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英语电子邮件写作【20篇】

如何用英语来介绍活动的现场请款呢?下面是英语电子邮件写作,欢迎参考阅读!

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2024考研英语高分作文写作方法

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对于作文这一部分来说,大家应该首先了解不同文章的特点和规律,下面是小编整理的2017考研英语高分作文写作方法,欢迎阅读。

一、了解意图,抓住精髓

近年来的大作文非常玄妙,值得细品。首先,很可能大作文正在经历由时事向哲理过渡的重大变革,这在2001年、2002年、2004年、2007年、2009和2010年真题上表现得最为明显。其次,出题人将尽量用图画来表达意图,而不借助或少借助图中或图旁的文字,这样意义表达的会更深刻,对考生的思考力和判断力的要求也就更高。第三,图画的含义深刻,可以接受的解释也较多,但要想取得高分,必须紧扣图画,把握住其中的精髓,最深刻地表达其核心的意义。

二、扣紧主题

写大作文时切记要扣紧主题,切不可离题太远,导致最后回不来或时间不够写不完。另外,各部分之间的比例应适当,第一段不要太长。与主题相关的关键词语一定要用对,否则会影响分数。

三、看清要求

有的同学一看到写“网络”,就立即联想到这方面最火爆的话题“网络成瘾”,将主题确定为此。有的同学干脆将之转变为自己看到过的文章——“网络的利与弊”。这些都是不正确的做法。写大作文时,首先要减少语言的错误,提高语言的准确性。语言错误有许多种,有的是小错误,甚至可以忽略不计,而有些是大错误,是让老师看到后不得不扣分的错误。另一方面就是增加闪光点,除了结构清晰外,闪光点主要指好的词、词组或句型,一是使用恰当,二是要有变换。上述这两点都不容易,而结合起来就更难了。如果文章分为三段,那么起始段、结尾段和中间段落的开始部分是非常关键的。对于背诵的好词、词组和句型,一定要和具体的行文联系起来,融入到文章中去,不仅要用对,还要用好,避免给人突兀的感觉。

四、避免投机取巧

近年来,有些考生有投机的心理,结果却很惨烈。有的考生准备了万能模板,直接往上套,这样的效果并不好。正如有的较为激进的阅卷老师所说,这些考生是想通过不诚实的手段得到不属于他的东西,这样的人应该得到惩罚。实际上这些考生中有的水平还不错,如果坚持依靠自己,咬紧牙关奋力拼搏的话,结果会是不错的。

综上所述,对于作文这一部分来说,大家应该首先了解不同文章的特点和规律,而后用心地学习范文并进行模仿,然后练习全文写作并请老师批改再细细揣摩。相信通过这样的过程,大家的写作一定会有长足的进步。

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篇1:高考英语写作基础知识

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良好的开端等于成功的一半,下面是小编整理的高考英语写作基础知识,欢迎阅读。

一. 开头用语:

良好的开端等于成功的一半.在写作文时,通常以最简单也最常用的方式---开门见山法。也就是说, 直截了当地提出你对这个问题的看法或要求,点出文章的中心思想。

1.议论文:

A. Just as every coin has two sides, cars have both advantages and disadvantages.

B. Compared to/ In comparison with letters, e-mails are more convenient.

C. When it comes to computers, some people think they have brought us a lot of convenience. However,...

D. Opinions are divided on(关于) the advantages and disadvantages of living in the city and in the countryside.

E. As is known to all/ As we all know, computers have played an important role/part in our daily life.

F. Why do you go to university? Different people have different points of view.

2. 书信:

A. I am writing to you to apply for admission to your university as a visiting scholar.

B. I read an advertisement in today’s China Daily and I apply for the job...

C. Thank you for your letter of May 5.

D. How happy I am to receive your letter of January 9.

E. How nice to hear from you again!

3. 口头通知或介绍情况:

A. Ladies and gentlemen, May I have your attention, please? I have an announcement to make.

(词典例子:Can I have your attention please?请注意听我讲话好吗?)

B. Attention, please. I have something important to tell you.

C. Mr. Green, Welcome to our school. To begin with, let me introduce Mr. Wang to you.

4. 演讲稿:

A. Ladies and gentlemen, I feel very much honored to have a chance here to make a speech on the subject -- A Balanced Diet and Health.

(词典解释:be/feel honoured to do sth=feel proud and happy做某事感到荣幸

例子:I was honoured to have been mentioned in his speech. 他在讲话中提到了我,真是荣幸。)

B. Good morning everyone! Allow me, first of all, on behalf of all present here, to extend our warm welcome and cordial greeting to our distinguished guest.

(词典解释:extend=to offer or give sth to sb 提供;给予

例子:I’m sure you will join me in extending a very warm welcome to our visitors. 我肯定你们会同我一起向来访者表示热烈的欢迎。)

(词典解释:allow me=used to offer help politely (礼貌地表示主动帮忙)让我来

二.并列用语:

as well as, not only…but (also), including,

A. Not only do computers play an important part in science and technology, but also play an informative role in our daily life.

B. All of us, including the teachers / the teachers included, will attend the lecture.

C. He speaks French as well as English.=He speaks English, and French as well.=He speaks not only English but also French.

D. E-mail, as well as telephones, is playing an important part in daily communication.

三.对比用语:

on the one hand---, on the other hand---, on the contrary/contrary to ..., though, for one thing, for another; nevertheless

A. I know the Internet can only be used at home or in the office, but on the other hand, it is becoming more and more popular for much information as well as clear and vivid pictures.

B. It is hard work; I enjoy it, though.

C. Contrary to what I had originally thought, the trip turned out to be fun.

(词典:contray to sth 与之相异的,相对的,相反的

Contrary to popular belief, many cats dislike milk. 与普通的想法相反,许多猫并不喜欢牛奶。)

四. 递进用语:

even, besides, what’s more, as for, so…that…, worse still, moreover, furthermore; but for, in addition, to make matters worse

A. The house is too small for a family of four, and furthermore/besides/what’s more/moreover /in addition/worse still , it is in a bad location.

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篇2:英语写作素材积累:诚信的英语名言

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俗话又说:一言既出,驷马难追。诚信是立足之道,为人之本。下面请看语文迷为大家整理的关于诚信的英语名言,希望对你有帮助。

believes really is to link the intelligent bridge up , to be expert in the people who cheats , to arrive at forever the bridge another one holds without end. The sincere message, is one strands of Qing Quan诚信是沟通心灵的桥梁,善于欺骗的人,永远到不了桥的另一端。

Heres the rule for bargains "Do other men, for they would do you." Thats the true precept.Charles Dickens. British novelist这里有一条交易法则:“欺骗他人,因为他们也欺骗你。”这是真正的经商之道。英国小说家 狄更斯 C

it will wash away Augean stable cheating , lets everyone the world corner be flowing cleanly.诚信,是一股清泉,它将洗去欺诈的肮脏,让世界的每一个角落都流淌着洁净。

Economy the poor mans mints; extravagance the rich mans pitfall.Martin Tupper. American economist.节约是穷人的造币厂,浪费是富人的陷阱。美国经济学家 塔珀 .M。

the sincere message is the most beautiful overcoat of person , is an intelligent the holiest and purest fresh flower.诚信是人最美丽的外套,是心灵最圣洁的鲜花。

the sincere message is your no humble price shoes , traverses the length and breadth of a journey filled with numerous difficulties and dangers, mass cantrespondtoeternalinvariable.诚信是你价格不菲的鞋子,踏遍千山万水,质量也应永恒不变。

Did you ever expect a corporation to have a conscience, when it has no soul to damned, and no body to be kicked?Edward Thurlow, British Lawyer公司既没有灵魂可以被诅咒,又没有躯体可以被踢翻,难道你指望它有什么良心吗?英国律师 瑟洛杉矶 .E.

If Enterprise is afoot, wealth accumulates whatever may be happening to Thrift; and if Enterprise is asleep, wealth decays, whatever Thrift may be doing.John Maynard keynes British economist如果企业在进展,不论节俭不节俭,财富也在衰落。国经济学家 凯恩斯 .J.M.

the sincere message is a road, with the fact that pioneers step extends; The sincere message is wisdom , seeks rope accumulation with having a wide knowledge of a scholars; The sincere message is successful , persons going all out approaches with advancing bravely; The sincere message is the wealth seed , is therefore likely to find the key opening a state treasury as long as your sincere desire moves downwards kind.诚信是道路,随着开拓者的脚步延伸;诚信是智慧,随着博学者的求索积累;诚信是成功,随着奋进者的拼搏临近;诚信是财富的种子,只要你诚心种下,就能找到打开金库的钥匙。

sincere message resembles a mirror , break in a single day, crack will appear over your personality.诚信像一面镜子,一旦打破,你的人格就会出现裂痕。

is sincere for message glorious , breaking faith disgraceful. That诚信为荣,失信可耻。

Busineunderlies everything in our national life, including our spiritual life, Witnethe fact that in the Lords prayer the first petition is for daily bread, No one can worship God or love his neighbor on an empty stoach.Woodrow Wilson. American President生活包括精神生活的基矗不容置疑的事实是,在主祷文中向上帝祈求的第一件事是让我们天天有面包。没有人能饿着肚子敬奉上帝或热爱他的邻居。 美国总统 威尔逊 W.

the sincere message is foundation of conducting self , base of starting ones career.诚信是做人之根本,立业之基。

establishes up sincere message campus , sets up up sincere message style of study , becomes the sincere message student.创起诚信校园,树起诚信学风,成为诚信学子。

诚信的英语作文

What is integrity? Integrity is a good quality of being honest. It is a fine virtue for everyone. A man of integrity is loved by all. Without integrity, he will lose the best friend.

Integrity is especially important for students. We should finish our homework independently. We must return books when it is due. We should listen to the teacher carefully no matter what kind of lesson it is. If we promise to do something, we should try our best to do it well.

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篇3:高考英语写作指导策略之探究的论文

全文共 2168 字

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论文摘要】在高考英语试题中,写作是有效提高学生整体成绩的重要手段,写作是目的也是为了测试学生直接运用英语表达的能力而设置的,因此通常都会放在试卷的最后面作为压轴题出现。在高考英语写作要求中,明确提出要让考生运用所学知识进行书写,能组词成句、组句成文,语句符合英语语法和习惯。在写出的书面材料中,要求达到:切中题意,文理通顺,语言准确,得当。那么,怎样才能在高考英语写作中出类拔萃呢?这正是本文要探讨的内容。

一、有的放矢,了解高考英语写作要点

要对高考英语写作的题型及内容有所了解,才能把握好高考英语写作的考点,在此基础上才能找到行之有效的对策及方法。纵观近几年各省高考英语试题中,写作测试的命题思路,有一种从指导性写作逐步向半开放式写作过渡的趋势。半开放式写作,具体地说,就是给考生们提供一定的材料(包括图、文或图文结合)然后要求学生根据材料来进行书面表达,这样的考题形式,既限制了考生随心所欲的思维,又给予考生适当的发挥空间。这种命题方式能较好地考查考生的语言组织能力、书面表达能力以及思维能力。而在文体方面,记叙文、议论文、应用文及书信为最常见的写作题材。因此,我们可以做一个形象的比喻,写文章就像工厂里制造一台机器那样,首先要确定机器由几部分组成,然后对这几部分分别细化,形成初步的设计图;再根据要求对初步的设计图进行完善、补充、修改,随之形成最终的设计图;然后我们再按照图纸的设计,使用我们所掌握的零件去制造出机器;同样的道理,学生写作时可参照以下模式:

1.理解话题:学生在动笔前必须对指定的话题进行反复细读,认真思考,理解其真正的含义,了解出题者的意图,这是进行写作的第一步;

