针对英语写作的策略

A. 请问有什么方法可以提高英语的写作水平呢（针对英语专业的）

个人经验，不知道适不适合你，但愿意和你分享下。
1. 词汇量肯定要尽量扩大版，这个我自己也做的不权足。
2. 学会提高用词效率，如果词汇量不大，就要用简单的单词表达组成精彩的句子。个人觉得，这个 才是最重要的。
3. 言简意赅，避免啰嗦。
4. 注意文章逻辑，不要颠三倒四。
5. 语法得过关，不确定的干脆不要用。
其他的就你自己慢慢摸索吧。

B. 论文<高中英语写作策略>请高手帮忙(要中\英文对照)谢谢了

一、滴水穿石
俗话说“千里之行始于足下”。英语书面的表达能力的形成不是一日之功，也不是一周两月之功，必须从平时的课堂教学一点一滴抓起，持之以恒，滴水穿石，才有可能最后解决英语书面表达的难题。

高中英语课堂以课文教学为主，结合课文教学抓住学生英语书面表达的难点和关键——谓语动词语义比较语法形式变化，采取多种形式进行写作的基本训练，是培养学生英语书面表达能力的主要手段之一。具体做法是：①课文的词汇教学，不局限于照本宣章，而是结合英语的构词，同义反义比较，名词的可数与不可数词义的区别，加强学生对英语词形变化的理解，扩充他们的词汇量，鼓励他们口笔头造句，借此培养学生用完整句子表意的能力。②课文教学的过程读、写、听、说交替。一般听说在先，读写在后。针对写作训练的听、说、读、写要注意材料内容的语言形式和课文内容的语言形式要有适当的变化和整体的系统性，以课文内容的提问为例，教师提问用的词语结构和课文内容相关，但和课文语言所用词语要有适当的差异，使学生稍加思考能够理解，为学生同样意思多种英语近似表达形式添砖加瓦，积累材料，在不知不觉中了解掌握更多的英语语句表达。③指导学生就课文内容进行长句短写，短句详写的口笔头练习，帮助学生熟练掌握英语中常用动词句子的结构变化，单句和复句的异同关键所在。使用频率高，结构变化较多的英语常用动词如Wishhopeexpect之类的动词要经常反复采用不同形式练习，帮助学生熟练掌握常用动词句子结构和词义区别，逐步在心理上树立用英语造句达意的信心和习惯。④有时结合课文，有时另外补充材料，采用各种形式指导学生改写、缩写或连词完成短文或填词完成短文。

然而英语课文教学中所进行的以上写作训练指导并不解决英语书面表达的全部，这一过程主要抓住英语动词和单复句的变化，少而精地进行英语书面表达的基础训练，为培养学生扎实的语言书面表达能力还需要广泛的多而杂的英文阅读。

二、蓄势待发
“读书破万卷，下笔如有神”。这句话生动说明了书面表达和广泛阅读的关系。世界著名的外语教学家美国人StephenKrashen在其1993年出版的教学理论力作《Power of Reading——Insight from the research》中指出外语过程中①外语书读的多的人，其读写能力比读书量少的人强。②第二语言的阅读量和语言的习得之间有肯定的关系。表明，正确指导学生阅读是解决词汇和迅速提高第二语言的有效必由之路。读书和写作就好比输入和输出，没有足够的输入吸收是不可能有大量的输出的。

高中学生词汇量有限，各科作业负担沉重，英语阅读必须考虑、难易适当，时间上尽可能不给他们加重额外负担。经过比较选择，采用省高校出版社发行的“高中英语泛读教程”为主，国家级刊物“高中英语画刊”和全国发行的“中学生报”和“英语辅导报”为辅。这几种阅读材料内容广泛，语言生动，体裁多样，文章长短适宜，很受学生们的欢迎。时间安排平时利用早自习限时完成，以每分钟50到100个单词阅读量，高三年级每周用两节课的时间专门用于学生自己自由阅读英文杂志和报刊，老师个别指导解答问题，一般经过两学期到三学期的坚持阅读，学生们就会感到英语常用词的基本词义和情景有很大提高。动词的结构和变换也比较熟悉和习惯了，实际上学生已在不知不觉充满乐趣地完成了英语词汇的巩固强化这个艰巨任务，为用英语进行书面表达积累了必需的词语、句式和背景方面的材料。学生进行英语阅读时是否积极主动，满怀热情，对于语言材料的理解和吸收极大，若是抱着完成老师作业的态度读书，就可能出现和尚念经有口无心，前面看过，后面忘光的现象。因此，仅仅为学生选择适宜有趣的读物和安排一定的时间还不够，教师要想法在指导学生阅读的过程中激发培养学生主动学习外语的兴趣，增强学生学外语的自信心，形成良好正确阅读外文材料的习惯，基本的做法是经常让学生个别地在自己的同学面前理解，成功地完成有适当难度的英语阅读问题，老师及时给以鼓励。

