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摘要：高考英语书面表达是对考生综合应用英语能力的考查，其所占分值较大。但在教学过程中，笔者发现，很多学生尽管学了多年英语，作文总是不尽人意，难以取得高分。笔者尝试从学生习作中反映的问题入手，探索如何指导学生进行写作训练，以提高他们的写作技巧和写作能力。
关键词：写作;整体性;连贯性;主题句;结构;读写互动
一、新课程标准对高考英语的写作要求
《英语课标（2017年版）》对语言技能内容的描述做了改变，采用了分类整合的描述方式，分为理解性技能和表达性技能两个层面。其中，说和写调整为表达性技能。其具体要求如下：
1.根据交际需求发起谈话并维持交谈;
2.清楚地描述事件的全过程;
3.使用文字和非文字手段描述个人经历和事物特征;
4.在口头和书面表达中借助连接性词语、指示代词、词汇衔接等语言手段建立逻辑关系;
5.在书面表达中借助标题、图标、图像、表格、版式等传递信息、表达意义;
6.根据表达目的选择适当的语篇类型;
7.根据表达的需要选择词汇和语法结构;
8.根据表达的需要选择词汇和语法结构;根据表达的需要选择正式语和非正式语;
9.借助语调和重音突出需要强调的意义。
二、学生书面表达中存在的问题及原因
许多学生对于写作仍是一片茫然，不知该如何下手，即使写出来，不是错误百出，就是单调乏味。在写作内容上，作文内容贫乏，思路不畅，对题目的深层含义不能理解透彻，不能完整深刻地挖掘主题。其次，在语篇上，学生谋篇布局的能力薄弱，不懂在写作中使用过渡，转折等手段将主题有机地连接起来。而在写作教学时，往往是老师布置写作任务，学生写完后交给老师批改，优秀作文将被贴在教室墙壁上，并被学生反复背诵。 老师总结出一套套万能的模板，学生机械模仿背诵，结果学生不能写出有声有势的思想，不能展现出自己独特的视角，不能真正做到传情达意。
三、如何有效地构建英语写作的严密结构
1976年韩礼德和夫人哈桑在（Cohesion in English） 一书中指出，“语篇是两个方面都连贯的语段：在情景语境方面是连贯的，因此在语域上是一致的;其语篇本体是连贯的，因此是衔接的，两者缺一不可，一者也不包含另一者。”
（一）重视主题句，突出语篇的主题思想。
因受中文的影响，大部分学生在写作中习惯有压轴思维，即习惯把关键内容放到最后，而不直接点明主题，因而很难吸引读者的注意。所以在写作训练课势，教师可以要求学生做到一个段落只阐述一个主题思想，先确定一个中心思想，并能用一个完整的句子表达。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，以上的主题句即为On reflection， I think the following factors can account for your success. 接下来的句子紧紧围绕这个主题句展开。
（二）重视段落架构和衔接手段，使文章结构紧凑。
衔接和连贯是微观语篇最重要的内容之一。中文语言的组织靠的是意合，及句子的衔接靠的是句子意义的本身，很少使用太多的连接词;而英语文章的组织靠的是形合，句子之间的衔接离不开衔接词。一般来说衔接主要包括照应、替代、省略、连接和词汇衔接几个方面。 我们可以将语篇看做一个整体，一个由衔接手段联成的整体。衔接手段可以看做是一篇文章从结构到内容连贯与发展的“路标”。而这些衔接手段构成的“路标”就可以被看做是“语篇”的谋篇构架。有了固定的谋篇构架格式，谋篇构架间的“材料”才不会松散。连接指出语段是在什么意义上相互联系起来的，即“篇章的各个构成部分之间语义上的联系”。一篇文章要做到句子之间具有逻辑性、有序性和流畅性，应
1.使用合适的连接词
表因果： as a result， thanks to ，due to ，since， because of， on account of， owing to ， as ， now that ，hence， thus ，consequently;
表转折：on the other hand， whereas， anyway， anyhow， nevertheless， however;
表递进：in addition， also， worse， still， moreover， let alone， besides;
表时间：first， second， next， eventually， since， then， meanwhile;
表示空间： above， across， beyond， in front of ， next， close to ， adjacent to ， to the left， on the right;
表对比：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
表总结：in all， in short， in brief， in conclusion， to sum up， in summary.
2.使用正确的时态。
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， 出现了9 种不同的时态，由于正确地使用了时态，才使这篇文章读起来语意连贯，使文章有画面感和层次感。
3.使用统一的人称。例如：
Thanks to her， we have improved our English.
The doctor came. He looked very serious.
（三）重视读写整合，积累丰富素材
以读促写是我们经常使用的写作教学方法之一。阅读与写作，两者关系密不可分，相互作用、相互促进。教师可以选择篇章结构严谨、主题分明和过渡自然的文章，有指导性地让学生大量阅读，通过不断输入，反复地有针对性训练，让学生吸收和内化文章的精华，从达到有效构建文章的严密结构的目的。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.
