如何有效地構建英語寫作的嚴密結構

陳桃萍

摘要：高考英語書面表達是對考生綜合應用英語能力的考查，其所占分值較大。但在教學過程中，筆者發現，很多學生盡管學了多年英語，作文總是不盡人意，難以取得高分。筆者嘗試從學生習作中反映的問題入手，探索如何指導學生進行寫作訓練，以提高他們的寫作技巧和寫作能力。

關鍵詞：寫作;整體性;連貫性;主題句;結構;讀寫互動

一、新課程標準對高考英語的寫作要求

《英語課標（2017年版）》對語言技能內容的描述做了改變，采用了分類整合的描述方式，分為理解性技能和表達性技能兩個層面。其中，說和寫調整為表達性技能。其具體要求如下：

1.根據交際需求發起談話并維持交談;

2.清楚地描述事件的全過程;

3.使用文字和非文字手段描述個人經歷和事物特征;

4.在口頭和書面表達中借助連接性詞語、指示代詞、詞匯銜接等語言手段建立邏輯關系;

5.在書面表達中借助標題、圖標、圖像、表格、版式等傳遞信息、表達意義;

6.根據表達目的選擇適當的語篇類型;

7.根據表達的需要選擇詞匯和語法結構;

8.根據表達的需要選擇詞匯和語法結構;根據表達的需要選擇正式語和非正式語;

9.借助語調和重音突出需要強調的意義。

二、學生書面表達中存在的問題及原因

許多學生對于寫作仍是一片茫然，不知該如何下手，即使寫出來，不是錯誤百出，就是單調乏味。在寫作內容上，作文內容貧乏，思路不暢，對題目的深層含義不能理解透徹，不能完整深刻地挖掘主題。其次，在語篇上，學生謀篇布局的能力薄弱，不懂在寫作中使用過渡，轉折等手段將主題有機地連接起來。而在寫作教學時，往往是老師布置寫作任務，學生寫完后交給老師批改，優秀作文將被貼在教室墻壁上，并被學生反復背誦。 老師總結出一套套萬能的模板，學生機械模仿背誦，結果學生不能寫出有聲有勢的思想，不能展現出自己獨特的視角，不能真正做到傳情達意。

三、如何有效地構建英語寫作的嚴密結構

1976年韓禮德和夫人哈桑在（Cohesion in English） 一書中指出，“語篇是兩個方面都連貫的語段：在情景語境方面是連貫的，因此在語域上是一致的;其語篇本體是連貫的，因此是銜接的，兩者缺一不可，一者也不包含另一者。”

（一）重視主題句，突出語篇的主題思想。

因受中文的影響，大部分學生在寫作中習慣有壓軸思維，即習慣把關鍵內容放到最后，而不直接點明主題，因而很難吸引讀者的注意。所以在寫作訓練課勢，教師可以要求學生做到一個段落只闡述一個主題思想，先確定一個中心思想，并能用一個完整的句子表達。如：

Dear Leslie，

Hearing the exciting news that you came in first place in the live English speech competition， I can't wait to convey my heartfelt congratulations to you.

On reflection， I think the following factors can account for your success. First， you made full preparations for it. Having revised and polished your essay many times， you devoted yourself to practicing your pronunciation and intonation day in and day out. No wonder that your fluent and authentic English impressed the audience enormously. Besides， you quoted abundantly from many sources and read them out emotionally， which made you knowledgeable and appealing. To be honest， I simply couldn't take my eyes off the TV screen. Last， it was your burning desire to be a brilliant speaker and your perseverance that led to your success. Therefore， you are a perfect example of success coming from hard work.

Congratulations again. May all your efforts pay off and you have a bright future.

