高考英语写作指导 读写任务解析 新课标 人教版

1、高考英语写作指导读写任务解析2007高考写作分为两部分,即基础写作(15分和读写任务(25分。两部分分值共40分,在整卷中占有较大比例。其写作要求、写作思路和技巧与以往均有很大的不同。尤其是读写任务部分,难度较大。它要求考生先阅读一篇200字左右的文章,然后按照给定任务完成150字左右的作文。下面以高考考试科说明上的样题作为例子,全面解析该题型的写作步骤、方法及技巧。阅读下面的短文,然后按照要求写一篇150词左右的英语短文。(1 Let children learn to judge their own work. (2 A child learning to talk does not le

2、arn by being corrected all the time; if corrected too much, he will stop talking. (3 He notices a thousand times a day the difference between his language and others language. (4 Bit by bit, he makes t he right changes to make his language like other peoples. (5 In the same way, children learn to do

3、 all the other things.(6They learn to talk, run, climb, ride a bicycle by comparing their own behaviors with those of more skilled people, and slowly make the needed changes. (7 But in school teachers never give a child a chance to find out his mistakes for himself, even fewer chances for him to cor

4、rect himself. (8They do it all for him. (9 Teachers act as if the student would never notice a mistake if they did not point out it to him. (10 They act as if the student would never correct it unless he was made to.(11Soon he becomes dependent on the teacher. (12 Let the student do it himself.(13 L

5、et him work out, with the help of other children if he wants it, what this word means and what the answer is to that problem.(文中序号为作者本人所加,以便后文引用。下同。写作内容1概括短文的内容要点,该部分的字数大约30词左右;2就“学生的学习错误该不该改正”这个主题发表你的看法,至少包含以下的内容要点,该部分的字数大约120词左右;a以英语学习为例,简述你学习过程经常出现的语言错误;b你是如何看待自己的语言错误;c你的老师如何对待你的语言错误;d你对老师的做法持什么看

6、法?为什么?写作要求你可以使用实例或其它论述方法支持你的论点,也可以参照阅读材料的内容,但不要抄袭阅读材料中的句子。评分标准概括的准确性、语言的规范性、内容的合适性以及篇章的连贯性。可以看出,“读写任务”有如下的特点:1. 在写作内容的要求上,要求对所给的英文语言材料进行加工,即客观、准确而又全面地转述所给材料的观点,并在此基础上对材料观点做出判断,即表明肯定、否定或者折衷的立场。2. 在写作内容的量化上,要求比较宽泛,表现为整篇文章要求控制在“150词左右”,其中,概括所给短文和发表考生个人看法的部分的词数要求分别控制在30和120左右; “至少包含以下的内容要点”的字眼表明考生可以适当增加

7、相关内容。3. 在综合语言运用能力的要求上,侧重考查考生转述他人观点、提出自我观点、论证所提观点的思维能力,考查考生概括能力、思辨能力和较高的语篇布局能力。因此,“读写任务”可以视为“指导性写作”,它侧重于完成隐性的、内在的任务,而非形式上的量的要求。比如,“概括短文的内容要点”并没有指出应包括哪些要点,而旨在考查考生对所给阅读材料中的信息进行理解并加以概括的能力。又如,“发表你的看法,至少包含以下的内容要点”并没有指明考生要提出自己的观点、论证其观点,并最后得出结论,考生应能提出自己的观点并加以论证,因为这是论说文自身的内在要求所规定的。那么如何解析、完成“读写任务”?我们可以用以下几步来完

8、成:明确任务、审读阅读材料、概括对方观点、提出自己观点并加以论证。第一步,明确任务。认真阅读命题,弄清任务和要求。很明显,任务一是“概括短文的内容要点”。注意:概括阶段并不需要加上个人的见解。任务二是“发表你的看法”。你可以同意或者反对文章观点,也可以对文章的各种观点进行折中。第二步,审读所给的阅读材料并整理其思路。可以看出,该短文具有完整而缜密的论证要素,论点、论据、结论俱备:(1为论点, (2-(11为论证部分,(12、(13为结论。其中,论证部分是从正反两方面进行论证的:(2-(6为正面论据,(7-(11为反面论据。所给短文的说理思路可以整理如下:1.论点Let children lea

9、rn to judge their own work.2.论据1正面论据a. a child learning to talk does not learn . to mak e his language like other people s.b. in the same way, children learn . make the needed changes.2 反面论据But in school teachers never give a child a chance . he becomes dependent on the teacher.3.结论Let the student d

10、o it himself. Let him work out, with the help of other children if he wants it, what this word means and what the answer is to that problem.第三步,概括转述所给短文的大意。对短文进行概括是一个获取信息、加工信息的过程,需要严谨的思维和准确的表达能力,而且要使用自己的语言来表达,“不要抄袭阅读材料中的句子”。因此,“概括短文的内容要点”,实为客观简要地转述作者的观点、论据和结论。首先,对作者的观点进行概括转述。作者的观点是Let children Learn

11、 to judge their own work.这等于说Let children learn to correct their own mistakes. 也就等于说Childrens learning mistakes should not be corrected by their teachers. 因此,对作者观点的概括转述可以是The author thinks that childrens learning mistakes should not be corrected by their teachers.这里采用的是“正话反说”的写作方法,实现了概括对方观点的准确性。接下来,

12、对作者的正面论据进行概括转述。作者的正面论据是,A child learning to talk (孩子学说话是通过notices . the difference between his language and otherslanguage, 从而自觉地一步一步地makes the right changes(自我校正学会的。这就是说,A child learns to talk by comparing his language with the others. 作者依次类推说,In the same way, children learn to do all the other thi

