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在英语写作教学中，我发现了一个问题：尽管我花了好多时间纠正学生的各种错误，但一些学生总是重犯。
这种情况引起我的注意。我想，为什么有的学生重犯这些错误，而有的学生不呢？经过仔细分析，我发现造成这种情况的主要原因是我纠正错误的方式不当。通过调查了解，我针对性地采取了以下三种方式，从而有效地纠正了学生写作中的错误。
一、学生互换作文，纠正英语写作中的错误。
当学生完成他们的写作任务后，要求学生互换改错。当同学指出错误并给出正确答案后，我就要求出错的同学按照正确形式重写一遍。这种方式首先可以使出错的和纠正错误的同学都积极参与了学习过程；其次也养成了学生小组学习的习惯；还可以提高他们的写作积极性，使他们在写作过程中主动注意一些显而易见的错误。
二、老师做出必要的修改。
如果发现了学生不能修改的错误，同时其他学生也不会修改，那么老师就要做出必要的修改。但要明白一点，不是老师立即给出正确答案，而是给以更多更有效的引导，使学生有机会再次思考问题，然后得出正确答案。另外，必要的话，让出错的同学或全班的同学重复正确的形式。
三、找出典型问题进行分析，并做一些相关的矫正练习。
在老师做出必要修改的同时，要发现并找出一些典型错误，拿到班上进行分析，看问题出在哪儿，为什么会出现这样的错误，随后让他们做一些相关的矫正练习。
下面以一个学生的习作为例加以说明：
书面表达：
你参加《中学生英语报》的征文比赛，题目是“我的英语老师”。你写的内容如下：
1、她名叫陈利，大约三十岁，个子高高的，戴着一副眼镜。
2、她不仅在课堂上教我们英语，课下也喜欢跟我们用英语交谈，开玩笑。
3、她热爱学生，总是在他们遇到困难时帮助他们。
注意：可适当增加情节。字数100左右。
My English teacher
Chen Li is my English teacher. She is thirties, and she is a tall, slim woman, wear a pair of glasses.
Her class is lively and interested. After class she likes to talk with us and have jokes with us in English. She tries to help us using English in our every day life. She loves her students and is always ready to help them when they are in trouble. Not only she is our teacher but also our good friend. Every one of us loves her, and wants to learn English well.
这是学生互相纠正错误后的短文。现在我以此为例做出必要的修改，对典型问题进行分析，并做一些相关的矫正练习。具体如下：
1、Teacher: How to express大约三十岁?
Student A: In one’s thirties.
Student B: She is about thirty.
Student C: She is thirty or so.
Teacher: These three sentence patterns can be used.
2、Teacher: How to translate 戴着一副眼镜into English in here?
Student A: Wearing a pair of glasses
Student B: with a pair of glasses
Student C: who wear a pair of glasses
Teacher: Very good. These are all right.
3、Do some exercises:
Fill into the blanks, using the “interest”proper form.
1）This book is very _______.
2）This is an _____ stories.
3）I am _____ in this book.
Teacher: so the interested above should be changed into interesting.
4、Teacher: every day is an error. Now do some exercises about everyday and every day.
1）I often get up at six _______.
2）Such things don’t happen _____.
3）He is often busy with his _____ affairs.
Teacher: so, every day life should be changed into everyday life. Now pay more attention to using “not only …but also”. Look at the examples following.
1）Not only he but also John can speak English. (Combine the subject)
2）She likes not only singing but also dancing. (Combine the objects)
3）Tom is not only my pen friend but also my teacher.
Now look at the sentence “Not only she is our teacher but also our good friend”. Can you correct it?
Student A: she is not only our teacher but also our good friend.
Teacher: Right. From now on, don’t make these mistakes again. Now rewrite this composition.
通過以上方式，提高了学生的写作兴趣，写作中出现的错误也越来越少，教学效果很明显。
（作者单位：陕西省府谷县职业中学）
这种情况引起我的注意。我想，为什么有的学生重犯这些错误，而有的学生不呢？经过仔细分析，我发现造成这种情况的主要原因是我纠正错误的方式不当。通过调查了解，我针对性地采取了以下三种方式，从而有效地纠正了学生写作中的错误。
一、学生互换作文，纠正英语写作中的错误。
当学生完成他们的写作任务后，要求学生互换改错。当同学指出错误并给出正确答案后，我就要求出错的同学按照正确形式重写一遍。这种方式首先可以使出错的和纠正错误的同学都积极参与了学习过程；其次也养成了学生小组学习的习惯；还可以提高他们的写作积极性，使他们在写作过程中主动注意一些显而易见的错误。
二、老师做出必要的修改。
如果发现了学生不能修改的错误，同时其他学生也不会修改，那么老师就要做出必要的修改。但要明白一点，不是老师立即给出正确答案，而是给以更多更有效的引导，使学生有机会再次思考问题，然后得出正确答案。另外，必要的话，让出错的同学或全班的同学重复正确的形式。
三、找出典型问题进行分析，并做一些相关的矫正练习。
在老师做出必要修改的同时，要发现并找出一些典型错误，拿到班上进行分析，看问题出在哪儿，为什么会出现这样的错误，随后让他们做一些相关的矫正练习。
下面以一个学生的习作为例加以说明：
书面表达：
你参加《中学生英语报》的征文比赛，题目是“我的英语老师”。你写的内容如下：
1、她名叫陈利，大约三十岁，个子高高的，戴着一副眼镜。
2、她不仅在课堂上教我们英语，课下也喜欢跟我们用英语交谈，开玩笑。
3、她热爱学生，总是在他们遇到困难时帮助他们。
注意：可适当增加情节。字数100左右。
My English teacher
Chen Li is my English teacher. She is thirties, and she is a tall, slim woman, wear a pair of glasses.
Her class is lively and interested. After class she likes to talk with us and have jokes with us in English. She tries to help us using English in our every day life. She loves her students and is always ready to help them when they are in trouble. Not only she is our teacher but also our good friend. Every one of us loves her, and wants to learn English well.
这是学生互相纠正错误后的短文。现在我以此为例做出必要的修改，对典型问题进行分析，并做一些相关的矫正练习。具体如下：
1、Teacher: How to express大约三十岁?
Student A: In one’s thirties.
Student B: She is about thirty.
Student C: She is thirty or so.
Teacher: These three sentence patterns can be used.
2、Teacher: How to translate 戴着一副眼镜into English in here?
Student A: Wearing a pair of glasses
Student B: with a pair of glasses
Student C: who wear a pair of glasses
Teacher: Very good. These are all right.
3、Do some exercises:
Fill into the blanks, using the “interest”proper form.
1）This book is very _______.
2）This is an _____ stories.
3）I am _____ in this book.
Teacher: so the interested above should be changed into interesting.
4、Teacher: every day is an error. Now do some exercises about everyday and every day.
1）I often get up at six _______.
2）Such things don’t happen _____.
3）He is often busy with his _____ affairs.
Teacher: so, every day life should be changed into everyday life. Now pay more attention to using “not only …but also”. Look at the examples following.
1）Not only he but also John can speak English. (Combine the subject)
2）She likes not only singing but also dancing. (Combine the objects)
3）Tom is not only my pen friend but also my teacher.
Now look at the sentence “Not only she is our teacher but also our good friend”. Can you correct it?
Student A: she is not only our teacher but also our good friend.
Teacher: Right. From now on, don’t make these mistakes again. Now rewrite this composition.
通過以上方式，提高了学生的写作兴趣，写作中出现的错误也越来越少，教学效果很明显。
（作者单位：陕西省府谷县职业中学）