三、提纲挈领
英语书面表达的综合训练要提纲挈领是相对省时有效的。尤其高三毕业班时间紧，复习量大，更是如此。这里的“纲”指的是教学大纲和纲要说明要求学生掌握的重要语法概念和书面表达各种不同文体及要求。这里的“领”是说书面表达训练过程要先口头训练，后笔头训练，贯穿始终。

以考纲加大纲要求的各种书面表达形式为顺序，在高三英语总复习的过程中分别进行专门的写作训练指导，目的明确，便于安排；针对性强，容易归纳。每个专项，结合文体，进行先口头，后笔头的写作训练，可以使学生相互交流，取长补短，集思广益，
更好地掌握同一话题，文体的多种表达形式和不同的连贯组合。也有利于增强学生书面表达的自信心和准确性，减少不必要的简单错误，实际上等于一种话题和文体进行两次以上语篇表达训练，无形中起到巩固强化作用。以考纲和大纲要求掌握的文体写通知为例，来说明一下如何进行总复习的写作训练：①用投影仪打出同一内容的口头通知和书面通知比较其格式和句式特点。②让学生口头复述同一内容的两种通知。③教师提供另一内容通知的要求和必要的词语。④由学生准备个别发言，口头表达通知要求尽可能用不同的英语句子结构和语序表达类似的内容。⑤教师组织比较学生口头表达中不同结构和语序的异同和效果。⑥归纳口头和笔头通知常用的各种开头语；中间内容的动词结构；结尾要求的套话和基本格式。⑦布置口头笔头通知的书面练习。⑧收回练习，即时批改，在课堂上交流学生写的有特色或基本正确的通知。⑨集体或个别翻译复习通知的开头、中间和结尾的常用句式。以上具体步骤是学生进行书面表达训练时采用的基本程序，由此可大概看出书面表达是如何提纲挈领进行训练的。

First, power of perseverance
As the saying goes "line of beginning the great distance toyou". English written expression ability formation is not merit of thefirst, also is not week two months merit, must grasp bit by bit fromthe usual classroom instruction, perseveres, the power ofperseverance, only then has the possibility finally to solve Englishwritten expression difficult problem.

The high school English classroom by the text teaching primarily, theunion text teaching holds the student English written expression thedifficulty and the key - predicate verb semantics comparisongrammatical form change, adopts the many kinds of forms to carry onwriting the basic training, raises one of student English writtenexpression ability main methods. The concrete procere is: (1) Thetext glossary teaching, does not limit to according to the textproclaims the chapter, but is unifies English the construction word,the synonymy counter- righteousness comparison, the noun may countwith cannot count the word meaning the difference, strengthens thestudent to English morphological changes understanding, expands theirvocabulary, encourages their mouth writing skill to create sentences,to borrow this to train the student to use complete sentence 子表Italy the ability. (2) The text teaching process reads, writes,listens, to say takes turn. Generally hears in first, read-write inafter. Listens in view of the writing training, to say, to read,writes must pay attention to the material content the language formand the text content language form must have the suitable change andthe whole systematic characteristic, take the text content inquiry asthe example, the teacher inquires the words and expressions structureand the text content which uses is related, but uses the words andexpressions with the text language to have to have the suitabledifference, causes the student slightly to ponder can understand,contributes labor and materials for the student similar meaning manykinds of English approximate expression form, the accumulationmaterial, in unconsciously center understood grasps the more Englishsentence expression. (3) Instructs the student to carry on the longverse on the text content short to write, the short phrase detailedwrites the mouth writing skill practice, helps the student skilled tograsp in English the commonly used verb sentence structural change,the sentence and the plicate sentence similarities and differenceskey is at. The frequency of use is high, structural change moreEnglish commonly used verb like W i s h h o p e e x p e c the t and soon verb must frequently repeatedly use the different form practice,helps the student skilled to grasp the commonly used verb sentencestructure and the word meaning difference, graally has theconfidence and the custom in the psychology which creates sentenceswith English to express one's ideas. (4) Sometimes unifies the text,sometimes other supplement material, uses each kind of form toinstruct the student to rewrite, the abbreviation either theconjunction completes the short written work or completes theshort written work.