2.明确文体,确定人称时态:这一阶段的判断中,主要强调近十年高考最常见的两种文体:(1)说明文:必须按照事物的原貌加以说明、介绍、解释,常采用一般现在时,被动语态也常使用;(2)记叙文:通常采用第一人称,描述本人的经历或耳闻目睹之事;或用第三人称讲述他人的事情,如果是过去的事情,要用过去时。

3.初拟提纲,再理解话题:明确文体的基础上,草拟写作提纲;提纲是文章的骨架,可以是一句活,也可以是一个词组,由于考试时间所限,提纲内容不必面面俱到,但必须体现文章的整体结构和思路;目前绝大部分高中学生在英语写作时,还习惯于使用母语进行构思,然后将构思好的中文内容翻译成英文,这种情况是正常的;关键在于翻译过程中的语言表达必须符合英语语言的表达习惯

4.开始写作:提纲完成后,应根据提纲充实内容,如果说提纲是骨架的话,那么这时你必须将骨架填充血肉;具体的说就是要扩展要点,连词成句,适当地变换句型,组句谋篇成文;注意应简明扼要,层次分明、用词准确、语法概念清楚,使文章更具说服力,然后在写作完成后,还要对文章进行快速的检查,减少单词的拼写错误和句子表达的错误。

二、高考英语写作指导的具体策略

根据以上对历年高考英语写作试题的分析,我们可以从以下三个方面去指导学生进行写作:

1.细读材料,认真审题

仔细阅读书面表达题所给材料的全部内容,准确理解题目要求。需要认真审查的内容有:(1)文章的开头和结尾是否已给出;(2)用第几人称写作,书面表达要求中会明确指出使用第一人称还是第三人称;(3)提供的情景是图画、图表,还是提纲,如果是连环画,要注意故事情节的连贯性,确定合理的情节发展;(4)是否提供参考词汇,如果提供有参考词汇,写作中最好要用到;(5)采用什么文体,如果是议论文,要有论点、论据和结论三部分。如果是应用文,要注意其格式。如果是记叙文,要抓住六个要素:时间、地点、人物、事件、事情起因、事情的发展与结果。

2.恰当选择词语和句式

认真审题后,就可以列提纲了,将重点单词、短语、句型写在提纲里,关于选词切忌使用生僻词语,要求做到用词准确、得体、达意。选择句式时,尽量使用多种句式,如强调句、倒装句、各种名词性从句、定语从句、状语从句和固定句型等,长句和短句视情况交错使用,这样可以提高文章的档次,使文章生辉。

选词大多是在一组同义词或近义词之间进行。例如,我们要表达“好”这个意思,一般来说,大家会马上想起“good”,因为口语中我们经常说agoodfriend、goodluck、agoodpicture等。但是,在不同的短语中,可以选择不同的英语单词使表达更加准确、生动、形象。

3.多背常识性语句,扩大知识面

语言是有规律的,不同体裁的书面表达都有其常识性语句。如果同学们平时有大量的语句积累,在写作时就能把积累的东西调动起来。这些常识性语句既可增加文章的连贯性、逻辑性和可读性,同时还能提供地道的表达方式。写人物介绍时,应着重写人物的姓名、性别、年龄、职业、身高、健康状况、业余爱好、工作态度、与人相处和社会评价等语句。例如:lipingisagoodteacher,whoisthirtyyearsold.heis175centimetrestallandheishealthy.等。

【参考文献】

[1]韩金龙,秦秀白.体裁分析与体裁教学法.[j].外语界2000(1)

[2]韩金龙.英语写作教学:过程体裁教学法.[j].外语界.2001(4)

[3]何星.“过程写作法”较之“结果写作法”在高中英语写作教学中的

有效性研究.[d]华东师大专业硕士学位论文.2007

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篇4:初中英语写作常用谚语

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Let‘s cross the bridge when we come to it.船到桥头自然直。下面是小编为你带来的初中英语写作常用谚语,欢迎阅读。

1. All roads lead to Rome.

条条大路通罗马。

2. Well begun is half done.

好的开端是成功的一半。

3. East, west, home is best.

金窝、银窝,不如自己的草窝。

4. First think, then act.

三思而后行。

5. It is never too late to mend.

亡羊补牢,犹为未晚。

6. Time is money.

时间就是金钱。

7. A friend in need is a friend indeed.

患难见真交。

8. Great hopes make great man.

远大的希望,造就伟大的人物。

9. Where there is a will, there is a way.

有志者,事竟成。

10. Stick to it, and you‘ll succeed.

只要人有恒,万事都能成。

11. Early to bed and early to rise makes a man healthy, wealthy, and wise.

早睡早起,富裕、聪明、身体好。

12. A good medicine tastes bitter.

良药苦口。

13. It is good to learn at another man‘s cost.

前车之鉴。

14. Let‘s cross the bridge when we come to it.

船到桥头自然直。

15. No pains, no gains.

不劳则无获。

16. Nothing is difficult to the man who will try.

世上无难事,只要肯登攀。

17. Where there is life, there is hope.

生命不息,希望常在。

18. An idle youth, a needy age.

少壮不努力,老大徒伤悲。

19. A plant may produce new flowers; man is young but once.

花有重开日,人无再少年。

20. God helps those who help themselves.

自助者,天助之。

21. All work and no play makes Jack a dull boy.

只工作,不玩耍,聪明孩子也变傻。

22. Diligence is the mother of success.

勤奋是成功之母。

23. Truth is the daughter of time.

时间见真理。

24. No man is wise at all times.

智者千虑,必有一失。

25. Never put off till tomorrow what you can do today.

今天能做的事绝不要拖到明天。

26. Kill two birds with one stone.

一石双鸟。

27. Easier said than done.

说起来容易做起来难。

28. Genius is one percent inspiration and 99 percent perspiration.

天才一分来自灵感,九十九分来自勤奋。

29. He who laughs last laughs best.

谁笑在最后,谁笑得最好。

30. He who has health has hope, and he who has hope has everything.

身体健壮就有希望,有了希望就有了一切。

31. No man is born wise or learned.

人非生而知之。

32. Action speak louder than words.

事实胜于雄辩。

33. Courage and resolution are the spirit and soul of virtue.

勇敢和坚决是美德的灵魂。

34. There is no smoke without fire.

无风不起浪。

35. Many hands make light work.

人多好办事。

36. Reading makes a full man.

读书长见识。

37. Wisdom in the mind is better than money in the hand.

胸中有知识,胜于手中有金钱。

38. Seeing is believing.

百闻不如一见。

39. Money is a good servant but a bad master.

要做金钱的主人,莫作金钱的奴隶。

40. It‘s hard sailing when there is no wind.

无风难驶船。

41. The path to glory is always rugged.

通向光荣的道路常常是崎岖的。

42. Living without an aim is like sailing without a compass.

没有目标的生活如同没有罗盘的航行。

43. Quality matters more than quantity.

质重于量。

44. The on-looker sees most of the game.

旁观者清。

45. Joys shared with others are more enjoyed.

与众同乐,其乐更乐。

46. Happiness takes no account of time.

欢乐不觉日子长。

47. Time and tide waits for no man.

岁月不等人。

48. If you want knowledge, you must toil for it.

若要求知,必须刻苦。

49. Learn to walk before you run.

循序渐进。

50. From words to deeds is a great space.

言行之间,大有距离。

51. Skill and confidence are an unconquered army.

技能和信心是无敌的军队。

52. Habit is a second nature.

习惯成自然。

53. Two heads are better than one.

三个臭皮匠顶个诸葛亮。

54. Nothing is impossible to a willing mind.

世上无难事,只怕有心人。

55. You can‘t make something out of nothing.

巧妇难为无米之炊。

56. Nothing for nothing.

不费力气,一无所得。

57. He who makes no mistakes makes nothing.

不犯错误者一事无成。

58. Nothing seek, nothing find.

无所求则无所获。

59. A little of every thing is nothing in the main.

每事浅尝辄止,事事都告无成。

60. A great ship asks deep waters.

大船要走深水。

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篇5:优秀英语作文写作指导:六级写作高分七大技巧

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不管做什么是,找对技巧很重要。下面语文迷网整理了英语六级的写作技巧,供大家阅读参考。

一、 长短句原则。

工作还得一张一弛呢,老让读者读长句,累死人!写一个短小精辟的句子,相反,却可以起到画龙点睛的作用。而且如果我们把短句放在段首或者段末,也可以揭示主题:As a creature, I eat; as a man, I read. Although one action is to meet the primary need of my body and the other is to satisfy the intellectual need of mind, they are in a way quite similar. 如此可见,长短句结合,抑扬顿挫,岂不爽哉?牢记!

强烈建议:在文章第一段(开头)用一长一短,且先长后短;在文章主体部分,要先用一个短句解释主要意思,然后在阐述几个要点的时候采用先短后长的句群形式,定会让主体部分妙笔生辉!文章结尾一般用一长一短就可以了。

二、 主题句原则。

国有其君,家有其主,文章也要有其主。否则会给人造成“群龙无首”之感!相信各位读过一些破烂文学,故意把主体隐藏在文章之内,结果造成我们稀里糊涂!不知所云!所以奉劝各位一定要写一个主题句,放在文章的开头(保险型)或者结尾,让读者一目了然,必会平安无事!

特别提示:隐藏主体句可是要冒险的!To begin with, you must work hard at your lessons and be fully prepared before the exam(主题句). Without sufficient preparation, you can hardly expect to answer all the questions correctly.

三、 一 二 三原则。

领导讲话总是第一部分、第一点、第二点、第三点、第二部分、第一点… 如此罗嗦。可毕竟还是条理清楚。考官们看文章也必然要通过这些关键性的“标签”来判定你的文章是否结构清楚,条理自然。破解方法很简单,只要把下面任何一组的词汇加入到你的几个要点前就清楚了。

1)first, second, third, last(不推荐,原因:俗)

2)firstly, secondly, thirdly, finally(不推荐,原因:俗)

3)the first, the second, the third, the last(不推荐,原因:俗)

4)in the first place, in the second place, in the third place, lastly(不推荐,原因:俗)

5)to begin with, then, furthermore, finally(强烈推荐)

6)to start with, next, in addition, finally(强烈推荐)

7)first and foremost, besides, last but not least(强烈推荐)

8)most important of all, moreover, finally

9)on the one hand, on the other hand(适用于两点的情况)

10)for one thing, for another thing(适用于两点的情况)

建议:不仅仅在写作中注意,平时说话的时候也应该条理清楚!

四、短语优先原则。

写作时,尤其是在考试时,如果使用短语,有两个好处:其一、用短语会使文章增加亮点,如果老师们看到你的文章太简单,看不到一个自己不认识的短语,必然会看你低一等。相反,如果发现亮点—精彩的短语,那么你的文章定会得高分了。

其二、关键时刻思维短路,只有凑字数,怎么办?用短语是一个办法!比如:I cannot bear it. 可以用短语表达:I cannot put up with it. I want it. 可以用短语表达:I am looking forward to it. 这样字数明显增加,表达也更准确。

五、多实少虚原则

原因很简单,写文章还是应该写一些实际的东西,不要空话连篇。这就要求一定要多用实词,少用虚词。我这里所说的虚词就是指那些比较大的词。

比如我们说一个很好的时候,不应该之说nice这样空洞的词,应该使用一些诸如generous, humorous, interesting, smart, gentle, warm-hearted, hospitable 之类的形象词。

再比如: 走出房间,general的词是:walk out of the room 但是小偷走出房间应该说:slip out of the room 小姐走出房间应该说:sail out of the room 小孩走出房间应该说:dance out of the room 老人走出房间应该说:stagger out of the room 所以多用实词,少用虚词,文章将会大放异彩!

