鸣？读读他们的对话和行动就知道了。）
6.在沉思的时候，我们不知不觉地进入了大森林。老师的坟墓到了。上面是新土，还挺湿的。我们围着坟墓席地而坐，摆上老师爱吃的水果，唱起老师生前喜爱的歌：鸽子啊，在蓝天中飞翔一曲唱完，大家抱头痛哭。哭声是那么悲伤，连天上的小鸟，周围哗哗作响的树林，山中的小草，都静了下来。
（把老师喜爱的一首歌的歌词摘录在里面，是非常感人的。所以，在自己文章中，如果需要，适当地引用一些歌词呀，诗歌呀等等，能够增加你的文章的文采。）
7.我推开病房的弹簧门，他被惊动了。抬起头，他一眼便看见了我。只见他惊讶得嘴巴张得老大老大的，眼睛也瞪得滚圆滚圆的。我笑着走上前，说：怎么，不欢迎我吗？他半晌才醒悟过来，低着脑袋，用蚊子一样的低声说：啊，欢迎，欢迎，请坐！我在他床前坐下，笑着问了他的病情，告诉他学校里的一些新闻，让他告诉我病房里的一些新闻。我俩谈得还挺投机的。最后，我对他说：你开始很惊奇，我怎么会来看你，对吗？我来的目的，就是要破破你们不理女同学的规矩。为什么我们男女同学之间的界线要划得那么清？你们那个封建的思想呀，得好好改改了！他摸着脑袋瓜，不好意思地笑了。
（写男同学的羞涩非常传神，你看其中的描写：低着脑袋，用蚊子一样的声音等，让人读了以后就好像见到那位男同学一样。）
8.我看到这情景，马上对老奶奶说：老奶奶，您受骗了，其实他称的时候做了手脚，您这里不足两斤。老奶奶还没醒悟过来，那小贩可就急了，他看我是小孩子，以为可欺，就气势汹汹地对我说：你小孩子家懂什么？不要管闲事！我赶紧把我亲眼目睹的情形对老奶奶说了一遍，老奶奶半信半疑地走到那儿，让他再称称。小贩不肯称。我问他：你刚才称时，为什么用小指头先压秤盘呢？小贩一时不知怎么回答才好，他找了个可笑的理由，说他这把秤是从外地买来的，称东西时，一定要先压一下秤盘。我知道他在强词夺理，就叫他和老奶奶一起到公平秤上去称。到了公平秤那里，我亲自掌秤，那2斤草莓，在公平秤上只称出了1斤7两。老奶奶这时才知道自己上了当。这时市场管理处的同志也来了，叫小贩给老奶奶补上了三两草莓，还对小贩做了罚款处理。
（写事情的经过，写老奶奶的变化过程，都很清楚，一点也不乱。）
9.妈妈面带微笑，坐在我的对面讲我小时候的事，她说：小时候的你特别可爱，稀稀的微微带黄的头发，有趣得很。每当妈妈下班，总会先看到你的头露出大门，一双大眼睛盯着远处，寻找妈妈的身影，当我走近，你便会跑过来，我就一把搂住你，亲你光滑的小脸。有一次，你错把一位妇女当成是妈妈，又跑过去。可当你看清不是妈妈时，你的小脸泛红了，一溜烟跑回家去了。听了妈妈的讲述，我不好意思地把脸靠在了妈妈身上。
（妈妈讲述我小时候的事情，让我对妈妈生出无限的爱意。最后一句话写得很深情，也很含蓄。）
10.想到这里，我便踮着脚，小心翼翼地把奶粉罐头捧了下来，舀了几勺，放在了已经准备好的鞋子里，一本正经地拿了一把刷子，坐在一张小凳子上，放了一点水，便开始刷了起来，刷子和奶粉粘住了，刷起来很困难。我以为是水放得少了一点，于是我又放了满满一鞋子的水。正在准备刷的时候，妈妈回来了。看了我这个样子，她不解地问：你在干什么呀？我把前后的经过说了一下，妈妈笑得前俯后仰，把我弄得怪不好意思的。妈妈笑完后，对我说：你呀，你呀！真是个小傻瓜！奶粉怎么能当肥皂粉洗鞋子呢！听了妈妈的话，我难为情地低下了头。
（好笑好笑真好笑，奶粉洗鞋水中泡。童年的故事真是幼稚而又可笑。）
