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考生要想在书面表达中取得高分，应具备较强的语言运用能力，使用较多的语法结构和词汇；有效的适用语句间的连接成分，使全文结构紧凑。除此之外，还应该注意语言表达的多样性。丰富多变的表达方式能够显示一个考生非同一般的驾驶语言的能力，因此能够博得阅卷老师的好感。语言表达的多样性内容涵盖教广，下面择其要点加以解释。
一、学会使用过渡词或过渡句。如：
1.递进furthermore， moreover， besides， in addition， then，etc
first and foremost， besides， last but not least
2.转折however， but， nevertheless， afterwards，etc
The car was quite old， yet it was in excellent condition.
The coat was thin， but it was warm.
3.总结finally， at last， in brief， to conclude， etc
4.强调really， indeed， certainly， surely， above all， etc
5.对比in the same way， just as，on the other hand，etc
二、学习掌握英语句子结构。如：
1.提建议I suggest that you （should） do....
I suggest that you should have enough rest before the exam.
我建议你在考试之前要充分休息。
You’d better （not）....
What＼How about ....
Why don’t you ....
2.开始干某事begin to do something
There years ago she begin to learn Japanese .
她是在三年前开始学日语的。
I’m going to....
I’d like to....
I’m ready to....
set about doing ....Set out to do....
3.一....，就....as soon as
No sooner....than....
I give the money to her moment I saw her.我一看到她就把钱还给她了。
the best way to do… be to do….
There is no better way to do….than （to） do…
4.据说....，It’s said that…
It’s said that the sports meeting will be hold at the end of the month.
据说运动会将在月底开始。
5.很有理由....，
主语 may well do
主语 have good reason to do ....
陈述句 and well 主语 may ....
The weather is so bad， and well he may be late.
天气这么糟糕，他迟到是有理由的.
三、要灵活运用各种句式
写作应从词句练起，记忆所学的词和词组的最好方法是在使用中记忆。通过口、笔头造句练习，模仿课本例句或做替换练习是巩固记忆的好方法。例如：若以“Talking about School Subjects”为话题进行书面表达，教师可将词组套入以下句型，并让学生掌握：“I am good at…/ I enjoy…/ I prefer…to…/ I am interested…/ I am going to…this term.”教师应重视教材中的单句练习，引导学生从对单个句型的掌握，逐渐过渡到多种句型的混用，直到学生能连贯自如地表达思想。一句多译，句型转换，是书面表达能力的关键，如：我最喜欢英语。—I like English best.？ My favourite subject is English.—I like English better than any other subjects.，教师应注意英汉结构比较，减少汉语式表达错误，教师可通过错误句型之辨析、归纳和总结，一步一步帮助学生提高遣词造句的能力。例如：
1.简单句、并列句、复合句
她满眼睛含泪，但他没有注意到。
Her eyes were filled with tears.He didn’t notice it.
Tears appeared in her eyes， but he didn’t notice it.
He did not notice the fact that tears appeared in her eyes.
2.主动语态、被动语态
有人看到他在书房努力学习。
Someone saw him studying hard in his study. He was seen studying hard in his study.
3.正常语序、倒装语序
雨一直下到半夜才停。
It did not stop raining until midnight.
Not until midnight did it stop raining.
4.一般句式、强调句式
只有这样，我们才能解决这个问题。
We can solve the problem only in this way.
Only in this way can we solve the problem.
It was only in this way that we can solve the problem.
5.一般句式、感叹句式
光阴似箭，岁月如梭。
Time flies like an arrow.
How time flies！
6.完整句式、省句式
见到你很高兴。
I am glad to see you.
Glad to see you.
7.一般句式、祈使句式
明天把一齐准备好。
You must get everything ready tomorrow.
Get everything ready tomorrow.
四、正确引导学生写作
引导学生书面表达有许多形式，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确目标，并构成一个有梯度的连续活动。笔者首先采用给出文中的关键词或短语，引导学生列出写作提纲，这样学生在书面表达时可减少审题环节，不让学生感觉无从下笔，而且学生很容易理清写作思路，如“An instruction of the lab”，教师给出该篇的首句“Students read the instructions before they do the experiment.”再引导学生列出关键词或词组“keep…clean experiment（实验）/ follow…order…/ instrument（器具）/ put…back…/ turn off / make noise / touch”等。这样，在教师的引导、帮助下，学生写起来顿感思路清晰，稍加发挥，一篇完整的instruction就很容易写成了。这样由浅入深的训练方式，开始能让学生产生成就感，渐渐地学生对书面表达产生了兴趣，克服了恐惧心理，从写作中获得了成功的快乐，树立了写作的信心。
总之，写作能力的培养和提高，有赖于扎实的基础、写作方法和大量的写作实践。只要我们从这点出发，充分调动学生的学习积极性，以学生为中心，创造良好的课内外语言环境，定能有效地促进学生写作能力的形成，改变目前学生写作能力弱的现状，在写作方面，推动外语教学再上新台阶。
一、学会使用过渡词或过渡句。如：
1.递进furthermore， moreover， besides， in addition， then，etc
first and foremost， besides， last but not least
2.转折however， but， nevertheless， afterwards，etc
The car was quite old， yet it was in excellent condition.