六、 多变句式原则。

1)加法(串联)都希望写下很长的句子,像个老外似的,可就是怕写错,怎么办,最保险的写长句的方法就是这些,可以在任何句子之间加and, 但最好是前后的句子又先后关系或者并列关系。比如说:I enjoy music and he is fond of playing guitar. 如果是二者并列的,我们可以用一个超级句式:Not only the fur coat is soft, but it is also warm. 其它的短语可以用:besides, furthermore, likewise, moreover

2)转折(拐弯抹角)批评某人缺点的时候,我们总习惯先拐弯抹角说说他的优点,然后转入正题,再说缺点,这种方式虽然阴险了点,可毕竟还比较容易让人接受。所以呢,我们说话的时候,只要在要点之前先来点废话,注意二者之间用个专这次就够了。The car was quite old, yet it was in excellent condition. The coat was thin, but it was warm. 更多的短语:despite that, still, however, nevertheless, in spite of, despite, notwithstanding

3)因果(so, so, so)昨天在街上我看到了一个女孩,然后我主动搭讪,然后我们去咖啡厅,然后我们认识了,然后我们成为了朋友…可见,讲故事的时候我们总要追求先后顺序,先什么,后什么,所以然后这个词就变得很常见了。其实这个词表示的是先后或因果关系!The snow began to fall, so we went home. 更多短语:then, therefore, consequently, accordingly, hence, as a result, for this reason, so that

4)失衡句(头重脚轻,或者头轻脚重)有些人脑袋大,身体小,或者有些人脑袋小,身体大,虽然我们不希望长成这个样子,可如果真的是这样了,也就必然会吸引别人的注意力。文章中如果出现这样的句子,就更会让考官看到你的句子与众不同。其实就是主语从句,表语从句,宾语从句的变形。举例:This is what I can do. Whether he can go with us or not is not sure. 同样主语、宾语、表语可以改成如下的复杂成分:When to go, Why he goes away…

5)附加(多此一举)如果有了老婆,总会遇到这样的情况,当你再讲某个人的时候,她会插一句说,我昨天见过他;或者说,就是某某某,如果把老婆的话插入到我们的话里面,那就是定语从句和同位语从句或者是插入语。The man whom you met yesterday is a friend of mine. I don’t enjoy that book you are reading. Mr liu, our oral English teacher, is easy-going. 其实很简单,同位语--要解释的东西删除后不影响整个句子的构成;定语从句—借用之前的关键词并且用其重新组成一个句子插入其中,但是whom or that 关键词必须要紧跟在先行词之前。

6)排比(排山倒海句)文学作品中最吸引人的地方莫过于此,如果非要让你的文章更加精彩的话,那么我希望你引用一个个的排比句,一个个得对偶句,一个个的不定式,一个个地词,一个个的短语,如此表达将会使文章有排山倒海之势!Whether your tastes are modern or traditional, sophisticated or simple, there is plenty in London for you. Nowadays, energy can be obtained through various sources such as oil, coal, natural gas, solar heat, the wind and ocean tides. We have got to study hard, to enlarge our scope of knowledge, to realize our potentials and to pay for our life. (气势恢宏) 要想写出如此气势恢宏的句子非用排比不可!

七、挑战极限原则。

既然十挑战极限,必然是比较难的,但是并非不可攀!原理:在学生的文章中,很少发现诸如独立主格的句子,其实也很简单,只要花上5分钟的时间看看就可以领会,它就是分词的一种特殊形式,分词要求主语一致,而独立主格则不然。比如:The weather being fine, a large number of people went to climb the Western Hills. Africa is the second largest continent, its size being about three times that of China. 如果你可以写出这样的句子,不得高分才怪!

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篇6:英语写作基础教程课件

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教学课件是辅助教学的多媒体教具,是现代教育技术发展的产物,具有很强的时代特点,也是教育现代化的标志之一。下面是小编整理的英语写作基础教程课件,希望对你有帮助。

一、课程教学目标

本课程为高等学校英语专业课程体系中一门英语专业知识课程,属专业必修课性质。通过本课程的教学,使学生能正确理解和掌握英语写作的基础知识和技巧,例如词汇的恰当用法、英语成分与各类型结构的多样化运用等,并能按照不同要求正确书写便条、信函和通知等应用文,缩写课文内容,组织提纲并根据提纲书写短文(150单词左右),正确使用标点符号。

二、先修课的要求

本课程面向英语专业一年级学生,学生应具备基本英语写作能力,达到英语专业入学时的各项要求。

三、教学环节、内容及学时分配

Unit 1:正确用词

【学时】3

课堂讲授学时:2

其他教学学时:1

【教学目的和要求】

通过举例及练习提升学生对词汇的敏感度,学会如何正确运用词汇;写便条。

【本章重点及难点】

辨析词汇不同侧面的意义,如:denotative & connotative meanings; affective & collocative meanings.

【教学内容】

1. Denotation and connotation

2. Attitude and collocation

3. False friends

4. Subject-verb agreement

5. Note-writing

5. Follow-up exercises

Unit 2:恰当用词

【学时】3

课堂讲授学时:2

其他教学学时:1

【教学目的和要求】

学会鉴别不同文体,即正式、常用、口语和俚语,并根据不同文体使用恰当的词汇;写较为正式的便条。

【本章重点及难点】

避免中式英语

【教学内容】

1.Various styles in English

2. Chinglish

3. Writing notes to older people, strangers and business clients

5. Follow-up exercises

Unit 3:简洁精确用词

【学时】3

课堂讲授学时:2

其他教学学时:1

【教学目的和要求】

纠正学生习作中常见的冗余用词,帮助学生建立分类记忆词汇的习惯从而精确用词;写正式通知。

【本章重点及难点】

提高学生对词汇细微差别的敏感度,尤其是名、动、形容词,培养良好的词汇学习的习惯。

【教学内容】

1. Conciseness

2. Preciseness

3. Effectiveness

4. Modifiers and related problems

5. Informal notice

Unit 4:基本句型

【学时】 3

课堂讲授学时:2

其他教学学时:1

【教学目的和要求】

通过例句比较,使学生理解并学会选择恰当的词汇作主语,避免动词的名词化倾向;明确主语通常的位置及主语后置时的影响;总结何种情况下使用主动语态或被动语态的原则;归纳一般现在时的较特殊用法及单句中时态的匹配;掌握虚拟语气的常见用法;学写正式通知。

【本章重点难点】

构建最基本句子框架;句中词序的变化对语意重心的影响。

【教学内容】

1. Subject and its position

2. Active voice & passive voice

3. Tense and sequence of tenses

5. Mood

6. Extended notice

7. Follow-up exercises

Unit 5:基本句型的扩展(一)

【学时】 3

课堂讲授学时:2

其他教学学时:1

【教学目的和要求】

使学生掌握扩展基本句型的方式之一:增添修饰成分,并会正确使用七种类型的修饰语;正确使用定语从句达到强调作用;为段落缩写。

【本章重点难点】

使用修饰语扩展句子,以及修饰语的顺序。

【教学内容】

1. Attributes

2. Relative clauses

3. Incomplete sentences

4. Word order

5. Precis for short paragragh

6. Follow-up exercises

Unit 6基本句型的扩展(二)

【学时】3

课堂讲授学时:2

其他教学学时:1

【教学目的和要求】

学会使用分词和独立主格结构来扩展句子;为较长篇章写缩写。

【本章重点难点】

复杂分词结构的使用;学会在两个或以上的动词中正确选择用作分词结构的动词;避免悬垂修饰语、连写句、连串句。

【教学内容】

1. Participles

2. Absolutes

3. Comma-split sentences

4. Fused sentences

5. Precis for longer articles

6. Follow-up exercises

Unit 7连接句子的方法之一:并列

【学时】3

课堂讲授学时:2

其他教学学时:1

【教学目的和要求】

了解并列在单词、词组、从句和句子这四个层面的使用;学会不同类型连接词的用法;掌握并列句的具体用法和功能,以及更为复杂的并列句的使用,例如并列词的重复或缺失、用分号连接的并列句和有插入结构的并列句。

【本章重点难点】

如何正确应用并列句;错误的并列。

【教学内容】

1. Coordinate structures

2. Coordination at the sentence level

3. Functions of coordinate sentences

4. Advanced usages of coordinate sentences

5. Lack of unity & faulty parallelism

6. Follow-up exercises

Unit 8连接句子的方法之二:从属

【学时】3

课堂讲授学时:2

其他教学学时:1

【教学目的和要求】

辨析并列句与从属句在表达语意上的区别;正确使用名词性从句,定语从句和状语从句;理解从属句的两大功能;学写提纲。

【本章重点难点】

从属句的有效使用;从属句与并列句的选用原则。

【教学内容】

1.Subordination vs.coordination

2.Types of subordination

3.Functions of subordination

4.Effective use of subordination

5.Misplaced modifiers

6.Basic format of a short composition

7.Follow-up exercises

Unit 9句子多样化

【学时】3

课堂讲授学时:2

其他教学学时:1

【教学目的和要求】

使学生理解句子多样化的重要性,并从句子长度、句子结构、语意重心和句子开头这四个方面达到句子多样化的目的;正确使用倒装,避免逐字翻译;学写短文开头。

【本章重点难点】

达到句子多样化的方法;如何通过重新排序和特殊结构达到强调的目的。

【教学内容】

1. Ways to achieve sentence variety

2. Inversion & word-for-word translation

3. Introduction of a short paragraph

4. Follow-up exercises

Unit 10标点符号

【学时】3

课堂讲授学时:2

其他教学学时:1

【教学目的和要求】

理解常用标点符号的功能和用法;学写短文结尾。

【本章重点难点】

标点的用法;插入语的三种不同标点组合的区别。

【教学内容】

1.Functions of punctuation

2. How to end a sentence

3. How to join sentences of equal weight

4. How to punctuate within a sentence

5. The conclusion of a short composition

四、教学策略与方法建议

本课程采用课堂讲授和写作实践相结合的教学方式。课堂讲授使用多媒体教学,由教师讲解写作技巧引导学生发现使用规律,结合小组活动和个人训练等各种形式提高学生的写作学习热情。在课外布置适量的写作任务,及时操练和巩固所学的写作知识和写作技巧,加强对语言的实际运用能力。

五、教材与学习资源

本课程教材为邹申主编的《写作教程(第一册)》,上海:上海外语教育出版社,2005。

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篇7:英语高分写作指导

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一、注意审题

小作文的审题(即审读材料)很重要,决定着文章的成败。因为一个小作文的材料中,往往隐含了若干个写作要求,如不细心审读,抓不到这些隐含的要求,就很容易出现错误。例如:

一个孩子乘母亲不在,将家里的小闹钟拆了,母亲见后……

要求;根据上面的材料,展开想象,如果你是母亲,如何处置这个事情。请写出一个200字左右的处置过程。

这个小作文便隐含四个要求:(1)〝母亲见后〞,时间上必须要从母亲看见闹钟被拆之后写起;(2)〝如果你是母亲〞,行文中写作者必须是小孩的 母亲,必须以小孩子母亲的身份出现,不能这样写:〝如果我是这位母亲,我会这样处置……〞;(3)〝200字左右〞,字数限定在200字左右;(4)〝处 置过程〞,内容只能写处置的过程,而不能写结果和其他。

二、注意语言的简洁

这一点体现在两方面。其一,小作文字数一般是100┄300字,受篇幅限制,语言要求简洁明了。其二,如果是写应用文,则语言也一定要简洁,因为语言简洁是应用文写作的最基本要求。

