中学作文现存问题探析 从用词和句式谈起.doc

中学作文现存问题探析：从用词和句式谈起中央教育科学研究所陈春勇

摘要：本文探讨中学生英语写作中在用词和句式选择方面存在的缺陷，字阐释原因的基础上提出解决途径，并通过剖析范文，指明中学生英文写作中应注意的问题，以期为其提高英文写作水平提出可操作性的建议和方法。

关键词：中学生；英语作文；用词；句式

Abstract: this essay probes into the detects in the choice of both English words and English sentence patterns in Chinese middle school students9 English language writing・ Based on a detailed explanation of the cause of the said defects, the author puts forward relevant resolutions. Also, by means of analyzing some model compositions, the author comes up with several points which Chinese middle school students are supposed to pay attention to in their English language writing, for the purpose of giving practical suggestions and methods for the improvement of their English language writing.

Key words: middle school students, English language writing, the use of words, sentence patterns

中学英语写作在中学英语教学中占据重要位置，是学生应掌握的四项（听、说、读、写）技能Z-O中考和高考英语测试题屮亦均有对学生写作能力的考查。从现行中学英语教学中英语写作的实际效果來看，屮学生的英语写作能力尚不能令人满意，其英语作文在内容和用语两个方面均存在诸多问题。如，内容空洞，缺乏说服力；结构混乱，逻辑关系不当；套用母语写作模式，无病呻吟，乱表“决心”，文风做作；中式英文充斥其中等。本文在此无意对中学生英语写作内容方面的上述问题进行深入讨论，而着重探讨中学英语写作中用词和句式的缺陷与不足，分析其原因，并提出解决途径，同时通过对某些学生习作或范文的具休剖析，指明中学生写作中应注意的问题，从而为英提高写作水平提出可操作性的建议和方法。

一、写作缺陷

㈠不注意使用衔接词，文章缺乏连贯性和逻辑性

衔接词是段落中起承转衔接作用的词或短语，用以说明前后句子或语意之间的关系，借以提高段落的连贾性和逻辑性，并有利于读者跟上作者的思路。衔接词根据其含义可分为不同种类，表示举例、对比、结果、让步、总结、强调等。

中学生英语写作中，较为明显的缺陷与不足之-•是忽视衔接词的使用。他们往往只注重英文语句Z间的含义联系，未意识到应将英文句子用各种衔接词前后串联起來，借以提高段落的整体连贯性。如，在表达“王明今天要在家照顾母亲，他母亲病了。”吋，不少同学用英文这样写道：

Wang Ming had to stay at home to look after his mother. His mother was ill.

如果进行如下改写，文章会衔接自然，具有较强的连贯性：

Wang Ming had to stay at home to look after his mother, for she was ill. 或者：

Wang Ming's mother was ill, so he had to stay at home to look after her.

当然，本句若不使用衔接词，而时使用定语从句，也能解决问题。

Wang Ming had to stay at home to look after his mother, who was ill.

㈡用词单调重复，缺乏新意

不少中学生在英语写作过程中，欲表达相同或相近意思吋，常有意无意地通篇使用完全相同的词汇或短语，血未考虑或意识到应避免用词重复。这样给读者产生的印象是：文章措辞单调乏味，缺乏吸引力和新鲜感，可读性差。如，在表达“许多中学生每天花费好几个小时的时间上网。这対他们的学习产生了不利影响。很多家长都反対孩子上网。”时，不少学生写道：Many middle school students spend many hours a day visiting the Internet. This has produced an unfavorable influence on their studies. Many parents are against their children's visiting the Internet.

上面短短三句话中，有三处使用了many,令读者感到作者词汇之贫乏。另外，三个句子之间也缺乏必要的衔接词或关系词，致使句与句子之间的联系不够紧凑、连贯。为此，可进行如下修改：

A large number of middle school students spend several hours a day visiting the Internet, which has produced an unfavorable influence on their studies・Therefore, lots of parents are against their children's visiting the Internet.

㈢句式结果单调，简单句偏多

英语句子按其结构可分为简旳句、并列句、复合句和并列复合句.欲令文章具有吸引力, 应保持句式多变、结构丰富；否则，句式结构千篇一律，会令读者感到单调发味，也不利于明确和突出文章的中心思想。为保持句式结构的多样性，可将各种句式混用。如，长短句搭配使用，并交叉运用不同的主从结构、并列结构、倒装结构等，以求收到句式多变并突出重点的效果。具体说來，可将某些简单句改为并列句或从句，而穿插保留一小部分长短不等的简单句；将某些使用较多的“主一动一宾（SVO）”基本句型的开头部分，变换为短语（如副诃短语、分词短语、介诃短语）、从句（如山when, because, although, if 连接诃引导的状语从句），或使用并列连词（and, bu（等）或连接副词（however, actually, consequently筹。

上述两例已经充分说明了这一问题。学生写出的上诉英文句子多为简单句，句式结构单一，而且前后句之间缺乏衔接词。第二例中修改后的英文，使用了定语从句和衔接词Therefore,使得前后句较为紧凑，衔接自然，句式多变，因而可读性较强。

㈣段落层次不清

中学阶段的英文写作，内容较为简单，篇幅不要求太长，次数也不要求过多（一般100 词左右即可），这样就给不少同学--种误解：報篇作文有一个段落即可。在这种错误意识的支配下，不少同学写英文作文时，只有作文题目没有特别做出分段要求，即使当然地仅写一个段落，而从不考虑根据文章的内容安排、段落层次和逻辑结构进行分段写作。这样的文章会令读者感觉缺乏层次感，或逻辑性不强。诚然，根据所写文章的具体内容，可能会有个别文章仅需一个段落即可，但绝大多数文章是可以并且应该分段的。试看以下例证。

A Clever Boy

It was Sunday and Tom didn't go to school. So his father asked him to paint. He took out three apples and told Toni to draw as many apples as on the table. Toni loved playing football and didn't like painting. He thought it would be too hard for him to draw so many apples. So he thought and then he had an idea. He ate up two of the three apples and then there was only one apple left on the table. He finished his painting and went out to play, leaving his work on the table. When his father came back and saw the painting, he was surprised to see there was only one apple on the table and his son was no longer there.

这是一篇初中作文范文。应该说，文章语句较为流畅,前后内容衔接自然,不失为一篇不鉛的英文短文。然而，短文还留有一点缺憾，即未分段，缺乏段落层次感。