应用高级结构提高学生写作能力的策略研究

黄世昌

（三明市尤溪县第一中学，福建 三明 365100）

《2010 年普通高等学校招生全国统一考试大纲英语考试说明》对高考英语写作评分标准的档次提出了明确的要求，其最高档次（21 分～25 分）的要求是：完全完成了试题规定的任务；覆盖所有内容要点；应用了较多的语法结构和词汇；语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所致。也就是说，教师要想让学生拿到高考作文最高档次得分，改变目前写作的瓶颈现象，就必须着眼于指导学生应用较高级的词汇和丰富的句式及结构。

一、在简单句中使用高级形式

（一）提取高级词汇

词汇量能反映一个人知识贮存量的多少，也是衡量英语水平的一个重要标准。表达要生动具体、准确多样，要有细节支撑。具体做法为：多用高中学过的词汇代替初中的词汇，孤独的名词用形容词来修饰，孤独的形容词、动词、过去分词可以用副词来修饰，孤独的介词短语中可加入适当的形容词或副词。考生要想取得高分，就要强化使用复杂、高级的词汇。高中学过的形容词、副词比初中更高级，如果能运用娴熟，则具有表达生动、情感丰富之功效。例如：

The majority of students believe that the part-time job will provide them with more opportunities to develop their interpersonal (人际的)skills.

→The majority of students firmly believe that the part-time job will undoubtedly provide them with golden opportunities to develop their interpersonal skills tremendously (巨大地).

Necessary facilities are also available, making it more convenient for students’study.

Fortunately, under the leadership of the government, we can delightedly find the school as well-built as it was before.

（1）短语优先。写作时优先使用习语（短语、成语），可以使语言有文采。例如：

In his（Edison’s）life time, he wanted to know how things worked.

→In his life time, he was always eager to know how things worked.

I can no longer bear the way he speaks to us.

→I can no longer put up with the way he speaks to us.

（2）避免重复。尽量避免过多地使用某一个单词，必要时选择使用其他恰当的同义词或词组来代替。如2012 届高三调研测试（二）的英语作文题：有人对林书豪（Jeremy Lin）的未来发展进行一项社会调查，请你根据调查结果写一篇150 词的英语短文。

为什么能成功有人认为是因为勤奋有人认为是因为天赋有人认为是因为教育有人认为是因为运气是否会超越姚明70%的人认为一定能20%的人认为不可能10%的人认为不好说你的观点及理由

Some people think he is successful because of his hard work. Some people consider his talent as a main factor of his success. It’s also believed that the good education he has received leads to his success. But some people argue that he has achieved success just because he is lucky.(葛文山，2013)

（二）使用较丰富的句式

运用得当的句子结构可以给文章增色不少，整篇文章也会因此而生辉。利用不同的结构来表达同一个意思，则能增加文章的文采。

（1）同位语。同位语的使用，可以使句子结构既精练，又生动。例如：

The big fellow was Jim Thorpe, the greatest American athlete of modern times.

（2）非谓语结构。非谓语结构是高中英语学习的一个重要语法点，具有简化句子、表达生动的特点，书面性强。例如：

过去分词：Once seen, it can never be forgotten.

现在分词：On arriving /his arrival ,please give me an e-mail.

I will come tomorrow, weather permitting.

不定式短语：He is so kind as to help me.

（3）介词短语。使用介词短语能使句子紧凑，不冗长，体现娴熟驾驭语言之功。例如：

Concerning this phenomenon, different people have different opinions.

At the news of his death, she went pale with sorrow.

I saw a young lady walking slowly in the street with a handbag in her hand.

（4）独立主格。独立主格的灵活运用，可以使句子更具有表现力，语言地道且具有美感。例如：

All things considered, her suggestion is of greater value than yours.

I will come tomorrow, weather permitting.

There being no bus, we had to walk home.

（5）倒装。倒装句具有调节句子平衡、抒发强烈感情色彩的功效，且使用起来比较不容易出错，常用于提出建议、发表看法的文章。例如：

Only in this way can we learn English well.

There comes the police car.

Hardly had they got to the station when they met the young man.

Though I’m weak, I’ll make the effort.

→Weak as I am, I’ll make the effort.