三、力求结构完整

小作文是片断性作文,而非篇章。虽如此,但不能一味忽略结构的完整性。一篇小作文如果能够做到结构完整,则效果会更好。例如:

在你的身边有许多可亲可爱的事物,请你任选其中一种,以《我眼里的___________》为题写一篇200字左右的短文。

有位学生在叙写完一只小猫的伶俐乖巧后,篇末一句〝我非常喜爱我家的小猫〞独句成段,这样,既抒发了情感,又收束了全文,使短文结构完整,比那些一味描写小猫的文章要好得多了。

要做到结构完整,可运用以下的结构方式:前后照应式、篇末点题式、总分总式(包括总分式和分总式)等。

四、注意表达方式的运用

受文体的制约,一篇文章总以某种表达方式为主,同时兼用其他表达方式为主。小作文也应注意这一点。如江西省2002年中考语文小作文题为二选 一,(1)通过某一情景或场面,描写你最喜欢的色彩。(2)就你最喜欢的色彩,发表议论。无论选哪一题,或描写、或议论,总得以一种表达方式为主。但如果 能兼用其他表达方式,如兼用议论和抒情,表达自己对某种色彩的某中看法和喜爱之情,则能使短文大为增色。

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篇8:2024关于英语应用文写作技巧

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应用文是人们日常生活中广泛使用的文体。它最突出的特点是它的实际应用性,应用文包括很广,如书信、通知、日记、海报、便条、启事、请柬、电报、合同等。应用文的语言应使用规范语言,重在实用,力求朴实、准确、简洁。

一、书信

书信我们分为两部分:信封和内容。

1、信封的写法。

英语信封正面的左上角,写发信人的姓名和地址。在信封的正面中央偏左一点,写收信人的地址和姓名。

英语信封上的地点名称由小到大,视其长短可占二至五行不等。

寄信人只写姓名,不写头衔。但是,收信人一般都在名字前加上头衔,以示礼貌和尊敬。对于没有官衔和学衔的人士,通常在姓名前写上Mr., Mrs.,或Ms.。

信封的写法,一般来说,很少出现在中考英语的作文中。

2、内容。

英文信一般可以分为下列几个部分。

1)信端(Heading)即写信人的地址和发信日期。

2)收信人姓名地址

3)称呼

4)信的正文

5)结束语

6)签名

有的时候,出题者会让考生写e-mail。e-mail的写法和书信的写法基本一致。只不过少了书信在信封上的繁琐。

二、发言稿

发言稿要注意以下三点:

1、发言的地点

2、发言的对象

3、发言的内容。

三、通知

通知的正文一般都是写在"Notice"以词之下,一般来说不必写称呼语和结束语。出同时的单位名称可以写在notice之上,也可以写在正文的右下角。

正文一般采用文章式,有时为了醒目,也可采用广告式。广告式要力求简明扼要,一个句子可分几行。每行第一个字母一般要大写。

四、启事

启事是一种公告式的应用文。团体或个人如有什么事情要向大家公开说明或对公众有什么要求,可将要说的话写成启事,张贴在布告栏上或登在报刊上。启事一般无固定格式,要求简明扼要即可。

五、海报

海报是一种带有装饰性的宣传广告。有时配以绘画图案。内容以影讯、展览、演出信息、友谊赛等为主。为了尽可能使更多的人知道,海报往往贴在醒目之处。

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篇9:英语四级写作高分方法集锦

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【提要】英语四六级四级信息 : 20176月英语四级写作高分黄金句式【1】

▌列举法

列举法是四级写作中常用的方法,一般用first, second等一系列标志词引出原因或者可能的影响等。列举法常用的素材有:

引出列举

1. There may be a combination of factors which contribute to/are responsible for/can explain ______. 也许有一些因素造成/可以解释______。

2. There are probably three/many/several/a variety of reasons for this dramatic/significant increase/decline in ______.引起______显著增长/下降的原因有三个/许多/几个/很多。

3. Some reasons can explain this trend. 一些原因可以解释这一趋势。

4. Why ______ ?为什么______?

5. The causes of ______ are varied. They include______ , perhaps the main cause is ______. 造成______的原因有很多,包括______,主要原因可能是______。

6. The reason for this is not far to seek. 这一问题的原因不难发现。

7. It is no easy task to identify the reasons for this phenomenon which involves several complicated factors. 要找出这一现象的原因并非易事,因为它涉及若干复杂的因素。

8. There are numerous reasons why ______, and I would explore only a few of the most important ones here. ______的原因有很多,这里我只想探讨其中几个最重要的原因。

9. There are many reasons responsible for this phenomenon, and the following are the typical ones. 导致这种现象的原因有很多,以下是其中比较有代表性的。

10. There are many reasons explaining this case. As for me, I regard the following as the typical ones. 有很多原因可以解释该问题。就我而言,我认为以下原因比较典型。

11. A number of factors could account for/contribute to/lead to/result in the change of ______. 引起______变化的因素有很多。

分条列举

1. In the first place, ______. In the second place______ .首先,______。其次,______。

2. First,______ . Second, ______ . 首先,______。其次,______。

3. To begin with, ______. Secondly, ______. Last but not least, ______.首先,______。其次,______。最后但并不是最不重要的,______。

4. The first reason is that ______. The second one is ______. The third is ______. 第一个原因是______。第二个原因是______。第三个原因是______。

5. First of all, ______. Secondly,______ . Furthermore,______ .首先,______。其次,______。另外,______。

6. For one thing, ______. For another, ______.一方面,______。另一方面,______。

7. Firstly, ______. Secondly, ______. Thirdly, ______.首先,______。其次,______。再次,______。

8. Another reason why I disagree with the above statements is that I believe______.我不同意上述观点的另一个原因是我认为______。

▌对比法

对比法是指通过对比两种截然不同的观点来陈述其中的利弊,从而得出自己的结论。对比法常用的素材有:

1. The advantages gained in ______ outweigh/are much g

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篇10:英语考研作文命题依据及写作技巧

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导语:小编提醒大家,要想把作文写好,要想在考研写作中得高分,平时一定得多阅读优秀的范文,特别是一些漂亮精彩的句型。同时也有必要掌握一些写作模式和技巧,不断地模仿练习,最后才能真正打造出高分作文。

一、命题依据

考研话题牵涉面广,包罗万象,变幻莫测。但从历年考研真题研究中可以发现写作基本上可粗略地划分为两大类话题:永恒话题(everlastingtopic)和热点话题(hotissue)。所谓永恒话题,是指那些不以时间和空间的转移为转移的话题。这类话题一般都是一些宏观的大话题,没有明显的时代印痕。如有关社会道德范畴的话题。另一大类是热点话题,即近几年或某一年特殊的社会现象, 媒体普遍报道过或公众普遍谈论的话题。如AdvertisementonTV(93),温室的花朵经不起风雨(2003)等,所以,平时在生活和学习中留意类似话题的英文素材预以备战不妨是个好的办法。

二、写作技巧

1.精心构造全文的引言段

考研作文阅卷老师每天工作量很大,工作时间也较长,因此长时间批改水平参差不齐、质量高下不一的作文难免感到疲劳,厌倦,甚至气恼。据测试统计,一口气读完12 篇后才走神的人极少,定力惊人。因此,在考研写作三段制中,第一段最能吸引他们的目光和注意力,因为考研作文采用的是总体评分法(GlobalScoring),作文评卷老师往往主要凭借第一段的总体印象打分。有人把文章的第一段说成是黄金段落,说老师就是在这一段中不断地“淘金”。这一说法是很有道理的,因此,作文要想得高分,一定要精心构造全文的第一段,最大限度地满足阅卷老师的期待心理,力争给他留下良好的第一印象。经验告诉我们,阅卷老师在看完文章的第一段后就已基本上给文章定了分数档次,即使在第二,第三段中发现文章中的其他一些美中不足之处,他也只是微调几分,总体分数还是比先定的档次低的文章要好得多。总之,引言段在全文三段中的重要性再怎么强调也不过分。如果要按重要性依次递减的顺序来排的话,那么应是引言在先,其次是结尾段,再次是拓展段。

2.制造语言的闪光点

“言之无文,行而不远”,同理语言干瘪平淡,让人看之面目可憎,读后味如嚼蜡。要想攫住阅卷老师匆匆的一瞥,留住他们的兴奋点,就非得在语言上猛下功夫,多制造些表达上的闪光点。语言是思维的外壳,语言的好坏直接影响到实际作文分数的高低。语言表达的亮点体现在小到一个词,短语大到一个句子中。高分作文往往是“锱铢必较”,几乎字字计较。很多人作文分数很低往往是因为用词面太窄。当然,词汇的积累是有个过程的。可惜的是,很多同学只能认词,却不能再现,更不用说写作时运用了。

3.避免中国式英语

母语为非英语的人学习英语时往往会将母语的思维和表达方式直接迁移到英语表达当中。中国人学英语时往往会受母语根深蒂固的影响,最易造出中国腔的英语。有人把“价格便宜”直接写成“The price is cheap”,把“这件事小菜一碟”说成“This is a small dish”,让人看后苦笑不得。因此要尽量摆脱中国试英语,方法看来只有一条:多看外国人写的文章,多多阅读。不难想象,阅卷老师如果在短短的二百字文章中到处看到Chinglish,他无法使自己对你文章的印象好起来。

4.尽量有路标词

路标词(signalword)又称衔接词(connectives)就像灯塔为在茫茫大海中航行的船只指引方向一样,它能突出文章的层次性和逻辑性。英语文章讲究启承转合。“启”就是开启观点:“承”就是接着话茬进一步发展论证或补充:“转”就是讲相反或对立的观点:“合”就是总结概括。一篇文章若没有路标词便会杂乱无章的乱堆在一起,给人凌乱没有条理的感觉。标志词或衔接词的作用绝对不可小觑。

此外,多种句型的交替使用,文章脉络层次的分明,论据的合理充分等在写作中都应引起足够的重视。

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篇11:考研英语作文常见的四个写作格式错误

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【摘要】考研英语作文的评分,首先关注的就是单词、句子、格式的正确性。因此,在作文的复习中,不能只关注高端句型,正确的格式也是不容忽视的。

写作格式错误主要包括题目的写法、文章的格式、大小写以及标点符号等四个方面。

题目的写法

题目是首先映入读者眼帘的,所以要注意题目的书写位置。一定要在试卷作文纸上的上方中间位置书写。同时还应在话题和正文之间留出一定的距离,即比正文行距稍宽一些。

其次,要注意题目的大小写,实词的首字母一定要大写。其它虚词如冠词、连词(但如连词的字母多于5个时则大写)和介词首字母不需要大写。比如:

跳动的心(例子)

误:Attitudes Toward Money

正:Attitudes toward Money

文章的格式

1、四边留空:卷面的四边一定要留出适当的空白。这样的文章才能整齐、美观,给人以清晰、明快的感觉。

2、空格:文章的每段的首行一定要有统一的空格(一般缩进4-6个字节)。

大小写方面的错误

在考研文章的评改过程中,有关大小写方面的错误层出不穷,这是考生的一个弱点。一般来说,大写规则有以下几条:

1、大写每句话的第一个字母和直接引语的第一字母

如:He said,He is going to Shanghai next week.

2、大写专有名词,或用作专有名词的部分普通名词,通常是缩略形式

如:DrG .G . East

3、大写缩写字母

如:MPA ,MBA ,BBC

4、文章标题要大写

5、头衔在专有名词前要大写,在专有名词后就小写

例如:Captain SmithSmith, the captain;Uncle GeorgeGeorge ,my uncle

标点符号

考生在写文章时,一定要注意正确使用标点符号,切忌从头到尾只用逗号的现象。一定要熟练掌握常用标点符号的基本用法,尤其要正确使用逗号和分号。

三段式作文注意事项

1、作文卷面要保持整洁,不要连笔,不要涂改,这是获取印象分的重点。很多考生由于在考场过于紧张导致作文的单词老是写错,这是致命伤啊,会直接让你越写越没感觉就越没信心了,所以平常要加强练笔!