总之，写作能力的培养不能一蹴而就，作为教师，我们应依据高考考纲的重点，脚踏实地地根据学生的特点，进行有步骤、有目的地训练，加强学生的写作意识。培养他们的写作习惯，夯实他们的写作基础，进而提高他们的写作技巧和写作能力。
关键词：写作;整体性;连贯性;主题句;结构;读写互动
一、新课程标准对高考英语的写作要求
《英语课标（2017年版）》对语言技能内容的描述做了改变，采用了分类整合的描述方式，分为理解性技能和表达性技能两个层面。其中，说和写调整为表达性技能。其具体要求如下：
1.根据交际需求发起谈话并维持交谈;
2.清楚地描述事件的全过程;
3.使用文字和非文字手段描述个人经历和事物特征;
4.在口头和书面表达中借助连接性词语、指示代词、词汇衔接等语言手段建立逻辑关系;
5.在书面表达中借助标题、图标、图像、表格、版式等传递信息、表达意义;
6.根据表达目的选择适当的语篇类型;
7.根据表达的需要选择词汇和语法结构;
8.根据表达的需要选择词汇和语法结构;根据表达的需要选择正式语和非正式语;
9.借助语调和重音突出需要强调的意义。
二、学生书面表达中存在的问题及原因
许多学生对于写作仍是一片茫然，不知该如何下手，即使写出来，不是错误百出，就是单调乏味。在写作内容上，作文内容贫乏，思路不畅，对题目的深层含义不能理解透彻，不能完整深刻地挖掘主题。其次，在语篇上，学生谋篇布局的能力薄弱，不懂在写作中使用过渡，转折等手段将主题有机地连接起来。而在写作教学时，往往是老师布置写作任务，学生写完后交给老师批改，优秀作文将被贴在教室墙壁上，并被学生反复背诵。 老师总结出一套套万能的模板，学生机械模仿背诵，结果学生不能写出有声有势的思想，不能展现出自己独特的视角，不能真正做到传情达意。
三、如何有效地构建英语写作的严密结构
1976年韩礼德和夫人哈桑在（Cohesion in English） 一书中指出，“语篇是两个方面都连贯的语段：在情景语境方面是连贯的，因此在语域上是一致的;其语篇本体是连贯的，因此是衔接的，两者缺一不可，一者也不包含另一者。”
（一）重视主题句，突出语篇的主题思想。
因受中文的影响，大部分学生在写作中习惯有压轴思维，即习惯把关键内容放到最后，而不直接点明主题，因而很难吸引读者的注意。所以在写作训练课势，教师可以要求学生做到一个段落只阐述一个主题思想，先确定一个中心思想，并能用一个完整的句子表达。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，以上的主题句即为On reflection， I think the following factors can account for your success. 接下来的句子紧紧围绕这个主题句展开。
（二）重视段落架构和衔接手段，使文章结构紧凑。
衔接和连贯是微观语篇最重要的内容之一。中文语言的组织靠的是意合，及句子的衔接靠的是句子意义的本身，很少使用太多的连接词;而英语文章的组织靠的是形合，句子之间的衔接离不开衔接词。一般来说衔接主要包括照应、替代、省略、连接和词汇衔接几个方面。 我们可以将语篇看做一个整体，一个由衔接手段联成的整体。衔接手段可以看做是一篇文章从结构到内容连贯与发展的“路标”。而这些衔接手段构成的“路标”就可以被看做是“语篇”的谋篇构架。有了固定的谋篇构架格式，谋篇构架间的“材料”才不会松散。连接指出语段是在什么意义上相互联系起来的，即“篇章的各个构成部分之间语义上的联系”。一篇文章要做到句子之间具有逻辑性、有序性和流畅性，应
1.使用合适的连接词
表因果： as a result， thanks to ，due to ，since， because of， on account of， owing to ， as ， now that ，hence， thus ，consequently;
表转折：on the other hand， whereas， anyway， anyhow， nevertheless， however;
表递进：in addition， also， worse， still， moreover， let alone， besides;
表时间：first， second， next， eventually， since， then， meanwhile;
表示空间： above， across， beyond， in front of ， next， close to ， adjacent to ， to the left， on the right;
表对比：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
表总结：in all， in short， in brief， in conclusion， to sum up， in summary.
2.使用正确的时态。
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， 出现了9 种不同的时态，由于正确地使用了时态，才使这篇文章读起来语意连贯，使文章有画面感和层次感。
3.使用统一的人称。例如：
Thanks to her， we have improved our English.
The doctor came. He looked very serious.
（三）重视读写整合，积累丰富素材
以读促写是我们经常使用的写作教学方法之一。阅读与写作，两者关系密不可分，相互作用、相互促进。教师可以选择篇章结构严谨、主题分明和过渡自然的文章，有指导性地让学生大量阅读，通过不断输入，反复地有针对性训练，让学生吸收和内化文章的精华，从达到有效构建文章的严密结构的目的。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.
总之，写作能力的培养不能一蹴而就，作为教师，我们应依据高考考纲的重点，脚踏实地地根据学生的特点，进行有步骤、有目的地训练，加强学生的写作意识。培养他们的写作习惯，夯实他们的写作基础，进而提高他们的写作技巧和写作能力。