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这两篇相互变格文章为将课堂习作变为应试满分作文提供了可操作的经验——依据高考话题主旨对课堂习作材料的属性作新的选择。例如:“树”的材料,变格一作文因其主旨是“回归”,凸显其“静静站立”;变格二作文因其主旨是“行走”,凸显其“把那枝叶伸向了天空,伸出了墙外”。又例如:对“生活在何处”的回答,变格一答曰“在我们的心里,微笑着等待我们转过身来”;变格二答曰“在我们的脚下,山那边的灯光微笑着召唤我们走过去”。两位作者能这样做——用新话题主旨去给课堂习作中的材料属性重新定位——思维品质具有变通性。
These two unconstrained articles provide operational experience for turning classroom assignments into exam-worthy full-text compositions—according to the subject matter of the college entrance exam, new choices are made for the attributes of classroom work materials. For example, the material of the “tree” changes its grammar because its main purpose is “return” and highlights its “silent stand”; the second-grade lattice composition is “walking” because of its main purpose, highlighting its “stretching the leaves to the sky”. , out of the wall.“ Another example: In response to ”Where to Live,“ the response to the change of sentence is ”In our hearts, we smile and wait for us to turn around“; we can say, ”In our feet, the lights on the other side of the mountain.“ Smiling summons us to walk.” The two authors can do this - with a new topic to reposition the material attributes in the classroom work - the quality of thinking is flexible.