2、全文的第一句和各段的第一句必须是文章的中心句,最好能用复杂句表达。这是因为阅卷老师一般没有那么多的时间去看作文,所以只能大概浏览下各段的首句,这是获得高分的关键。

3、全文结构布局:全文分为三段,第一段3句,第二段5句,第三段4句,可根据具体情况调整。段落中,第一句是topic ,第二三句是detail ,第三句是conclusion 。

另外为了方便大家学习,提高复习的效率。小编为广大学子整理了考研技巧和考试大纲,更有历年真题提供测试等等。针对每一个科目进行深度的探讨和技巧挖掘。欢迎各位考研的同学进行了解和资讯。考研的痛苦是难免的,不要丧失信心,坚信苦尽甘来。预祝各位学子取得成功!

[考研英语作文常见的四个写作格式错误

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篇12:2024英语应用文写作基础大全

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一、LETTER(书信)

书信通常由信头、信内地址、称呼、正文、谦称和签名六个部分构成。

1.从信纸中偏右处向右写发信人的地址和写信日期。由小到大,分数行书写,同一行的两部分之间用逗号隔开。顺序为:门牌号→楼号→街名→城镇名→省名→邮政编码→国名(在寄往国外时)。美国人常采用左边开头式;英国人常采取每行逐渐向右缩进式。注意要把地址写在上面,日期写在下面,每个词的首字母要大写。日期的写法与日记中日期写法相同。

2.从信纸的左上方比信头(发信人的地址和写信日期)低1—2行处顶格写收信人姓名、地址,常采用齐头式,姓名在上,地址在下,写法同发信人地址。若是私人信函,这一部分可省略不写。

3.称呼要从信纸左边顶格写起,其位置低于信头和信内地址。对不熟悉的女性用Dear Madam,Dear Ladies,作称呼语;对不熟悉的男性用Dear Sir,Dear Sirs,作称呼语;对所熟悉的人用Dear Tom,Dear Mary,即:在Dear后直写其名作称呼语;对有地位头衔的人用“Dear+ 头衔+姓”作为称呼语,如:Dear Editor Kang,Dear Doctor Li,Dear Professor Zhao,对一般人用Dear Mr Lin,Dear Ms Li,Dear Miss Liu。即:在Dear后加尊称加姓氏作为称呼语。美国人在称呼语后用冒号,英国人用逗号。

4.正文是信的主体。一般在称呼下一行顶格写起,从第二段起,在起首处空4—6个字母的距离。书信可根据表达的需要,灵活选用时态。起首语常用:(1)Your letter came to me this afternoon.(2)Im very glad to receive your letter.(3)Your letter reached me yest erday.(4)I have the pleasure to tell you that…(5)Im glad to tell you that…(6) I was shocked to learn that…(7)Thank you for writing to me.(8)Thanks for your lett er .It was lovely to hear from you.结束语常用:(1)Please remember me to…(2)With be st wishes to your family.(3)I wish to inform you that…(4)Please write soon.(5)I m ust stop writing now,as I have rather a lot of work to do.(6)Wish you the best of s uccess.(7)Wish you the best of health.(8)Give my best wishes to …

5.结尾的谦称是在正文下面,信纸中间偏右所写的客套语。第一个字母要大写,末尾用逗号。北美洲的国家常把yours放在后边,欧洲国家常把yours放在前边。写给上级、长者、位尊者常用:Yours respectfully,Respectfully yours,Yours,Very respectfully,Yours sincerely,Sincerely yours;写给不认识的人时常用:Yours truly,Yours faithfully;写给朋友时常用:Yours lovely;Yours,Yours ever;写给亲属和挚友时常用:Your loving daughter,Your loving son,Yours,Yours affectionately.

6.签名一般写在谦称下一行偏右,使尾字母与谦称尾字母对齐。

7.范文请参阅:NMET1995书面表达;JEFCⅡ-Unit 16;SEFC1A-Unit 1。

8.书信除按以上格式书写之外,现在英美人士常把书信的六个部分,按照顺序一律从信纸左边顶格写完六个部分,且用的人越来越多。

二、DIARY(日记)

日记是用来记述一天生活中发生的重要事情及感受的文体。

1.在纸的左上角顶格写星期和日期。星期在左,常用Sunday,Monday,Tuesday,Wednesday,T hursday,Friday,Saturday。日期在右,美国人习惯上先写月,再写日,最后写年。如:October 20,1998。英国人习惯上先写日,再写月,最后写年;如:20 June 1998。

2.在纸的右上角写天气。表示天气情况时常用Bright,Clear,Sunny,Fine(晴);Cloudy(多云);Rainy(雨);Overcast(阴);Foggy(雾);Windy(风);Hot(热);Haily(冰雹);Sh ower(阵雨);Warm(暖和);Thundering(雷雨);Snowy(雪);Fog(雾)。

3.日记的小标题写在第二行,也可省略。

4.正文第一段常顶格书写,也可不顶格写。日记记述的是当天或前一天发生过的事情,所以,日记常用一般过去时写。

5.若要表达自己的感受、想法,针对某件事发表议论,进行说理,或者为了抒情、描景写人生动,则用一般现在时。

6.范文请参阅:JEFCⅡ-Unit 27;SEFC1A-Unit 14;SEFC1A《同步听力》p.49;NMET1992和N MET1998书面表达;JEFCⅢ-Unit 23。

三、CARDS OF CONGRATULATION(贺卡)

贺卡是逢年过节,向亲朋好友表示祝贺的最方便的方式。贺卡可分为圣诞卡、贺年卡、教师节贺卡及纪念日卡等等,写法格式通常有两种。一种由称呼、贺词、祝贺人签名三部分构成 ,另一种用短信代替卡片。

1.称呼是指祝贺人对受贺人的称呼,一般从卡片的左上方写起。常用:To dear+受贺人称谓,To+受贺人称谓,也可以省略前边的to,称呼后用逗号。如:To dear teacher,Mr and Mrs Mike

2.贺词是向受贺人表达良好祝愿的话。一般写在称呼下一行,句首可与称呼语齐头,也可以向右空出4—6个字母。写贺年片时常用:(1)May the New Year be a happy one for you all!(2)Best wishes to the four of you for a prosperous and Happy New Year!(3)Happy New Year to you!(4)A Happy New Year!(5)Wish to see more of you next year!(6)Best wishes for a bright New Year!(7)Youll have a very Happy New Year!(8)Let me wish you and your family a Happy and Healthy New Year!(9)I do hope this finds you well with a Happy New Year ahead!(10)I wish you the Happiest Possible New Year!写教师节贺卡时常用:(1)Happy Teachers Day!(2)Good Luck!(3)Best wishes!(4)We hope youll have a very happy year in our class.(5)Thank you for teaching us so well.(6)With our best wishes for TeachersDay.(7)Hope you are having a very Pleasant Day.(8)Hope it will bring you Good Health and Happiness.(9)I am thinking of you often.(10)All my family joins me in wishing you health and happiness.写圣诞卡时常用:(1)A Merry Christmas!(2)I wish you a Merry Christmas!(3)Hope you have a very Good Christmas!( 4)May this Christmas be your Merriest!(5)We send our love to all of you and the hope that youll have a Merry Christmas!(6)Hope youll have a very merry Christmas!( 7) Merry Christmas!(8)A merry Christmas to you.(9)A Merry Christmas and a Happy New Year!(10)Best wishes to you for a Prosperous and Merry Christmas!写生日贺卡时常用:(1)Happy birthday to you!(2)Happy birthday!(3)With Best Wishes for a Happy Brithday!

3.祝贺人签名一般写在贺卡的右下方,把from常常加在姓名前,也可以省略from。如:From your student Liu Zhong,From Mr and Mrs White,Your loving son Lei,Your students,

4.贺卡也可以用短信形式书写,在逢年过节或者特别纪念日,把贺词连同你的近况等写成短信,寄给亲朋好友。

范文请参阅:JEFCⅠ-99;JEFCⅢ-Unit 1;JEFCⅢp.97。

四、NOTICE(通知)

通知又称通告或布告,是上级对下级、组织对成员部署工作、传达事情、召开会议所使用的一种文体。

1.通知的第一行正中写发出通知的单位名称,发出通知的单位名称还可以写在正文下方的右侧,也可以把单位省略不写。

2.把NOTICE写在正文上方正中的位置。

3.正文是通知的内容,是通知的主体。要简明扼要地把通知的对象、事由、时间、地点及内容写清楚,语言应简洁明了,条理清晰,要求明确,常用一般现在时和一般将来时写。

4.在正文下方的左侧写出通知的日期,日期也可省略不写。

5.广播通知和口头通知,在开头要用称呼语,常用的称呼语有:(1)Boys and Girls,(2)De ar friends,(3)Ladies,(4)Dear ladies,(5)Gentlmen,(6)Ladies and gentlmen,(7)Comrades,常把称呼语从左侧顶格书写,在后面用逗号或冒号。

6.常用的正文开头用语有:(1)May I have your attention,please?(2)Attention,please !I have something to tell you.(3)Attention,please!I have an announcement to make.(4)Attention,please!I have good news for you all.(5)Attention please,everyone!

7.常用的正文结尾用语有:(1)Thats all!Thank you!(2)Please be there on time.(3)E ver yone is welcome.(4)Dont be late,will you?(5)Thank you for your attention.(6)Don t be late!(7)Dont forget,will you?(8)We must get there on time.(9)I hope all of you will have a good time.

8.在正文中常用的句式有:(1)It has been decided that well visit…(2)We have dec ided that well pay a visit to…(3)Well have a talk from…to…(4)Professor Liu will give us a talk on…(5)The football star will give us a lecture on…(6)You are r equired to come on time.(7)A lecture will be given by….(8)There will be a visit to …(9)A talk will be given by…(10)I’m sure well learn a lot of things from it. (11)It will be given in…(12)Youd better take your valuables with you.

9.范文请参阅:SEFC1A-Unit 6;NMET1989高考书面表达答案;NMET1994高考书面表达答案。

五、MESSAGE(留言条)

留言条是转达事情所使用的一种便条。

1.若拿起电话听筒,对方要找的人未在场时,你可以签写一张留言条。正中上方写TELEPHONE MESSAGE,在左边的“From”:后签对方的姓名,在右边的“To”:后签要找的人的姓名,在左边的 “Date”:后写接电话的日期,在右边的“Time”:后写接电话的时间。在“Message”:后写所要通知的事情,这部分是主体,写清人物、时间、地点和事由。在右下边的Signature:后签写留言条人的姓名。

2.留言条也可以把“FROM:”、“TO:”、“DATE:”、“MESSAGE:”按顺序从上到下顶格齐头排列,把“TIME:”写在“DATE:”的后边,省略“SIGNATURE:”。

3.在MESSAGE:后常写的句式有:(1)He wants to see you as soon as possible.(2)He w ould like to meet you…(3)Be sure to call…(4)She wants to meet…

4.若要找某人安排工作、通知会议等,当要找的人不在时,写一张内容简短的书信,右上边写日期,第二行从左边顶格写称呼,第三行从左边起写正文,在正文右下方签名。

5.范文请参阅:JEFCⅢ-Unit 10。

六、WRITTEN REQUEST FOR LEAVE(请假条)

请假条是日常生活和工作中,临时遇到一些事情或因生病等需要请假,给主管部门的负责人所写的简便字据。格式与书信格式大致相同,在纸的第一行右边写请假日期,在第二行左边顶格写称呼语,称呼语后用逗号。在第三行左边起首处空4—6个字母的距离,开始写正文。内容、事由、时间写清就行。在正文下偏右处写谦称,在谦称下写姓名。

1.写请假条时常用语有:(1)Im sorry I cant come to school because…(2)My grandm ot her is seriously ill. There is no one at home…(3)I have got a high fever and cough badly…(4)Im writing to ask for sick leave of one day.(5)I cant go to school be cause I have got a cold.(6)Please give an extension of leave for two days.(7)I have to go to Xian tomorrow because…(8)I have got things to do this afternoon.Im writing to ask for leave…(9)I want to ask for…leave.