11.我一本正经地走到讲台前，拿出小卡片，带着他们朗读拼音，不一会儿，教室里响起了琅琅的读书声。听着悦耳的读书声，我真高兴啊！正当我暗暗得意的时候，情况却大有变化。自习课上我叫他们读书，他们硬是不听，来到教室以后，有的追追打打，有的大吵大闹。唉，怎么办呢？一抬头，我看到了教室里比一比，赛一赛的评比表，心里顿时豁然开朗。于是我拿起粉笔在黑板上写了一、二、三、四、五、六、七，代表七个小组，看看哪个小组纪律好，就在上面加一个五角星。我刚写完，咦？身后怎么一点声音也没有了？哦，原来是这些小家伙都想为小组争光呢！只见他们一个个拿出书本，坐得端端正正的，好像突然都变了一个人似的。看着这情景，我长长地吐了一口气。
（一个小小的招法，使班级的纪律安静了下来；一个小小的曲折，也使得这个小故事富有变化，增加了读者阅读的趣味。）
12.各就各位，预备，跑！我一听到口令，撒腿就跑。跑了不久，我就被抛在了最后。这时，我并不气馁。过了好一会儿，别的运动员可能是感到力气不够了，他们开始减速了，而我倒觉得浑身仿佛有无穷的力气。不知不觉，已经跑了七圈了，终点就在前面。我开始加速。我屏住了气，咬紧牙，直冲终点。在离终点还有几步路的时候，我和第二位同学肩擦着肩，几乎同时往终点冲。就在最后半步的时候，我猛地把身子往上一纵，腾空跃过了终点！哈，我得了第一名！
（最后一句话的几个词语用得很准确，比如，往上一纵、腾空跃入。）
13.我抓住菱桶的边缘，小心地侧着身子，看准一个大菱叶，伸手去抓，可是菱桶倾斜起来，吓得我倒在姐姐身上。姐姐看见我这狼狈样，不由得笑了起来。顿时，我脸涨得通红。姐姐鼓励我说：不要紧，再试试看。我暗暗为自己鼓劲，别怕，别怕！我小心翼翼地伸出了手，学着姐姐的样，抓起了菱叶，用力一折，几只红艳艳的水菱，落到了我的手里，我高兴极了，举起了菱，兴奋地说：瞧，姐姐，我也采到菱了！随手拿起一个，剥去壳，咬了一口，好清甜好爽口。
（由害怕到不害怕，由不会采摘到学会采摘，这个过程写得很具体完整。最后写菱的味道，实际上是在衬托我的喜悦之情。不过，采菱这种事还是由大人来干比较好，小孩子太危险了。）
14.看着眼前的这只生西瓜，我一下子泄了气。妈妈笑了笑说：没关系，再开一只。说着，她拿起第二只西瓜，丝的一声，瓜成了两半。哈，太好了！我高兴地喊道。看！那鲜红的爪瓤，黑黝黝的瓜子，还是薄皮的呢！妈妈绽开了笑脸，说：怎么样？这下满意了吧！接着，她把西瓜一块一块地切成了小船儿。我迫不及待地拿起一块最大的，尝了一口，哈，真是比蜜糖还甜！那鲜红的瓜瓤里不住地渗出汁水来，我一抹嘴角，说声味道好极了，又大口地吃了起来。
我正想拿起第二块的时候，忽然看到妈妈正在吃那只生的白瓤西瓜，我的脸唰地一下红了
（小作者运用比喻的能力很强，通过一块一块切成了‘小船儿’这句话可以看出来；而且，他也很懂事，这在哪里可以看出来？）
15.我情不自禁地蹲下了身子，轻轻地抚摸着小麻雀零乱的羽毛，我正想把它抱起来，这时候我听见了汪汪汪的狗叫声。我倒退几步，抬头一看，一条强壮的大黑狗正对着我狂叫，吐出血红的舌头，好像要马上扑上来咬我一口似的。我吓坏了，扔下小麻雀，赶紧跑开了。当我跑得远远的，再转过身来看时，那可恶的大黑狗已经把小麻雀咬在了嘴里！我真想冲上去，可我又不敢。我好像看到了小麻雀的那双眼睛，似乎正向我发出求救！我哇地大哭起来，心里难受极了！我眼睁睁地看着大黑狗吃掉了小麻雀。
（在生活里，像文章中这样让人悔恨的事情是很多的。只要我们培养自己丰富的感情，经常地了解和接触生活，我们写起文章来，就不会有没啥好写的感觉。特别是自己的事情，那是最最熟悉的。只要在写作前加以回忆，就一定会把许多真实的事情和许多真切的想法都写出来。）
三、写自己事情的参考开头
1.《老师夸奖我》的两种开头