（6）改变语态。汉语中被动语态很少用，大多表达一些对主语而言是不如意或不希望发生的事情。但是，英语中使用被动语态频率较高，所以教师应该指导学生换个思维去表达，不一定全部使用主动结构。改变语态，会使句子表现不单一。例如：

People suggest that the conference be put off.

→It is suggested that the conference be put off.

（7）改变句子开头的方式。不要一味地采用“主语—谓语—宾语”的语序，可以适当地把一些成分（如状语）提前，放在句子的开头，这样使整个句子读起来跌宕起伏，增加了书面表达的表现力。例如：

Our library is in the center of our school. It is between the garden and the teaching building.

→In the center of our school lies our library，which is between the garden and the teaching building.

（8）使用谚语。首先，英语谚语具有语言凝练、生动形象、句子结构灵活多变等特点，是帮助学生写作的好材料。例如：

Practice makes perfect.（熟能生巧）

Rome was not built in a day.（罗马并不是一天建成）

God helps those who help themselves.（天助自助者）

二、各种复合句的综合运用

（一）使用各种从句

包括定语从句、状语从句、名词性从句在内的从句的使用明确了概念的外延，增大了概念的内涵，逻辑性强。再有，长短句结构交替使用后，语句内部抑扬顿挫的节奏感就出来了，文章流畅自然，生动活泼。

（1）名词性从句。例如：

The fact that he did not turn up disappointed everybody.

What surprises him is that the little girl knows so many things.

（2）定语从句。例如：

The girl is spoken highly of. Her composition was well written.

The girl whose composition was well written is spoken highly of.

Let’s come to the main teaching building, at the back of which stands the school library

（3）状语从句。例如：

The moment we reached the farm, we got down to harvesting.

No matter what he says, I won’t believe.

Supposing that she doesn’t agree, what shall we do?

（二）使用虚拟语气

虚拟语气表示说话人的一种愿望、假设或怀疑等，可以充分地表现出感情色彩，使文章更具有感染力。例如：

The ship didn’t sink with all on board because there were the efforts of the captain.

→But for the efforts of the captain, the ship would have sunk with all on board I passed the physics exam because of your help.

→I couldn’t have passed the physics exam but for your help.

（三）使用强调句

强调句是为了突出句子某一成分，引起他人的注意，以达到表达自己意愿的效果的句式。这种结构相对更容易驾驭，学生使用起来不容易出错。例如：

He did not know what had happened until he had read the news in the newspaper.

It was not until he had read the news in the newspaper that he knew what had happened.

三、指导学生多使用连接词

把几个结构松散、条理不清的句子用一定的连接方式连接起来，能起到承上启下、紧凑语篇的效果。下面是2008 年全国高考（Ⅱ）的作文：

Dear Peter,

I’m glad to receive your letter asking for my advice on how to learn Chinese well.

To start with, it is important to take a Chinese course, as you can learn from the teachers and practice with your classmates.

Besides, it helps to watch TV and read books,newspapers in Chinese whenever possible. In addition，it should be a good idea to learn and sing Chinese songs.In short, I suggest you should make more Chinese friends who can help you learn Chinese.

可见，巧妙运用衔接语可以给文章增色，使文章浑然一体，语句流畅。

另外，教师还要注重指导学生进行写作练习。首先，在对学生写作训练指导时，尤其在列提纲时，要建议学生认真考虑如何精选高级结构、词汇，全面地搜索高中学过的短语、句式。其次，在批阅作文的过程中，要注意收集学生写的优美句子及表达单一的句子，以便在讲评时更有针对性。最后，讲评时，多进行一句多译的对比讲解，变换句式，拓展学生的思维，灵活地使用不同的句式，让学生更深刻地体验英语句子如何表达得地道、有文采。

总之，写作教学是个费时又费力的过程，教师不要急功近利。首先，夯实语法知识，积累美文佳句，要把短期和长期目标结合起来，做好每一个阶段的工作，循序渐进地引导学生写作。其次，学生要想突破自己，取得高分，高级结构的有意识渗入是关键。这就要求教师在平时的教学中，多引导学生欣赏美文，让学生感受英语文学的魅力，激起学生想充分表达的欲望。最后，多鼓励学生在保证准确的前提下，根据书面表达的内容、篇章结构和自己的实际水平，敢于并善于使用高级词汇、语法结构，以增加语言的“亮点”。当然，在使用时要恰如其分，不是越多越好，要长短句式结合。

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