2.若请病假,常在假条后附医生建议书。

七、POSTAL TELEGRAM(电报)

电报是与外地进行紧急通讯交流的有效手段,是准确传递信息的有效途径,是一种对文字力求精炼、准确与简明的文体。

1.正上方的空白栏由邮局营业员填写。如:报费、流水号码、记账号码、原来号码、发出时间、营业员、值机员、报类、字数、发出局名和日期时间。

2.电文第一行在左边顶格写称呼,常直呼其名,一般要大写,不要标点符号。

3.电文第二行和第三行写收报人的地址。

4.从第四行左边顶格写正文,正文全文都用大写字母,有时也可以把各词的第一个字母大写。一般只写实词,虚词常常省略。电文控制在10个字以内最为节约。

5.电文中常用动词不定式表示要求对方行动,用现在分词表示自己的行为。

6.常用电文有:(1)Send Money Soon〈速汇款〉(2)Arriving Home Safely(3)Best Wishes on Your Birthday〈谨贺生日愉快〉(4)Mother Illness Critical Return Soonest〈母病危速归〉(5)Unable Return Sunday Giving Date Later(6)Urgent Business Return Immediately(7)Send if Found Bag(8)Why Unmoney(9)Arriving 9∶00 Morning Can You Meet(10)Express Sorrow For Your Mothers Death〈惊闻令堂仙逝不胜悲痛〉

7.在正文右下方署名。

八、CERTIFICATE OF MERIT(奖状)

奖状是给获胜者及取得显著成绩的工作者所颁发的荣誉证明。

1.在奖状正中上方用大写字母写CERTIFICATE OF MERIT。

2.在奖状左上方顶格写To及获奖者姓名,姓名后用逗号。

3.在姓名下右边空4—6个字母处开始写获奖原由。

4.把发奖单位写在原由下左边,注意要顶格写,各单词首字母要大写。

5.把发奖日期写在发奖单位下边,注意要从左边顶格写起。

6.范文:

CERTIFICATE OF MERIT

To Zhao Xin,

In the English competition of this year,you have won remarkable success. For enc ouragement this certificate is hereby given.

Guanshan Middle School

November 10,1999

九、WELCOMING SPEECH(欢迎词)

欢迎词是在接待客人等正式场合中使用的一种文体。一般由称呼语、正文和结束语构成。正文中对客人的来访表示欢迎,简介客人情况并向客人作自我介绍,概括叙述所要从事的活动。主题要写明确,感情真挚;条理要清;语言力求通俗、简洁、准确。

1.称呼语写在第一行左边,顶格书写。客人是人时常用:(1)Dear Miss…(2)Dear Mr…(3) Dea r Mrs…(4)Dear sir,(5)Dear Madame,(6)Dear…客人是多人时常用:(1)Dear comrades,( 2)Dear friends,(3)Dear ladies,(4)Dear gentlemen,(5)Ladies and gentlemen,(6)Boys and girls,(7)Dear comrades and friends,

2.写正文时常用句式有:(1)We thank you for your accepting our invitation to come here.(2)You are warmly welcome to our…(3)First of all,Ill introduce our…to you. (4)Now our friend is going to give us a talk on…(5)We hope you will have a nice time during your stay here.(6)I hope you will enjoy yourself.(7)Id like to express our thanks for your coming…(8)Now let me invite our friends to speak to us.(9) We feel very much honoured to have a chance to get together with…(10)First of all , on behalf of all present here,allow me to give our warm welcome to our distingui shed guest.

3.结束语写在正文下,从左边空4—6个字母的距离处写起。常用语有:“Thank you!”“Le ts welcome…to speak to us.”;“I wish you have a good time.”;“Let us invite …to speak to us.”

十、FOUND(招领启事)

招领启事是一种公告性的应用文。由日期、启事正文、拾物人姓名构成。

1.在纸正上方中间写FOUND。

2.在右上方写日期。

3.在左边空4—6个字母的距离处起首写正文。常用句式有:(1)A wallet was left in the … (2)Will the owner pleasering…(3)I happened to find…(4)Loser is expect to come to…(5)I found…on…

4.拾物人姓名署在右下角。

5.范文请参阅:SEFC1B-Unit 18。

十一、LOST(寻物启事)

寻物启事一般由标题、正文、结束语及署名构成,是一种公告性的文体。

1.在纸的正中上方写标题LOST。

2.正文从左边写起,写清丢失物名、丢失时间、丢失地点,描述物品特征及联系方式。写正文时常用的句式有:(1)A bag with a wallet, left in…(2)I lost…(3)Will the finder please come to…(4)On…,I lost…with…(5)At…I left my…in…

3.在正文右下方用感谢语作结束语。

4.寻物人姓名署在左下角。

5.范文请参阅:SEFC1B-Unit 18。

十二、BILL(单据)

单据包括借条、收条和领条。是日常生活中向别人因手续上的需要而写的简短凭证。单据应写明事情和与事情相关的原因、人称、地点、时间和数量。

1.在单据左上方写日期。

2.在单据右顶格写“To+所借物主姓名”,另起一格写“I owe you+物品名称only”,常用 “I.O.U”代替“I owe you.”。

3.在左下角写借物人姓名。

4.领条和收条常在日期下一格右边空4—6个字母的距离处起首写Received from+姓名…。在右下方写收件人姓名及单位,在单位前常加For。

5.范文:

(1)借条

November 20,1999

To Zhang Ping

I.O.U.one hundred yuan(¥100)only.

Chang Ming

(2)收条

November 10,1999

Received from Li Hua 500 yuan for tuition.

Qiao Hongsheng

十三、INTRODUCTION OF CHARACTERS(人物介绍)

人物介绍是把某人的性格特征、工作业绩及爱憎感情通过报刊杂志进行宣传的文件。

1.把标题写在纸上方正中位置。

2.介绍人物的生平和事迹按照事情发生的先后顺序描写。一般按出生、童年、事业与兴趣、成绩等安排材料。

3.介绍人物时的常用句式有:(1)Charle Chaplin is considered one of the greatest and funniest actors in the history of the cinema.(2)He was born in London in 1889.(3)At the age of eight, he joined a group of child dancers.(4)As early as his second film, Chaplin had developed his own manner of acting, the one that was to become world?famous.(5)Mart in Luther King,Jr., who won the Nobel Peace Prize in 1964,was an important political leader in the USA.(6)He had fair hair and blue eyes.(7)Joe Hill was a tall,thin,good?looking man.(8)She was a young woman who was studying art.(9)He became famous for his new theory.(10)We regard Ding Ding as our model.(11)People spoke highly of her and all respeced her.(12)She is fond of art. (13)He was interested in the theory.(14)One of the pioneers of farming was Jia Sixie.(15)When he was a child he was always trying out new ideas.

4.范文请参阅:JEFCⅢ-Unit 11;SEFC1A-Unit 13;SEFC1B-Unit 24;SEFC2A-Unit 5;SEFC2B -Unit 13;SEFC2B-Unit 19。

十四、INSTRUCTION(须知)或(说明)

须知是日常生活中,安排工作时要求工作人员应明确的事项及应注意的问题所应用的一种文体。

1.把标题一般写在纸的上方正中,每个字母均要大写,也可以把标题从上方左边顶格书写,字母大字。

2.正文常用数词标明,逐条写明应明确的事项和应注意的问题,条理要清楚,内容要准确,解释要科学、客观。

3.正文还可以从左边顶格起首分层次叙述。

4.正文常用句式是祈使句和简单句。

5.范文请参阅:JEFCⅢ-Unit 18;SEFC1B-Unit 16。

十五、RÉSUMÉ(履历表)

履历表是个人对自己的姓名、身份、学历和经历等情况作自我介绍时所填写的表格。

1.表格上方正中写有RÉSUMÉ。

2.表中项目从左边顶格依次向下排列。在“Name in Full:”后填姓名,在“Date of Birt h:”后填出生年月日,在“Place of Birth:”后填出生地点,在“Education:”后填学历,分时段填明,在“Permanent Address:”后填永久通讯地址,在“Health:”后填健康状况,在“Sex:”后填性别,在“Marital Status:”后填婚姻状况,在“Honours and Awards: ”后填受奖情况,在“Working Experience:”后填工作简历。

3.填写原则是客观、准确。

4.范文请参阅NMET1996书面表达答案。

十六、FAREWELL SPEECH(欢送词)

欢送词是欢送客人时的致辞。一般由称呼语、正文和结束语构成。

1.称呼语从纸上方第一行左边顶格起首。若欢送的是一个人,常用“Dear Mr…,”;“Dear Miss…,”;“Dear Doctor…,”;“Dear Mrs…”等等。若欢送的人多,常用“Dear friends,”;“Dear ladies and gentlemen,”;“Dear comrades and friends,”;“Dear boys and girls”等等。

2.正文在称呼语下,从左边空出4—6个字母的距离处起首。常用句式有(1)Today we gather here to have a send?off meeting.(2)Dr.Ge is going to leave his post and return to Xian.(3)He is loved and respected by us all.(4)We thank him very much for his wo nderful work.(5)We hope youll have a nice time.(6)Miss Di will leave for Beijing.(7)We wish her a pleasant journey and good health.(8)May the friendship between our two cities last for ever.(9)Well take this chance to ask Mr White to convey our friendship to the British people.(10)We are happily gathered here to give Professor Kang a warm send?off.(11)To our great joy, we are gathered here to give Mr Smith a warm seeing?off.(12)We will give a warm send?off to Miss Li going to visit Xian.(13)Dr Zhang is going to leave for home today.(14)Professor Lius visit to Xian is short but very successful.(15)In saying good?bye to him,we sincerely hope that hell have a good health.

3.结束语常另起一行,在正文下用“Thank you!”等表示谢意。

十七、POSTER(海报)

海报是向公众作广告宣传的文体。内容包括节目表、影讯、报告会、联欢会、球讯等。

1.节目表常在正上方用大写名称,在左边写Items, Items下方逐一列出节目名称,右边写P erformed by,并在下方逐一列出表演者。

2.节目表常用语有:(1)Solo:(独唱)(2)Chorus:(合唱)(3)Folk song:(民歌)(4)Comic dialogue:(相声)(5)Skit:(短剧)(6)Folk dance:(民间舞蹈)(7)Ballet:(芭蕾)(8)Peacock Dance:(孔雀舞)。

3.影讯常在正上方中间写Film Show;从左边写Name of the film:冒号右边写上上映的片名,如:Laugh Laugh Laugh;在左边另起一行写“Time”:冒号右边写映出时间,如:October 10,10∶00 PM;从左边另起一格写“Place:”冒号右边写上映地点,如:Peoples Cinema.在“Face:”后写票价;在“Ticket Office:”后写售票地点。

4.球讯常在正上方中间写“Basketball Match”;“Football Match”;“Friendly Basket ball Match”等,有时在上边写有“POSTER”。在第二行中间写比赛队名称,如:ClassⅡ vs .ClassⅢ(注:vs.=versus对);在第三行左边顶格写“Time:”,在后写比赛时间,如:6∶00 PM.Monday;在第四行左边写“Place:”在后写比赛地点。球讯也可以在醒目的标题下 ,用简炼文字叙述清比赛队名、时间、地点等,在右下方写明举办单位,在左下方顶格写出海报的日期。

5.报告会常在海报正上方中间写“Talk”,从第二行左边顶格起首写“Speaker:”在后边写报告人姓名;第三行顶格写“Subject:”在后边写报告的专题名称;第四行顶格写“Time :”后边写清具体时间,第五行顶格写“Place:”后边写报告会地点。

6.联欢会、报告会、音乐会主持人常用语有:(1)The program is about to begin.(2)Att ention,please?(3)Ladies and gentlemen,may I have your attention,please?(4)Have your seat,everyone.(5)We heartly welcome…to join in our party.(6)We are very much honoured to have many teachers as our guests.Among them are…(7)Now the concert begins.(8)Now the talk begins.Take your seat,everyone.(9)No more talking,please.