However in English text teaching carries on above writes the traininginstruction certainly not to solve the English written expressioncomplete, this process mainly holds English verb and Shan Fuju change,carries on the English written expression the fundamentaltraining, for raises the student solid language written expressionability also to need widespread many and mixed English reading.
Second,
"Studies the broken ten thousand volumes, starts writing liketo be bright". This speech vividly showed the written expression andthe widespread reading relations. The world famous foreign languageteaches the scientist American S t e p h e n K r a s h e n theteaching theory strength which published in its in 1993 to make "P o we r o f R e a d i n g - I n s i g h t f r o m t h e r e s e a r c h"center to point out in the foreign language process (1) foreignlanguage book read many people, its read-write ability studied thequantity few people to be stronger than. (2) The second languagereading quantity and the language custom between has the firmlyrelations. Indicated that, correctly instructs student reading issolves the glossary and rapidly enhances the second language theeffective way that must be taken. Studies and writing is just like theinput and the output, not the enough input absorption is impossible tohave the massive outputs.

High school student vocabulary limited, various branches work burdenheavy, English reading must consider, the difficulty is suitable, inthe time does not aggravate the extra burden as far as possible tothem. After the comparison choice, uses the province universitiespublishing house to distribute "the high school Englishgeneral-comprehension reading course" primarily, the national levelpublication "the high school English periodical" and the nationalrelease "the middle-school student reports" and "English auxiliary导报" for auxiliary. These kind of reading material contentwidespread, language vivid, the literature style is diverse, thearticle length is suitable, gains the students popularity very much.The time arrangement usually uses early studies by oneself the timelimit to complete, by each minute 50 to 100 words reading quantity,high three grades each week specially uses in with two classes timestudent freely to read English magazine and the publication, teacherthe particular guidance explanation question, persist reading thegeneral process two semesters to three semesters, the students willfeel the English commonly used word the basic word meaning and thescene have the very big enhancement. The verb structure and thetransformation quite was also familiar and be used to it, in fact thestudent unconsciously feature fun has been completing English glossaryconsolidated strengthened this arous task, for used English to carryon the written expression to accumulate the essential words andexpressions, the sentence type and the background aspect material. Thestudent carries on when English reading whether positive initiative,fills with the enthusiasm, is enormous regarding the language materialunderstanding and the absorption, if hugs is completing teacher thework the manner to study, possibly appears the buddhist priest tochant scripture the lip-service, front has looked, behind forgets thelight the phenomenon. Therefore, merely chooses for the student issuitable the interesting reading material and the arrangement certaintime is also insufficient, the teacher wants the idea in to instructin the process which the student reads to stimulate to train thestudent to study the foreign language on own initiative the interest,strengthens the student study foreign language the self-confidence,forms the good correct reading foreign language material the custom,the essential procere is frequently lets the student indiviallyunderstand in front of own schoolmate, successfully completes has thesuitable difficulty English reading question, teacher promptly givesthe encouragement.

Third, concentrates on the main points
English written expression integrated training needs toconcentrate on the main points is relatively time-saving effective.Especially high three graating classes time tight, the reviewquantity is big, is so. Here "the outline" refers is the program ofinstruction and the summary explained requests important grammarconcept and written expression each kind of different literary styleand request which the student grasps. Here "the collar" is said thewritten expression training process needs first oral to train, thelatter writing skill training, passes through throughout.