第一种开头：张兵同学在这次全年级的体育比赛中，获得了跳高第一名的好成绩，在这里，我向他表示祝贺！在班级晨会上，周老师用喜悦的语调对我进行了表扬。我当时心里真是高兴得像喝了蜜糖一样。第二种开头：周老师从来也没有夸奖过我，只因为我平时的表现太差劲了。可这次，她却在全班大声地表扬了我，这真是让我高兴坏了！
2.《我第一次_____》的两种开头
第一种开头：还记得我第一次学溜冰的情景，一下子我竟摔了八个跟头！
第二种开头：双休日，表弟来约我溜冰。溜冰？我又好奇又害怕，但最后还是禁不住表弟的广告宣传，来到了设在第一百货公司五楼的奇妙溜冰场。
3.《我心中的一个小秘密》的两种开头
第一种开头：在我心中，有一个谁也不知道的小秘密，这就是我想在妈妈生日的那一天，为妈妈买一双皮手套。
第二种开头：妈妈是我们家最辛苦的人，只要看看她手上的老茧就知道了。每次看到妈妈的手，我就悄悄地想：妈妈，等我有了钱，我一定要为你买上一副皮手套。
4.《当我被误解的时候》的两种开头
第一种开头：我怎么也没有想到王红会这样看我，把我的一片好心全理解错了！事情是这样的：
第二种开头：早晨，我一到学校，王红就走上来，指着我的鼻子说：刘莹，我认识你了，以后再也不会睬你了！我当时莫名其妙，等到我明白过来，气得怎么也说不出话来了。
5.《童年趣事》的两种开头
第一种开头：我记得在我三年级那阵子，我特别馋，只要看见人家吃东西，嘴里就忍不住要淌口水。
第二种开头：在我的童年中，有许多难忘的事情，但最让我好笑的还是小时候我把奶粉当作洗衣粉的那件傻事。
6.《我养成了一个好习惯》的两种开头
第一种开头：原来我在早晨起床之后，是从来也不叠被子的。自从学校里开展了五自活动之后，我终于养成了早晨起床叠被子的好习惯。
第二种开头：星期六，我照老规矩，睡了一个懒觉，起床后，又照老规矩把被子一掀，就去刷牙洗脸了。
7.《雨中情》的两种开头
第一种开头：春雨，淅淅沥沥地下着，我因为没有带伞，就只好在雨中淋着。
第二种开头：看了看外面越下越大的春雨，我犹豫了一下，最后还是走进了雨中。
8.《_____见闻》的两种开头
第一种开头：来来来，芹菜五角钱一斤！便宜啦，便宜啦！毛豆一块！毛豆一块！新鲜啦，新鲜啦！刚上市的豌豆苗！又嫩又补，是绿色蔬菜啊！一踏进小菜场，满耳朵就是这些叫卖的声音。
第二种开头：双休日，妈妈对我说：走，跟妈妈去学买菜！也随便到小菜场看看。我一听就高兴地跟妈妈去了。
四、写自己事情的参考词句
勤奋学习/专心致志/死记硬背/熟能生巧/七嘴八舌/新鲜空气/透过窗户/目送/恨不得/把我乐坏了/融洽/若无其事/无处倾诉/阵阵笑声/凉透了/羞愧/吓唬吓唬/津津有味/倒吸一口冷气/得意起来/灰溜溜/园溜溜/眼花缭乱/目不暇接/奇异风景/潺潺的流水声/呼噜呼噜/碧玉似的明镜/一辈子
1.我一时呆住了，真有点丈二和尚摸不着头脑。
2.我疑团大解，真想不到一两个字也有这么大的学问呢。
3.我心里像喝了蜜汁一样甜。
4.陈老师一把把王俊拖出了门外，我吓得大气也不敢出。
5.我这时有点害怕，举手吧，我还不太会背，不举吧，老师批评我怎么办？
6.谢老师望着我，眼睛里闪烁着鼓励和期待的光。
7.悔恨的泪水模糊了我的双眼，老师严厉的指责我没有听见，同学们小声的议论我也没有听见。
8.望着显示器上的程序，我兴奋得从座位上跳了起来。
9.我连忙把手藏到背后，身子直往后缩。
10.我万万没有想到郭老师竟会有这样严厉的举动，只觉得是针对我来的，脸上阵阵发烧，大滴大滴的泪水涌出了眼眶。
11.回到家，趁妈妈不注意，我赶紧把皱和惹写在小纸条上，沾上点水，握在左右两只手里，藏在背后，大模大样地走进厨房，用肩扛了扛忙着做饭的妈妈。