十八、INVITATIONS(请柬)

请柬是正式社交场合采用的简短邀请信函。

1.第一行正中是邀请人的姓名;第二行常写request the pleasure of(恭请…光临);第三行写被邀请人姓名;第四行写活动内容;第五行写日期;第六行写时间;第七行写地点,第八行在左边顶格写R.S.V.P(请赐回音;请答复)在右下边可以写上电话号码。

2.请柬还可以用文字叙述清楚内容。复函时常在上方正中写“Accepting the above Invit ation”,在第二行右边写复函日期;在第三行左边顶格起首写称呼语,从第四行起写正文,格式与书信相同,右下角为谦称。

十九、PLACE OF INTRODUCTION(地点介绍)

地点介绍是对某一地方的自然环境、现在、过去及未来的情况进行描述,向大众展示该地区风貌的文体。

1.写地点介绍时,把标题写在正上方。

2.描写常按照空间位置,由近及远依次描写,也可以先总体描述后局部描述,描写时要抓住中心点和特色。叙述不同时间发生的事情要用不同的时态,用好被动语态和there be 句型。

3.地点介绍常用的句式有(1)Its to the north of England.(2)Its in the east of Shaanxi.(3)Its on the west of Shaanxi.(4)It lies south of France.(5)The city is separated by the river.(6)It is made up of four buildings.(7)It is famous for its beautiful countryside.(8)The city lies on the river.(9)It is divided into two parts.(10)The weather here is neither too cold in winter nor too hot in summer.(11)They lived mainly on potatoes.(12)The library was set up in 1997.(13)Our school has a library with books,newspapers and magazines.(14)The house used to be a temple.(15)Mountain Li is famous for its beauty.(16)It is a place where the famous men can spend their spare time.(17)In front of it is a garden.(18) In the middle of the city stands a bell tower.(19)It covers a n area 2578 square kilometers with a population of 1.26 million.(20)There are three famous parks in and around the city.

4.范文请参阅:SEFC1A-Unit 22,MET1990高考书面表达参考答案。

二十、SAFETY IN THE HOME(家庭安全公约)

家庭安全公约是家庭每个成员必须去做的成文规定。

1.在正中或从左边顶格写SAFETY IN THE HOME。

2.从第2行左边顶格起首向下依次写“POISONS:”、“FIRES:”、“ELECTRICITY:”、“GAS FIRES:”、“COOKING:”、“LADDERS:”、“WATER:”、“THINGS IN MOUTH: ”,在各栏目后用 祈使句写清务必要做到的事项。

3.范文请参阅:SEFC2A-Unit 8。

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篇13:英语写作小技巧

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一. 肯定不如否定好

修辞的使用在书面表达中算作很大的亮点,在高中阶段很少有学生会注重修辞的应用。

双重否定也是种修辞,而且对于考生来说,只要稍加注意,可以在文章中设计双重否定的句子。

例如想表达“邮递员天天准时到”,如果写成The postman comes on time every day,就不如变成双重否定,The postman never fails to come on time,就变成了亮点句,起到强调作用。

“几乎每个人对生活的态度都不同程度受到地震的影响”,写成双重否定There was hardly a man or a woman whose attitude towards life had not been affected by the earthquake.

应用类似的修辞会在中为同学们加分。

二. 陈述不如倒装妙

在书面表达中阅卷老师喜欢看到的高级语法共有五种:倒装,强调,从句,独立主格和分词结构,以及虚拟语气。

倒装是一种最简单易行的使句子呈现亮点的方法。在高中阶段只需掌握倒装的四种形式,就足以应对书面表达。

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篇14:高考英语写作万能模版之对比观点题型

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对比观点题型

(1) 要求论述两个对立的观点并给出自己的看法。

1. 有一些人认为......

2. 另一些人认为......

3. 我的看法

The topic of

①-----------------(主题)is becoming more and more popular recently. There are two sides of opinions about it. Some people say A is their favorite. They hold their view for the reason of

②-----------------(支持A的理由一)What is more,

③-------------理由二). Moreover,

④---------------(理由三).

While others think that B is a better choice in the following three reasons. Firstly,-----------------(支持B的理由一). Secondly (besides),

⑥------------------(理由二). Thirdly (finally),

⑦------------------(理由三).

From my point of view, I think

⑧----------------(我的观点). The reason is that

⑨--------------------(原因). As a matter of fact, there are some other reasons to explain my choice. For me, the former is surely a wise choice .

(2) 给出一个观点,要求考生反对这一观点

Some people believe that

①----------------(观点一). For example, they think

②-----------------(举例说明).And it will bring them

③-----------------(为他们带来的好处).

In my opinion, I never think this reason can be the point. For one thing,

④-------------(我不同意该看法的理由一). For another thing,

⑤-----------------(反对的理由之二).

Form all what I have said, I agree to the thought that

⑥------------------(我对文章所讨论主题的看法).

阐述主题题型

要求从一句话或一个主题出发,按照提纲的要求进行论述.

1. 阐述名言或主题所蕴涵的意义.

2. 分析并举例使其更充实.

The good old proverb ----------------(名言或谚语)reminds us that ----------------(释义). Indeed, we can learn many things form it.

First of all,-----------------(理由一). For example, -------------------(举例说明). Secondly,----------------(理由二). Another case is that ---------------(举例说明). Furthermore , ------------------(理由三).

In my opinion, ----------------(我的观点). In short, whatever you do, please remember the say------A. If you understand it and apply it to your study or work, you”ll necessarily benefit a lot from it.

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篇15:英语写作素材:南瓜灯的故事

全文共 1260 字

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南瓜灯(Jack-O-Lantern)是庆祝万圣节的标志物。下面语文迷网整理了关于南瓜灯的故事作文,希望对你有帮助。

One story about Jack, an Irishman, who was not allowed into Heaven because he was stingy with his money. So he was sent to hell. But down there he played tricks on the Devil (Satan), so he was kicked out of Hell and made to walk the earth forever carrying a lantern.

Well, Irish children made Jacks lanterns on October 31st from a large potato or turnip, hollowed out with the sides having holes and lit by little candles inside. And Irish children would carry them as they went from house to house begging for food for the village Halloween festival that honored the Druid god Muck Olla. The Irish name for these lanterns was "Jack with the lantern" or "Jack of the lantern," abbreviated as " Jack-o-lantern" and now spelled "jack-o-lantern."

The traditional Halloween you can read about in most books was just childrens fun night. Halloween celebrations would start in October in every elementary school.

关于万圣节有这样一个故事。是说有一个叫杰克的爱尔兰人,因为他对钱特别的吝啬,就不允许他进入天堂,而被打入地狱。但是在那里他老是捉弄魔鬼撒旦,所以被踢出地狱,罚他提着灯笼永远在人世里行走。

在十月三十一日爱尔兰的孩子们用土豆和萝卜制作“杰克的灯笼”,他们把中间挖掉、表面上打洞并在里边点上蜡烛。为村里庆祝督伊德神的万圣节,孩子们提着这种灯笼挨家挨户乞讨食物。这种灯笼的爱尔兰名字是“拿灯笼的杰克”或者“杰克的灯笼”,缩写为Jack-o-lantern 。

现在你在大多数书里读到的万圣节只是孩子们开心的夜晚。在小学校里,万圣节是每年十月份开始庆祝的。孩子们会制作万圣节的装饰品:各种各样桔红色的南瓜灯。

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篇16:英语四级写作素材精彩句型积累

全文共 3057 字

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英语写作积累很重要。下面是语文迷网为大家整理的英语四级作文精彩句式,希望对你有帮助。

一.开头句型

1.Recently the phenomenon has become a heated topic.

2.Recently the problem has been brought into focus.

3. Nowadays there is a growing concern over ... .

4. What calls for special attention is that...

5. There’s no denying the fact that...

6. what’s far more important is that...

7.It is common knowledge that honesty is the best policy.

8.It is well-known that…

9.Many nations have been faced with the problem of ...

10.According to a recent survey, ...

11. With the rapid development of ..., ...

二.结尾句型

1.From what has been discussed above, we can draw the conclusion that ...

2.In conclusion, it is imperative that ...

3.In summary, if we continue to ignore the above-mentioned issue, more problems will crop up. 4.With the efforts of all parts concerned, the problem will be solved thoroughly.

5.Taking all these into account, we ...

6. Whether it is good or not /positive or negative, one thing is certain/clear...

7.All things considered, ...

8.It may be safely said that...

9.Therefore, in my opinion, it’s more advisable...

10. It can be concluded from the discussion that...

11. From my point of view, it would be better if...

三.表原因句型

1.A number of factors are accountable for this situation.

A number of factors might contribute to (lead to )(account for ) the phenomenon(problem).

2. The answer to this problem involves many factors.

3. The phenomenon mainly stems from the fact that...

4. The factors that contribute to this situation include...

5. The change in ...largely results from the fact that...

6. Part of the explanations for it is that ...

7. One of the most common factors (causes ) is that ...

8. Another contributing factor (cause ) is ...

9. Perhaps the primary factor is that ...

10. But the fundamental cause is that ...

四.表比较句型

1.The advantages far outweigh the disadvantages.

2.The advantages of A are much greater than those of B.

3.A may be preferable to B, but A suffers from the disadvantages that...

5.For all the disadvantages, it has its compensating advantages.

6.Like anything else, it has its faults.

7.A and B has several points in common.

8.However, the same is not applicable to B.