Take tests the outline to enlarge the outline request each kind ofwritten expression form as the order, always reviews in the high threeEnglish in the process separately carries on the special writingtraining instruction, the goal is clear about, is advantageous for thearrangement; Pointed strong, is easy to ince. Each special, theunion literary style, carries on first orally, the latter writingskill writing training, may cause the student mutually to exchange,makes up for one's deficiency by learning from others' strong points,profits by opinions from various sources,
Grasps the identical topic well, the literary style many kindsof expressions form and different links up the combination. Also isadvantageous to strengthening the student written expression theself-confidence and the accuracy, reces the nonessential simplemistake, is actual superior carries on two times of above languagesexpressions training to one kind of topic and the literary style,imperceptibly plays the consolidated strengthened role. Take tests theliterary style which the outline and the program request grasps towrite the notice as the example, explained how carries on the writingtraining which always reviews: (1) Splits out the identical contentwith the projecting apparatus the oral notification and the writtennotification compares its form and the sentence type characteristic.(2) Orally let the student repeat the identical content two kind ofnotices. (3) The teacher provides another content notice the requestand the essential words and expressions. (4) Prepares by the studentindivially to speak, the oral expression notice request uses thedifferent English sentence structure and the word order as far aspossible expresses the similar content. (5) The teacher organizes tocompare in the student oral expression the different structure and theword order similarities and differences and the effect. (6) Incesoral and writing skill notice commonly used each kind of 开头语;Middle content verb structure; Ending request polite talk and basicform. (7) Arranges the oral writing skill notice the written practice.(8) Takes back the practice, revises immediately, exchanges thestudent in the classroom to write has the characteristic or the basiccorrect notice. (9) Collective or indivial translation review noticeopening, middle and ending commonly used sentence type. The mainroutine which above the concrete step is the student carries on whenwritten expression training uses, how from this can probably see thewritten expression is concentrates on the main points carries on thetraining.

C. 如何提高英语作文水平

英语学习无外乎就是提升英语的听说读写译五种能力，而最难提升且中高考英语考试当中最容易扣分的就是英语作文题型，这是学生学习和老师教学最头疼的交集问题，下面我来和大家分享一下多年积累的最实用的英语写作方法吧！

我们拿到一个作文题，第一步就是谋篇布局。先要审清题意，审什么？审作文要求，写作要点、写作时态以及写作难点。我们要通读作文要求两遍或两遍以上，熟知写作要点，再根据自己的写作需要来重新组合要点。

第三步是起草。我们完全可以根据所列提纲来进行分段造句，开头段造两三句，主体段造四五句，结尾段造两三句，中间穿插一些过渡性的词语，整篇小文章就形成了，而且文章层次和详略都兼顾到了。