12.我有点不知所措地抓了一块抹布，大把大把地擦了起来，由于用力过猛，墨汁溅得到处都是。
13.尽管大雨浇湿了我的衣服，冷得我直哆嗦，可我心里却热乎乎的。
14.但是我的脚却像灌了铅一样的提不起来，速度比以前慢了许多。
15.我的两只脚站也站不稳，身子轻飘飘的，像是一只漂在水里的大皮球。
六、写自己事情的参考题材
1.自己原先学习不太认真，后来因为受到了一件事情的教育，终于改变了认识，提高了学习的自觉性；
2.晚上做题目，遇到了一个难题，心里想算了吧，但一想到这是考验自己的意志，就咬紧牙关，继续做了下去；
3.自己的一个同桌是个学习比较差的学生，自己在期中考试前，放弃休息时间，帮助他补课，终于使他的考试成绩有了较大的提高；
4.妈妈因为工作的需要，她决心学习英语，我便开始当上了她的小老师；
5.我拒绝了一位同学让我帮助他作弊的要求，虽然我失去了一位所谓的朋友，但我捍卫了自己的尊严；
6.我改变了原先上课从来也不举手发言的习惯，因为我开始认识到一个人具有口头表达能力的重要；
（以上可以作为写自己个人事情的参考题材。）
7.我开始认识到爸妈工作的辛苦，开始珍惜他们给我的爱；
8.在妈妈生日的这一天，我特地去买了一件小礼物送给她，还给她写上一段深情的话语；
9.在爸妈结婚纪念这一天，我在广播电台里点了一首歌，祝愿他们幸福快乐，白头到老，爸妈非常激动；
10.有个同学在班级里伤害了我，但当我知道她的妈妈不在了的时候，我就从内心里深深地同情她，当然也原谅了她；
11.我最近从一本书里看到一些做人的道理，我联系自己的生活，觉得很有道理；
（以上可以作为写自己感情经历的作文题材。）
12.我喜欢溜冰，还喜欢看足球，有时晚上也要起来看；
13.我有收藏游览门券的习惯，我觉得这是一个很好的爱好，能够增长知识，不出家门，就能游览到祖国的大好河山；
14.我喜欢散步，一边走走，一边看看，既能看到景色，又能得到休息；
15.我喜欢逛街，每次跟妈妈去逛街，我总能得到不少的商品信息，也更加能够感到我们国家的大好形势；
16.我喜欢养小鸟，每次我养小鸟的时候，我的心情就特别高兴，我养的小鸟都好像认识我，能跟我对话似的。
（以上可以作为写自己业余生活的题材。）
篇18：2024年小升初作文指导：叙事文写作技巧
全文共 1202 字
+ 加入清单我们经常写记叙文了，不知道你有没有总结去技巧呢?下面是小编整理的叙事文写作技巧，欢迎阅读。
在会写记叙文之前我们首先要学会怎么去记叙好一件简单的事情
一、要交代清楚事情发生的地点、时间;要把事情的经过、因果写明白。一件事，总离不开时间、地点、人物、事件、原因、结果等六个方面的内容，因此，只有把这些方面写清楚了，才能使别人明白你写了一件什么事。
然而，交代这六个方面内容不应该呆板，要根据文章的需要灵活掌握。时间、地点也并不是非要直接点明不可的，有时候可以通过描述自然景物的特征及其变化，将它们间接表示出来。
如“鸡喔喔叫了起来”，就是指天将亮了;“西边的太阳就要落山了”，指的是傍晚，等等。
二、要把事情经过写具体，并做到重点突出。在记叙文六个方面的内容中，起因、经过和结果，是构成事情最主要的环节。为了把事情写得清楚、明白，在记叙中一定要写好事情的起因、经过和结果，特别要把事情的经过写具体，给人留下完整而深刻的印象。
三、记叙的条理要清晰。一件事都有发生、发展和结果的过程，按照事情发展的顺序记叙，文章的条理就会清楚明白。
确定记叙的顺序以后，还要安排好段落层次。适当地分段，可以使文章眉目清楚。要做到记叙的条理分明，必须在动笔之前，仔细地想一想，文章应该先写什么，再写什么，然后写什么，把记叙的轮廓整理出来。