9. A and B differ in several ways.

10. Evidently, it has both negative and positive effects.

五.表证明句型

1. No one can deny the fact that ...

2. The idea is hardly supported by facts.

3. Unfortunately, none of the available data shows ...

4. Recent studies indicate that ...

5. There is sufficient evidence to show that ...

6. According to statistics proved by ..., it can be seen that ...

六.表结果句型

1. It may give rise to a host of problems.

2. The immediate result it produces is ...

3. It will exercise a profound influence upon...

4. Its consequence can be so great that...

七.表反驳句型

1. It is true that ..., but one vital point is being left out.

2. There is a grain of truth in these statements, but they ignore a more important fact.

3. Many of us have been under the illusion that...

4. It makes no sense to argue for ...

5. Such a statement mainly rests on the assumption that ...

6. Contrary to what is widely accepted, I maintain that ...

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篇17:2024年中考英语作文写作方法汇编

全文共 1112 字

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中考英语作文评分标准一般分为三类:一等作文、二等作文和三等作文。为了让不同层次的学生在作文得分率上都能有所提高,现对各类作文进行分析,找出相应的得分秘诀。下面说说中考英语一等作文的写作方法

一、中考英语一等作文的评分标准

内容完整,具体,丰富,包含所有要点,能够围绕内容适当发挥,语句流畅,应用了较丰富的语言结构和词汇,用词准确,句子通顺,行文连续,层次分明,表达清楚,无语法错误,书写规范,标点正确,计满分。

二、中考英语一等作文的写作要求

(一)确保作文的完整性,关注评卷第一印象

考试的时候,要尽量留出充足的时间写作文。这样,我们才能有足够的时间去构思,打草稿。由于评卷是人工进行的,所以作文留给人的第一印象是很重要的,从以往经验看,第一印象至少占1分,那些卷面整洁,文字自然流畅,书写工整,标点符号正确的非常“吃香”,所以,大家平时就应该注意作文的“形象”,“仪表”一定要保证自己看卷面时觉得舒服,那么中考得高分就不是一句空话了。

不论做哪种题目,审题是最关键的,写好中考作文更是这样!要做到内容完整,我们首先要认真看好题目的要求,分析题目到底要我们写什么。比如要求我们用第三人称来写作,如果审题没有审好,用了第一人称,那么,作文一定得不到满分,说不定还是最差的。所以,要重视审题,按题目的具体要求进行构思。中考书面表达基本上都是提示性作文(包括看图作文),因此要保证运用所有的提示要点,进行合理的发挥,为写下满分作文打好基础。

(二)打好草稿质量,全面留意扣主题

写好中考英语一等作文除了做到上面讲的内容之外,还要做到以下几点:

1. 要做到内容具体。中考提示性作文都有具体的内容和要求,写作时只要按规定将作文写出来,得分就不难,但是要想得满分,必须做到围绕内容适当发挥,并且要突出文章的主题,体现实际的中心思想。

2. 要做到语句流畅。这就要求有扎实的英语基本功。在平时的学习过程中,注意一些常用句式的表达方法。要尽量使用自己最熟悉的词语和句型,要尽量避免汉语式的表达方式。要注意句子之间的连贯性,不仅仅从语法上,更主要的是从句意上,把握句子的连贯性。

3. 要做到层次分明。写文章不都是一个段落,一个模式,要根据文章的具体需要,来确定文章究竟用几个段落,作文要讲究层次分明,突出主题。

4. 要按规定的词数书写。中考提示作文都有具体的词数要求,写作时要注意数一数所用的单词数量,词数过多或过少都会丢分。

5. 最后要注意检查。写完作文不是没事可做,最后一步就是细心检查,这很关键。检查时要从题目要求开始,到具体内容无误结束。保证词语,句型的运用正确,标点运用得当等等,都是重点检查的项目,直到在一定的时间之内完成好作文,不留遗憾为止。

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篇18:英语作文写作的需要背诵的部分

全文共 45713 字

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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

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篇19:高中英语写作技巧指导

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高考英语作文需要将有自己的想法,并且掌握好写作的方法,这样英语才能得到高分。

1、审题:审题是做到切题的第一步。所谓审题就是要看清题意,确定文章的中心思想、主题,并围绕中心思想组织材料。

2、进行构思,列出简单的提纲,打造文章之骨架:审好题、立好意后,就要写提纲,打造文章的骨架。文章布局要做好几件事:安排好层次段落,铺设好过渡,处理好开头和结尾。

3、扩展成文:根据字数多少扩展成篇。扩展的内容一定要紧扣主题,千万不要写那些与主题不相关的内容。展开的方式包括:顺序法、举例法、比较法、对比法、说明法、因果法、推导法、归纳法和下定义等。可以根据需要任选一种或几种方式。

在这一步骤中还需注意三方面问题:

1)确保提纲中段落结构的思路与各段主题句的一致性。只有这样,才能保证所写段落不偏题、不跑题。

2)要综合考虑各个段落的内容安排,避免段落内容的交叉。

3)用好连接词,注意段落间、句子间的连贯性。要做到所写文章层次分明,思路清晰,文字连贯,就需要在句与句之间、段与段之间架起一座座桥梁,而连接词起的正是桥梁作用。

在扩展的过程中也有些窍门,以下几点可供参考:

1)在整篇文章中,避免只是用一两个句式或重复用同一词语。英语中存在着极为丰富的同义词,准确地使用同义词可以给读者清新的感觉。同时要灵活运用各种句式,如倒装句、强调句、省略句、主从复合句、对比句、分词短语、介词短语等,从而增加文章的可读性。

2)使用不同长度的句子。如果一个意思用一句话写不清楚的话,通过分句和合句或用两句、三句来表达,增强句子的连贯性和表现力。

3)改变句子的开头方式,不要总是以主、谓、宾、状的次序。可以把状语至于句首,或用分词等。

4)学会使用过渡词。

(1) 递进furthermore,moreover,besides,in addition,then,etc

(2) 转折however,but,nevertheless,afterwards,etc

(3) 总结finally,at last,in brief,to conclude,etc

(4) 强调really,indeed,certainly,surely,above a11,etc

(5) 对比in the same way,just as,on the other hand,etc

5)确定文章用第几人称写,基本时态是什么。使用人称时人物不能张冠李戴或指代不明。

时态要尽量保持一致。

4、检查修改:要检查复核,不要写完了事。

要留时间通读全文,修改可能出现的错误。检查上下文是否连贯,句子衔接是否自然流畅。检验的标准主要是句子是否通畅,该用连词的地方用了没有,所用的连词是否合适,是否有语法错误,主谓是否一致,动词的时态、语态、语气的使用是否正确,词组的搭配是否合乎习惯,是否有大小写、拼写、标点错误等,还有就是注意卷面整洁。

可归纳为:中心突出,主题明确;层次清楚,条理清晰; 表达力强,传情达意;语句通顺,句型多变;过渡自然,衔接紧凑;标点正确,大小无误;字迹清楚,卷面整洁。

高中英语写作常用开头句型

1.As far as …is concerned 就……而言

2.It goes without saying that… 不言而喻,…

3.It can be said with certainty that… 可以肯定地说……

4.As the proverb says, 正如谚语所说的,

5.It has to be noticed that… 它必须注意到,…

6.Its generally recognized that… 它普遍认为…

7.Its likely that … 这可能是因为…

8.Its hardly that… 这是很难的……

9.Its hardly too much to say that… 它几乎没有太多的说…

10.What calls for special attention is that…需要特别注意的是

11.Theres no denying the fact that…毫无疑问,无可否认

12.Nothing is more important than the fact that… 没有什么比这更重要的是…

13.whats far more important is that… 更重要的是…

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篇20:英语作文写作技巧与方法

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一、明确作文要求,提高写作能力

一篇好的作文,要有一个主题思想,整篇作文应该是紧扣文章主题,遵循特定的文体格式,选用恰当的语言合理组织文章结构,内容统一、连贯,语法、拼写、标点 正确,用词恰当。很多同学在准备英语写作时找不到方向,一味的想在考研英语写作上面抓分,却又不知道怎么样提高。杨老师在此特别提醒考生首先要学会抓住考研英语写作要领,尤其注意文章逻辑关系在阅读中的运用。逻辑关系散布在文章的句子内部、句句之间、以及段落之间。最基本的逻辑关系有以下几种:

1、因果关系:as a result ,therefore,hence,consequently,because,for, due to, hence, consequently等等。

2、并列、递进关系:and, or, then,in addition,besides,in other words,moreover等等

3、转折关系:however,but, yet, in fact等等。

这些其实是已经很熟悉的逻辑提示词在文章中起的效果,并非仅仅是衔接文章的句子,从阅读的角度来看,其实同时在给我们某种提示,告诉我们哪些句子是有效信息,相对重要的信息,哪些信息是相对不重要的信息,因为我们在英语写作的时候,有一条清晰的思路,你不是为了完整翻译文章而进行阅读,而是为了获取主旨来写作。

二、摆脱无话可说 练习“三段式”思维

在英语作文写作时,无话可说的确让人比较头疼,无话可说是一个极端,有的考生题目看得懂,提纲也一目了然,就是不知道该说什么,在考场上头脑一片空白,想到的也只是空泛的东西,在考试过程当中,这会在很大程度上影响大家的做题效果和做题速度。杨老师表示,当头脑出现空白时,应该从具体的、细小的、琐碎的、微不足道的事物所引发的思考变成观点,再进行论述。例如,领导讲话总是第一部分、、第二部分、第三部分…这样条理比较清楚。考官们看文章也必然要通过这些关键性的“标签”来判定你的文章是否结构清楚,条理自然。破解方法很简单,只要把下面任何一组的词汇加入到你的几个要点前就清楚了。

1)first, second, third, last(不推荐,原因:俗)

2)firstly, secondly, thirdly, finally(不推荐,原因:俗)

3)the first, the second, the third, the last(不推荐,原因:俗)

4)in the first place, in the second place, in the third place, lastly(不推荐,原因:俗)

5)to begin with, then, furthermore, finally(强烈推荐)

6)to start with, next, in addition, finally(强烈推荐)

7)first and foremost, besides, last but not least(强烈推荐)

8)most important of all, moreover, finally

9)on the one hand, on the other hand(适用于两点的情况)

10)for one thing, for another thing(适用于两点的情况)

建议:不仅仅在写作中注意,平时说话的时候也应该条理清楚!

三、用词准确保证语言连贯

考研英语写作中,同样是一篇作文,在没有语法、词汇等基础性错误的前提下,一个考生的句式平平,而另外一个考生的句式灵活多变,非常漂亮,毫无疑问,后者肯定比前者的分数高。但写英语作文时最忌讳的是用一些模棱两可的词,表达不够准确,而且考试时要特别注意语法、词语、语气、标点符号等,避免单词拼写错误、语法错误,不要为了追求词语的华丽而堆积一些自己也没把握的单词,不要刻意追求长句而写一些自己不知对错的有多个从句组成的长句。建议考生考试时,最好选择自己最有把握的词汇、短语和句式。

很多考生习惯背诵模版,在写作文是喜欢套用背诵模版,但由于仓促,紧张等原因,很容易犯一些简单的错误,如语句不通。所以提醒考生选材时切忌胡子眉毛一把抓,词语堆积,不伦不类。前后及段落之间在逻辑关系上要紧密衔接,不能把没有任何逻辑关系的词放在一起,可以用恰当的关联词把思想连贯的表达出来。总之,无论想要套用那个模版,前提都要保证语言通顺,文章思想连贯。此外,要有自己的style,一来通过背诵或研究范文,把握考研英语作文的整体结构特点,以及写作格式,二来要在研究范文的基础上寻找自己的闪光点,比如闪光词汇。如果大家仔细研究真题,就会发现,几乎所有的高分作文都有一个共同点,那就是都具有几个闪光词汇,这个词汇可能并不是什么高级词汇,但是你能把它的延伸意,或者说你能把我它的一词多义,并且应用到你的文章中。

四、长短句巧搭配 精悍短语当亮点

写作时,尤其是在考试时,如果使用短语,有两个好处:其一、用短语会使文章增加亮点,如果老师们看到你的文章太简单,看不到一个自己不认识的短语,必然会看你低一等。相反,如果发现亮点—精彩的短语,那么你的文章定会得高分了。此外短小精辟的句子,也可以起到画龙点睛的作用。而且如果把短句放在段首或者段末,也可以揭示主题:

As a creature, I eat; as a man, I read. Although oneaction is to meet the primary need of my body and the other is to satisfy theintellectual need of mind, they are in a way quite similar.

杨老师强烈建议:在文章第一段(开头)用一长一短,且先长后短;在文章主体部分,要先用一个短句解释主要意思,然后在阐述几个要点的时候采用先短后长的句群形式,定会让主体部分妙笔生辉!文章结尾一般用一长一短就可以了。

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