注意: 写作过程中我们要遵循避生就熟的原则。所谓避生就熟就是遇到写作难点我们要回避陌生的表达，使用自己能驾驭的句型，通俗一点说就是绕着写，切勿冒险去生搬硬造。

第四步就是修改。我们通常要在单词拼写、名词单复数、动词时态及主谓一致上寻找语法错误，并作出相应的修改。

D. 什么是写作策略

(一)充分利用现有教材，练好基本功

教材是学生学习英语和培养语言能力的主要内容，教师应充分利用教材内容，由浅入深，由简到繁，指导学生进行多种形式的写作训练。
1．巧背单词。词汇是进行书面表达的基础。初学英语写作的学生容易忘记单词或把汉英词汇等同起来。因此，坚持每天听写、默写不失为掌握巩固词汇的有效途径。教师应打破常规，立足于词汇系统之上，即不仅要求学生写出所听到的单词，还要求学生写出与该单词有关的同义、近义、反义、词形变化（过去式、过去分词、-ing形式、比较级、最高级等）或词性变化等，使得所学词汇有最大限度的复现机会。
（1）词性归类法。掌握英语单词的词性有利于增强学生记忆单词的能力。如在记succeed(成功)时，要求学生同时列出该词的名词(success）、形容词（successful）及副词（successfully）的形式。
（2）默写法。给出若干个动词，要求学生根据所给动词至少写出5个以上的词组或固定搭配。以动词look为例，大部分的同学都能达到要求，有的同学甚至能写出12个之多。通过默写法，不仅能较有效地复习巩固所学词汇，激发学生的竞争意识，同时还训练了学生的发散性思维能力和总结归纳能力。
（3）词缀法。掌握构词法不仅有利于学生记忆单词而且还能培养学生理解词义的能力。如构成否定的前缀有：un- , im- , dis- , il -, ir- , in- 等。构成否定的后缀有：-less等。
2．组词造句。写作应该从词、句着手，一般情况下，教材每个单元中都会有一些重要的词组及句型需要学生去记忆并加以利用。通过口笔头造句练习，尤其是通过模仿课文中的例句，可以达到事倍功半的效果。
（1）句型操练法。要使学生造出完整地道的英语句子，掌握并巩固所学句型是关键。简单直观的句型教学便于学生接受掌握，同时也能减轻学生学习英语的焦虑心理。在句型教学过程中，教师要引导学生恰当利用本族语的正迁移作用，认识领会英汉两种语言句子结构的异同。
（2）一句多译法。英语中有相当一部分动词在不同的句型里可以表达同意意思，即一句多译法。如“我花了5000元钱买了这台电脑。” ①I spent 5,000 yuan in buying this computer.②I spent 5,000 yuan on this computer.③I paid 5,000 yuan for this computer.
3．组句成段。当学生掌握了一定的句型量，并能较流畅地运用句型进行造句时，句与句之间的连接又成了学生在做书面表达时的一大难题。要想写出好的句子不能只停留在写 “主系表”和 “主谓宾”结构的句子层面上，还应学会运用各种连接词及非谓语动词等较为复杂的语言结构。以下是书面表达中常见的一些连接词：表时间——when， while，before，after，as soon as，the moment， as，till；表并列——and，both…and ，as well as ；表因果——because，as，since，for，so ，as a result (of……)， thus，therefore；表条件——if， unless，so ( as ) long as， on condition that；表选择 ——or，either……or，neither nor； 表目的—— so that，in order that，in order to，so as to； 表对比—— while，however，but，and yet，on one hand ，on the other hand。
4．组段成文。
（1）口头回答问题，提高说写能力。在每学完一个单元，且学生熟悉课文的基础上，用完整连贯的语句回答与课文有关的问题。如:“Try to describe Abraham Lincoln’s life when he was young.”“What do you know about Great Britain?”像这一类的问题，大部分学生都能较顺利地做出回答。这种回答问题方式实际上便是一种口头表达的体现，学生能够表达得清楚，用书面形式来表达应该不成问题。
（2）续写。 利用续写课文内容的训练形式，不但可以培养学生的创造性思维能力和逻辑推理能力，同时还可以提高学生学习英语的兴趣和运用已学知识的能力。
（3）控制性仿写。教材中出现了各种各样体裁的文章，有记叙文、说明文、议论文等。教师可以在有所控制的前提下（主要是字数），让学生试着仿写。从简单的记叙文着手，慢慢地可仿写说明文，甚至是有些论理较浅的议论文。仿写能使学生运用课文中的词语、句型及规范搭配，避免写作的通病，从而达到从模仿写作到独立写作的目的。