Li Hua

主題句一般位于段落的第一句，以上的主題句即為On reflection， I think the following factors can account for your success. 接下來的句子緊緊圍繞這個主題句展開。

（二）重視段落架構和銜接手段，使文章結構緊湊。

銜接和連貫是微觀語篇最重要的內容之一。中文語言的組織靠的是意合，及句子的銜接靠的是句子意義的本身，很少使用太多的連接詞;而英語文章的組織靠的是形合，句子之間的銜接離不開銜接詞。一般來說銜接主要包括照應、替代、省略、連接和詞匯銜接幾個方面。

我們可以將語篇看做一個整體，一個由銜接手段聯成的整體。銜接手段可以看做是一篇文章從結構到內容連貫與發展的“路標”。而這些銜接手段構成的“路標”就可以被看做是“語篇”的謀篇構架。有了固定的謀篇構架格式，謀篇構架間的“材料”才不會松散。連接指出語段是在什么意義上相互聯系起來的，即“篇章的各個構成部分之間語義上的聯系”。一篇文章要做到句子之間具有邏輯性、有序性和流暢性，應

1.使用合適的連接詞

表因果： as a result， thanks to ，due to ，since， because of， on account of， owing to ， as ， now that ，hence， thus ，consequently;

表轉折：on the other hand， whereas， anyway， anyhow， nevertheless， however;

表遞進：in addition， also， worse， still， moreover， let alone， besides;

表時間：first， second， next， eventually， since， then， meanwhile;

表示空間： above， across， beyond， in front of ， next， close to ， adjacent to ， to the left， on the right;

表對比：in comparison， in contrast， in relation to ，likewise， similarly;

表示目的： in order to ， in the hope that， with the purpose of ， so that ， so as to ， so that

表總結：in all， in short， in brief， in conclusion， to sum up， in summary.

2.使用正確的時態。

One day a graduate student went to see his teacher. He had just got an important job and now was coming to say goodbye to him. The teacher asked him how he wound behave among the high officials. The graduate said， “I will be all right. I have prepared a hundred high hats ， one for each official I meet. I am sure I will succeed.” The teacher became angry at the words， “ What！” he cried. “ Is this what I have been teaching you for the past ten years？” Nothing but a mean flatterer” “ Forgive me ， honored master！” the student rose to his feet and apologized hurriedly. “ Buy you have always been interested in your studies only and do not know how vulgar the world has become. There are few men in the world who are behaving honestly like you.” “ There is something in what you said.”The teacher sighed， nodding his head. So they parted on the best terms， with the graduate’s total number of high hats being one less.

以上這篇文章， 出現了9 種不同的時態，由于正確地使用了時態，才使這篇文章讀起來語意連貫，使文章有畫面感和層次感。

3.使用統一的人稱。例如：

Thanks to her， we have improved our English.

The doctor came. He looked very serious.

（三）重視讀寫整合，積累豐富素材

以讀促寫是我們經常使用的寫作教學方法之一。閱讀與寫作，兩者關系密不可分，相互作用、相互促進。教師可以選擇篇章結構嚴謹、主題分明和過渡自然的文章，有指導性地讓學生大量閱讀，通過不斷輸入，反復地有針對性訓練，讓學生吸收和內化文章的精華，從達到有效構建文章的嚴密結構的目的。如：

So why has English changed over time？ Actually all language change and develop when cultures meet and communicate with each other. At first the English spoken in England between about AD 450 and 1150 was very different from the English spoken today. It was based more on German than the England we speak at present. Then gradually between 800 and 1150， English became less like German because those who ruled England spoken first Danish and later French. These new settlers enriched the English language and especially its vocabulary. So by the 1600’s Shakespeare was able to make use of a wider vocabulary then ever before. In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia too. English began to be spoken in both countries.

總之，寫作能力的培養不能一蹴而就，作為教師，我們應依據高考考綱的重點，腳踏實地地根據學生的特點，進行有步驟、有目的地訓練，加強學生的寫作意識。培養他們的寫作習慣，夯實他們的寫作基礎，進而提高他們的寫作技巧和寫作能力。