The coat was thin， but it was warm.
3.总结finally， at last， in brief， to conclude， etc
4.强调really， indeed， certainly， surely， above all， etc
5.对比in the same way， just as，on the other hand，etc
二、学习掌握英语句子结构。如：
1.提建议I suggest that you （should） do....
I suggest that you should have enough rest before the exam.
我建议你在考试之前要充分休息。
You’d better （not）....
What＼How about ....
Why don’t you ....
2.开始干某事begin to do something
There years ago she begin to learn Japanese .
她是在三年前开始学日语的。
I’m going to....
I’d like to....
I’m ready to....
set about doing ....Set out to do....
3.一....，就....as soon as
No sooner....than....
I give the money to her moment I saw her.我一看到她就把钱还给她了。
the best way to do… be to do….
There is no better way to do….than （to） do…
4.据说....，It’s said that…
It’s said that the sports meeting will be hold at the end of the month.
据说运动会将在月底开始。
5.很有理由....，
主语 may well do
主语 have good reason to do ....
陈述句 and well 主语 may ....
The weather is so bad， and well he may be late.
天气这么糟糕，他迟到是有理由的.
三、要灵活运用各种句式
写作应从词句练起，记忆所学的词和词组的最好方法是在使用中记忆。通过口、笔头造句练习，模仿课本例句或做替换练习是巩固记忆的好方法。例如：若以“Talking about School Subjects”为话题进行书面表达，教师可将词组套入以下句型，并让学生掌握：“I am good at…/ I enjoy…/ I prefer…to…/ I am interested…/ I am going to…this term.”教师应重视教材中的单句练习，引导学生从对单个句型的掌握，逐渐过渡到多种句型的混用，直到学生能连贯自如地表达思想。一句多译，句型转换，是书面表达能力的关键，如：我最喜欢英语。—I like English best.？ My favourite subject is English.—I like English better than any other subjects.，教师应注意英汉结构比较，减少汉语式表达错误，教师可通过错误句型之辨析、归纳和总结，一步一步帮助学生提高遣词造句的能力。例如：
1.简单句、并列句、复合句
她满眼睛含泪，但他没有注意到。
Her eyes were filled with tears.He didn’t notice it.
Tears appeared in her eyes， but he didn’t notice it.
He did not notice the fact that tears appeared in her eyes.
2.主动语态、被动语态
有人看到他在书房努力学习。
Someone saw him studying hard in his study. He was seen studying hard in his study.
3.正常语序、倒装语序
雨一直下到半夜才停。
It did not stop raining until midnight.
Not until midnight did it stop raining.
4.一般句式、强调句式
只有这样，我们才能解决这个问题。
We can solve the problem only in this way.
Only in this way can we solve the problem.
It was only in this way that we can solve the problem.
5.一般句式、感叹句式
光阴似箭，岁月如梭。
Time flies like an arrow.
How time flies！
6.完整句式、省句式
见到你很高兴。
I am glad to see you.
Glad to see you.
7.一般句式、祈使句式
明天把一齐准备好。
You must get everything ready tomorrow.
Get everything ready tomorrow.
四、正确引导学生写作
引导学生书面表达有许多形式，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确目标，并构成一个有梯度的连续活动。笔者首先采用给出文中的关键词或短语，引导学生列出写作提纲，这样学生在书面表达时可减少审题环节，不让学生感觉无从下笔，而且学生很容易理清写作思路，如“An instruction of the lab”，教师给出该篇的首句“Students read the instructions before they do the experiment.”再引导学生列出关键词或词组“keep…clean experiment（实验）/ follow…order…/ instrument（器具）/ put…back…/ turn off / make noise / touch”等。这样，在教师的引导、帮助下，学生写起来顿感思路清晰，稍加发挥，一篇完整的instruction就很容易写成了。这样由浅入深的训练方式，开始能让学生产生成就感，渐渐地学生对书面表达产生了兴趣，克服了恐惧心理，从写作中获得了成功的快乐，树立了写作的信心。
总之，写作能力的培养和提高，有赖于扎实的基础、写作方法和大量的写作实践。只要我们从这点出发，充分调动学生的学习积极性，以学生为中心，创造良好的课内外语言环境，定能有效地促进学生写作能力的形成，改变目前学生写作能力弱的现状，在写作方面，推动外语教学再上新台阶。