在写记叙文的时候，我们要有条理性，先要想好先写什么，后写什么，安排好记叙的顺序，不然就会头绪杂乱，条理不清。那么我们要怎么写才能让文章条理清楚呢
一、运用顺叙。
顺叙，是按照事物发生、发展的先后次序进行叙述。这样写，可以将事物的发展过程，有头有尾地叙述出来，来龙去脉，十分清楚。运用顺叙写成的文章，它的层次、段落和事物发生、发展的过程是基本一致的。
顺叙有以时间为顺序的，有以事物发展规律为顺序的，也有以空间变换为顺序的。在叙事性的文章中，大多是以时间为顺序和以事物发展规律为顺序的。
按时间顺序进行叙述时，必须严格地安排好顺序，写清楚叙述的时间。现实生活中任何事情都不会突然发生，它总有一个发生、发展的过程。因此，作者常常要根据事情发生、发展、高潮、结局这一事情发展的规律来进行叙述，文章的层次也是清楚、明了的。
当然，有的文章事情比较简单，因而不一定非要写出事情过程的四个层次(发生、发展、高潮、结局)。
二、运用倒叙。
倒叙，就是把事件的结局或某个最突出的片断提在前面叙述，然后再从事件的开头进行叙述。
需要指出的是，运用倒叙的写法，必须注意交代清楚倒叙的起讫点，顺叙和倒叙的转换处要有明显的界限、必要的文字过渡。这些地方处理不好，会使文章脉络不清，头绪不明，影响内容的表达。
三、运用插叙。
插叙是指在叙述中心事件的过程中，由于某种需要暂时中断叙述的线索而插入的关于另一件事情的叙述。
需要指出的是，在运用插叙时不能打乱原来的叙述线索，要注意与上下文的衔接。这样，文章的结构不仅富有变化，而且叙述事情的条理非常清楚。
篇19：写作指导
全文共 1615 字
+ 加入清单为了帮助考生打开思路，前几年江苏卷的命题者们常常要在题目前加上一段提示语，但提示语也是个双刃剑，提示语框死了或是提示得不周密，反而弄巧成拙。有人因提示语而打开了思路，有人也因提示语而误入歧途。
今年的高考作文的命题者打破常规，没有费尽心思拟什么提示语，而是在文题前提供了三则材料，这三则材料很有代表性，有中有外，有古有今;既有家庭人伦的忧与爱，也有国家民族的忧与爱，更有广泛意义上的忧与爱，给了考生诸多提示与启发。这种材料加命题的方式不知是不是将来转为材料作文的一个过渡，反正江苏的命题模式也应该有所改变，总是命题作文，命题者也会有江郎才尽的一天的。
文题与现实生活紧密联系，能引发考生对“忧”与“爱”的深层次的思考，而且这种关系型的作文题更有利于考查学生辩证思维的能力。“忧”或“爱”的对象是什么?应该是同一的。忧是一种社会责任，历史使命，有了责任感和使命感，对生活、家庭、社会就会充满爱。“忧”中要有“爱”，“爱”中又要有“忧”，忧国与爱国，要写出忧与爱的逻辑联系，先有忧后有爱，爱从忧中来。这是对学子们水平与智慧以及人性与品德的综合大考验，任何一个方面的肤浅与缺失，都或多或少影响着精彩作品的诞生。
同时，文题的发散性又很强，既可写小忧小爱，对亲人、对同胞，体现亲人、同学、师生、邻里之间的关心和爱护，对生命个体的忧与爱，也可写大忧大爱，写对祖国、对民族命运忧与爱，不同层次的考生也都有话可说。人们常说“居安思危”，实际上就含有“忧与爱”的意思，有了忧患意识，忧患的最终是为了爱，这样文章选材比较广阔，自然就会有深度。
在文体的选择上还是比较公平的，考生无论选择哪种文体都可成文。写记叙文，你可以叙写生活中的点滴片断;写议论文，你可以纵论“忧”与“爱”的内在联系和辩证关系。无论是写记叙文，还是写议论文，都要扣住两点写，如果阅卷老师能从你的文章中感觉到你的“忧”是因爱而生的，而你的“爱”又因为“忧”而显得更加浓烈，那你的文章就一定能获得高分!
