(完整版)英语作文激励性评语

英语作文激励性评语
一、宏观性评价
1. 整体印象类评语
Super! Excellent! Perfect!
Wonderful. Fantastic. Marvelous.
采用整体印象类评语对于高中起始阶段的学生有较好的激励作用，但若千篇一律德使用此类评语，就会使学生无法正确认识自己的写作水平，最终导致教师的评语失去应有的作用。

2. 规范导知类评语
Beautiful. Clear. Wonderful. Good hand-writing.
You’re careful of using pronunciation.
Glad to see your improvement in handwriting.
I'm expecting clearer/more beautiful hand-writing from you next time.
You’d better pay more attention to word order.
Better be more careful of your spelling.
It's important to compose a draft beforehand.
3. 情感调控类评语
I appreciate your handwriting.
You have a good knowledge of English proverbs.
You are quite aware of making meaningful sentences.
You are richer than others in collecting and using typical sentences an idiom.
I'm expecting greater progress from you in writing. Come on.
If you need my help, never hesitate to come to me.
警句：
Hard work leads to success.
Not to advance is to go back.
No one is without faults.
Keeping is harder than winning. Keep it up.
二、微观写作技能方面的评语
1. 专项点拨类评语
It's proper to use the proverb in Para.2 Quite clever.
You are good at using attributive clauses in your writing.
The "struck" sentence is perfectly used.
You'd better use "third person" in the first Para.
It's good to use the past tense in your writing.
2. 佳句欣赏类评语
教师可以在句尾统一标注赞美性的符号（如E--Excellent)或标识不同星级等。

What a wonderful sentence using "cover".
It's really clever of you to use this beautiful sentence.
The inverted sentence is well written.
3. 谋篇布局类评语
A good beginning. A perfect
ending. Well-organized. Perfectly-expanded.
The first para. makes a good beginning.
The last para. makes a perfect ending.
All the points have been covered.
It's clever of you to u se a topic sentence at the beginning of a para. It's wonderful to use proper conjunctions between sentences.
You are good at developing a Para.
You have made great progress in developing a passage.
I am glad to see the sentence coherence in your last Para.
Better pay more attention to the relationship between sentences.
It's really wonderful to start/end your sentences with adverbials. What is your name? I am very glad to see that your ideas. I think it is a good essay. You are good at developing a Para.T he structure is very clear and you organize your points in a logically way. If there is more detailed information, it will be better. and pay attention to some basic grammar points. Expand your vocabulary! I’m expecting better writing from you next time. What is your name?
在起始年级应侧重对学生写作行为规范的引领，重在对学生进行词句方面的引导；对高年级学生则应侧重对文章的结构、行文的逻辑、句子的变化等方面的指点和引导。

虽然这些评语对我们大部分学生来说不太适合，因为他们连老师评他们什么都看不懂。

但我们平时对作文的批改确实没做到这么仔细。

有很大启发。

英语作文评语集锦
1, criticism style: For example: "this article does not fluent language,
w riting is not serious, the lack of vivid description, is an unsuccessful essay." Such a comment, for those who are not serious student writing would be appropriate to use a bit but can not be used; otherwise it will discourage the entrepreneurial spirit of students.
2, in recognition of type: "that this is writing new material selection, design sophistication, using a comparison of contrasting a variety of writing style, the characters are detailed image of reading a long time people forget, is a superb masterpiece ... ..." Such comments, suitable for writing with rich experience of those students, teachers willing to work hand in hand assessment of the essay will make them more height and depth.
3, incentive-style: Student's writing skills are not balanced, and some writing is only a partial or individual sentences, words wonderful, then a teacher at the time of writing reviews, it is necessary to seize the students of these bright spot, to stimulate their interest in writing . "Wen's two Bi Yuju very wonderful, unique, reading a immersive feeling, I like the hope that the future can enjoy, the teachers believe that you will not let me
disappointed." Although a few words, but The role of such incentives are inestimable.
4, exhorted formula: writing is that students express their spiritual herb, their emotions and Jin Xian where, so the teacher the time to write reviews, but also pay attention to the ideological trend of students and put them onto a positive track. "People can make their own away from the spirit of a high degree of material poverty, others enjoy the food, you can be immersed in the spiritual food intake, it will give you a lot of fun, so you go beyond the width and depth, they are! "I think, so a few words with advising the type of discourse, so that those who are poor enough to bring troubled students feel relieved.
5 and ask a question type: teachers can sometimes be characterized by the student's essay, some with a depth so as to enable the students themselves to think about to answer, in the continual process of reflection in improving writing skills. For example: Where do you think best describe? Why? ; Text which deep understanding? ; You use and what writing skills? ; You are most dissatisfied with is that of what? ... ...
6, an explicit: "It's like you in this writing, funny, humor, much has been philosophy, writing is smooth, such as Hangyunliushui, if re-writing something beautiful, even more icing on the cake is not it?" Such recognition among the implicit criticism will touched the hearts of the students, arouse their attention.
7, seminar-style: for the writing on some of the issues, teachers may use
to discuss type of tone, and students to explore and improve. For example: "If the reference one and the poem at the beginning of this article, do you feel?" "Narrative of events, using plug Syria is not more interesting?"
1、批评式：例如：“此文语言不流畅，书写不认真，缺少生动形象的描写，是一篇不成功的作文。

”如此评语，对于那些写作不认真的学生，可适当采用一下，但不可常用，否则会挫伤学生的进取心。

2、表扬式：“本篇作文选材新颖，构思精巧，动用了对比、反衬等多种写作手法，人物刻画细致形象，读后让人久久难忘，是一篇上乘的佳作……”这样的评语，适于那些写作功底深厚的学生，老师衷肯的评价，会让他们的作文更有高度与深度。

3、激励式：学生的写作水平是不均衡的，有的作文只是局部或个别句子、词语精彩，那么老师在写评语的时候，就要抓住学生的这些闪光点，来激发他们的写作兴趣。

“文中的两个比喻句很美妙，独特，读后有身临其境的感觉，我很喜欢，希望以后还能享受到，老师相信你不会让我失望的。

”虽然寥寥数语，但这样激励所起的作用是不可估量的。

4、劝勉式：作文是学生抒发心灵的芳草地，他们的喜怒哀乐尽显其中，因此教师在写评语的时候，更要关注学生的思想动态，把他们引到积极向上的轨道。

“人可以用精神的高度让自己远离物质的贫困，在别人享受美食的时候，你可以沉浸在精神食粮的摄取中，它将给你带来无穷的乐趣，让你在宽度与深度上超越他们！”我想，这样几句
话带有劝勉式的话语，足可以使那些因贫困带来烦恼的学生感到释然。

5、反问式：教师有时可以根据学生的作文特点，提出一些带有深度的问题，让学生自己去思考、解答，在不断反思中提高写作水平。

例如：你认为哪些地方描写最精彩？为什么？；文中有哪些深刻的体悟？；你使用了哪些写作技巧？；你最不满意之处是什么？……
6、暗示式：“很喜欢你这篇作文，风趣、幽默之中不乏哲理，文笔流畅如行云流水，如果书写再漂亮些，不就更锦上添花了吗？”如此表扬之中的含蓄批评，更会触动学生的心灵，引起他们的重视。

7、研讨式：针对写作上的某些问题，教师可采用商量式的口气，和学生共同探讨、改进。

例如：“如果引用一首和本文有关的诗开头，你感觉如何？”“叙述的事件，采用插叙的方法是不是更引人入胜？”。