（二）参照历届高考试题 ，进行模仿表达

教师可以将历届高考的书面表达试题拿来做写作范文，让学生模仿。纵观历届高考书面表达试题，其体裁主要是以叙述为主的一般应用文写作，内容涉及一般外事交往和日常生活，命题形式不外乎故事描写、短文改写、书信、通知、简介、看图日记、看图作文、广播通知、看图写通知等。在学生每一次写作之前，教师都应作写前指导，要求学生做到：
1.仔细研究图片内容：①每幅画的内容，②图画与图画之间的关系。
2.构思完整的故事：①开门见山，②要点清楚；③文章首尾呼应。
3.表达准确，行文连贯：①语言表述是否准确， ②全文是否连贯。
（三）立足课堂教学实践，加强课外写作训练
培养高中学生英语写作能力的方法多种多样，教师除立足课堂教学实践外，还应组织学生进行课外写作，如开辟英语习作园地、英语墙报、英语周记等活动。周记的形式通常采用提示性周记、题目加提纲性周记以及自由式周记。
1.提示性（guided）周记。提示性周记一般较容易下手，教师给出一定的汉语提示，学生按要求并通过适当的发挥写成即可。
2.题目（topic）加提纲性（outline）周记。题目加提纲性周记对部分学生来说有一定的困难。学生必须认真思考提纲的要求以及为这一提纲服务的有可能的语言内容，同时结合现实生活中的具体情况，通过一定的语言形式加以正确表达。
3.自由式（free-style）周记。自由式周记能充分发挥学生的知识能力，题材广，内容多，有涉及人物、体育、环保、音乐、电影等方面的内容，应有尽有，但由于题材内容都较杂，而且字数不限，所以给教师的批改带来了很大的困难。因此，笔者认为，高中阶段以前两种训练形式较为理想。
总之，英语写作的训练是综合能力的训练之一，单靠以上几点做法是远远不够的。大量的多种训练及策略要贯穿于英语教学的始终，正如国内著名的英语专家葛传椝教授在其专著《英语写作》（The Writing of English）中谈到解决中国学生用英语写作的困难时说：“You ought to read very carefully, not only very carefully, but also aloud and that again and again till you know the passage by heart and write it as if it were your own.” 这已充分说明熟读成诵对英语写作的重要性。

E. 小学英语写作教学中有哪些策略

英语写作教策略 、 由浅入深培养写作兴趣 于说创造性运用语言确实定难度所写作教 教师应针童龄特点语言水平设计难易适且充满童趣 写作任务尤其于低级词汇量限教师更要根据教材主题或语言内容设计易完写作任务于三级教师 能阅读材料些关键词或词组挖空让学校文猜词填空 通填词练习让描述物： My pet I have a . It is and . It has got . It has got and . It can . It can , too. It eats . My parents like very much. We are friends. 种填词练习既能训练阅读能力能培养初步语 篇意识并高级写作打基础循序渐进习既能让体 验功能让建立写作信兴趣 二、善于挖掘写作素材 1． 挖掘教材写作素材 目前英语教材都提供丰富习素材全部采用彩色绘画 且情景绘画贯穿始终；紧密结合童奇、、说、唱善于模仿 喜欢表演特点编排设计教材内容与形式；教师应深入挖掘 教材内容例：四级册部 story time 图没故事让 先看图说 再根据图篇故事； 六级册教完 Christmas is coming! 书任务：要求制作圣诞卡教师应握些素材让练 习写作 2． 创设情景化写作素材 写作教创设情景仅能够营造氛围意境激发 习热情利于创造模拟语言习环境教师创设充满童趣 直观情景幅图画、趣故事、表演、种社现象描述等些情景能帮助理解语言材料并瞬间激发 表达欲望写作热情例：教六级册 U11 Who’s calling? 习总结完打电用语及习通打电向师请假式创设提 供要求请假情景要求口电请假编写至少 5 电 3．运用化写作素材 教师设计写作内容要尽能选择些比较熟悉比较兴趣 内容意识写作内容向实际延伸写作内容具 备化特点才能引起关注兴趣：五级教 M5 Zoo animals 习关物园规则我让写写校规至少写 5 条 写作作业仅贴近更激发习兴趣通 作业让增强规意识 4． 利用媒体拓展写作素材媒体运用使抽象写作内容变更加直观并能调 种官参与习让渠道获取信息例：五级册教U10 What are the biggest animals in the world 播放关物世界影 片通制作课件比较各种物体重让形象信息 解蓝琼特征（类别、度、体重、食量等） 要求写 篇介绍蓝琼短文 三、 合作、互写作 于些难度较、范围较广写作内容通展合作写作 完合作写作程机互相交流集思广益取补已短；能习写作指导写作享作品例：六级教 M6 Festivals 主题让组形式搜集各节目关资料 制作手抄报并所手抄报展示全校让教师展自评 互评等合作写作既给留独立思考空间促进 互相帮助与

F. 初中生英语写作的三大策略是什么

在英语中，冠词+时间可以代表时间状语,而且像the moment,the minute,the instant这些词还可以引导时间状语从句
不过in a minute当然也是可以的