金陵中学特级教师、语文教学专家喻旭初认为，这个题目也对中小学的教学有一些启示。他认为，在教学中要引导学生热爱生活，观察、了解生活，引导学生理性地思考生活，增强公民意识。喻旭初认为，现在社会欠缺公民意识，对很多事情都麻木了。而有了忧患意识，就会发现问题，思考问题，解决问题，这样也会促进生活中一些不良现象的改变。
南京一中特级教师孙芳铭如果考生在考场上不是胡编乱造，不是像往年一样靠引用古人、死人过日子的话，好好去写这个题目，写作过程就会是一次灵魂的洗涤。据我了解，今年考生中很多都是从大的方面来写，写忧国忧民的不少;也有一部分从小的方面来写，写忧父母，比如忧父母年龄大、责任重等，我觉得这些都可以写。但是这样写很可能写出来的就是“大路货”。考生写自己有真切体验的“忧与爱”会更好。例如一高二的学生作文《吃饭》，写的是他爸爸在一个大饭店请人吃饭，结果人一个也没来，他爸爸就打电话给他爷爷奶奶，谁知爷爷奶奶开心地一路跟别人说。直到回家后还在讲儿子今天请我吃饭。结果小作者看到爸爸回家后痛哭流涕，感触很深。这种文章就很好。如果考生能够从自己的实际情况出发，写一点真切的体验，就能写出动人的文章来。
中国写作学会副会长尉天骄认为这个题目很多学生都有话说，写得好却不太容易。因为很多学生很容易走到套路上，拿屈原、文天祥等等来举例。这个题目要写好，怎么写呢?比如抓住孟郊的诗，是母亲对儿子的爱，可以反过来写儿子对母亲的爱;也可以取自己熟悉的入手，比如农村学生可以写河流的污染、土地的减少，比如“我为什么忧患河流污染呢?因为我太爱我门前这条小河了。这是我从小长大的地方，所以看到河流污染忧心忡忡。”城市学生可以写因为居住环境的变化而引起的亲情淡化。但很多学生想不到这些，容易写到套路上。我还担心一个问题，这个题目可能有的学生会把忧和爱写分离了。只写爱不写忧、只写忧不写爱，或者将两者写脱离了都是属于跑题了。
篇20：写作指导
全文共 369 字
+ 加入清单材料中的故事出自希腊的《伊索寓言》，故事告诉人们：聪明的人应当事先考虑清楚事情的结果，然后才去做。不过，作为题意材料作文的素材，这道作文题又是很具开放性的，考生对材料理解的每一个侧面、每一个角度都可以看作一个话题，都可以构思作文，因而能让每位考生都有话可说，有事可写，有情可抒，有理可议。如果从公山羊的角度写，可以总结教训，谈“三思而后行”，谈“主见与轻信”，甚至可以谈“凡事预则立，不预则废”;如果从狐狸的角度写，可以获得启示，谈“困境中求生存”，谈“急中生智”，谈“借的智慧”;如果结合狐狸与公山羊来写，可以运用对比手法，谈谈“聪明与糊涂”或“合作”问题，等等。
由于材料中提到“公山羊指责狐狸不信守诺言”的事，考生很可能大谈“诚信”问题，然后搬出2001年高考的优秀作文来，走进宿构的误区，陷入抄袭的泥淖，以致“下笔千言，离题万里”。