13、ngs.这就可以概括为: Children learn by comparing their behaviors, including speech, with those of more skilled people. 同样,作者的反面论据可概括转述为“But in school tea chers point out and correct their students mistakes for them too often, making the students dependent on them.”;结论可概括转述为“So children should learn by corre

14、cting their own mistakes and helping each other.”至此,第一项任务客观、准确而全面地概括转述短文内容要点就完成了。第四步,完成第二项任务提出自己的观点并加以论证。仔细阅读可以看出,所给短文尽管看上去论证很严密,实际上其论据之间存在着明显的不一致性。我们知道,儿童学习说话、跑步、攀爬、骑自行车与其在学校接受正规教育相去甚远,缺乏可比性。前者可以通过学习者的观察、对比与模仿而完成,而后者是在老师的指导下进行的,由于其复杂性、系统性与间接性,往往需要教师反复指出学生的错误。论据的不一致正是反驳或否定所给材料观点的最佳突破口。据此,我们可用In my o

15、pinion, it is definitely not like that. 对其观点加以否定。需要顺便提及的是,这句话在全文的语篇结构上还具有承转作用,使上下段落自然过渡,一气呵成。仅否定对方的观点不等于提出了自己的正确观点。紧接着,要针锋相对地提出自己的观点:Students mistakes should be corrected by their teachers. 并以此为全文的标题。作为文章第二部分应先拟出它的主题句: In real school learning situations, especially in learning a foreign langua ge li

16、ke English, without teachers correction we cannot make progress. 这个段落主题句刚好与前面的标题相呼应,并自然而然地引出论据的写作。接下来,必然要对自己的观点进行论证。按命题的要求,至少要包括abcd四个内容要点(见题。之所以要以英语学习为例,目的是要用亲身经历的事实证明自己的观点是正确的。我们知道,对于自己的语言错误学生自然是想自己能意识到并自己纠正了,而实际上他们是在不知不觉中犯错误,而且是屡犯难改,无能为力。教师自然希望、提倡学生自己找出错误并自己纠正。但实际上,没有教师的指正,学生往往连自己的错误都注意不到,所以对于学生的

17、语言错误,教师一般都是有错必纠,而学生的成绩会因为教师经常纠正错误而迅速提高。这样,学生对于教师的做法自然是肯定了。试把第二部分的思路勾勒如下:1.提出观点.2.用事例论证“我”在学习英语的过程中经常出现的错误;“我”对自身错误的认识或“无知”;老师是如何对待“我”的错误的.3.得出结论“我”如何看待老师的做法。理由?让事实说话。老师纠错应受鼓励.根据以上思路,试做以下范文:The author thinks that childrens learning mistakes should not be corrected by their teachers. If so, children w

18、ould become dependent on them. So children should learn by correcting their own mistakes and helping each other. (35 字 In my opinion, it is definitely not like that. As a matter of fact, in real school learning situations, especially in learning a foreign language like English, without teacherscorre

19、ction we cannot make rapid progress. For example, when I began to learn English, my pronunciation was poor. I used to pronounce the word “work” as “walk”. Hard as I tried, it seemed that I could do little about it. Then I turned to my teacher. He taught me the skills of pronunciation and gave me a l

20、ot of practice until I finally I made the right change. You see, what it would be like for us to learn English without teachers help!So teachers should be encouraged to correctchildrens mistakes when they are learning. (125 字对“读写任务”的评价1.“概括的准确性”。这是指考生必须提纲挈领,用简洁明了的语言客观、准确、全面地转述所给文字材料。这就要求考生首先要把握所给材料的

21、整体结构,作者的思路与写作意图,基本观点与论据;不仅要找到主题句,而且要把握原材料的论证层次。只有客观、准确、全面地分析把握原材料,才可能用简洁明了的语言客观、准确、全面地转述。2.“语言的规范性”。这是指考生的语言要合乎语法, 进而要使用较为地道自然的英语,不能有语法错误,不能用中国式英语。3.“内容的合适性”。这是指选材必须切题。合适性首先是指选取的材料必须是规定话题所涉及的;其次,必须是写作说明及写作要求所提示或规定的。比如,写作任务说明文字要求“以英语学习为例”,考生就不能举其他科目的例子。如果是论说性的写作,支持论点的论据必须能证明论点的可靠性。这就要求学生能从平时积累的语料和非语言

22、知识中准确而迅速地提取最相关的材料。这需要平时知识的积累与考试时敏锐的判断相结合。4.“篇章的连贯性”。指的是文章的主题要明确,整篇文章只有一个主题,主题必须贯穿整篇文章;文章各段落的主题与整个文章的主题之间相呼应;文章层次分明,有条理;衔接过渡要自然。这是考查篇章的组织能力,要求学生有明晰的思路,有整体思维的能力。写提纲或“提纲式构思”的训练有助于此项能力的培养。此外,“读写任务”的“高级性”还可以由“写作内容”的字眼得到印证:“a 简述你学习过程中经常出现的语言错误”是考查说明性文字使用的,文字要平实自然;“b 你是如何看待自己的语言错误; c 你的老师如何对待你的语言错误;d 你对老师的做法持什么看法?”表明必须使用叙述兼评议的文字,而且观点要明确。“为什么”则是要求用说理性、思辨性文字,以理服人。“读写任务”的高级性还表现为它不仅考查文字驾驭能力,