讀寫任務(wù)型寫作技巧點(diǎn)撥

讀寫任務(wù)型寫作是英語高考中的寫作題型之一，屬于材料作文，要求考生對(duì)所給的一段英語材料加以概括、并聯(lián)系實(shí)際表達(dá)自己的觀點(diǎn)。該題型首先要求用30詞概括短文要點(diǎn)，即為所給英文材料寫摘要，然后聯(lián)系材料展開議論并寫出一篇與所給材料相關(guān)的短文。所以寫作形式上是規(guī)定加開放——既有規(guī)定表達(dá)的內(nèi)容，又有考生想象和發(fā)揮的寫作內(nèi)容，規(guī)定內(nèi)容和開放內(nèi)容融為一體。試題給考生提供閱讀材料，材料的體裁可以是說明文，如實(shí)說明一個(gè)現(xiàn)象;可以是一個(gè)記敘文，講述一個(gè)故事，引出一個(gè)話題或道理;可以是一則新聞報(bào)道引發(fā)的一場爭論等。總之，讀寫任務(wù)型寫作是讓考生“有話想說，有話可說”的試題。

【寫作指導(dǎo)】

第一步：預(yù)測材料內(nèi)容，分析材料體裁

讀寫任務(wù)首先是讀，那么“讀”的材料肯定是要和“寫”的內(nèi)容相吻合，至少是相關(guān)的。因此，我們要根據(jù)題目及主題句進(jìn)行大概預(yù)測。讀完以后要分析所給材料的體裁，這為概括材料內(nèi)容提供必須的依據(jù)。

記敘文：5W（who/when/where/what/why）

議論文：opinion/idea+argument（supporting ideas/reason）

說明文：phenomenon/problem+reason+solution（cause+effect）; introduce of a subject（what it is，how it is used， how it may change， what makes it new or significant）

新聞：focus on the first paragraph， and the first sentence and the last sentence of other paragraphs

第二步：30個(gè)單詞寫摘要（summary）

根據(jù)不同體裁提供的內(nèi)容寫摘要時(shí)要注意以下幾點(diǎn)：

第一，根據(jù)首位句或主要內(nèi)容進(jìn)行削“枝”去“葉”，實(shí)行精“兵”裁“員”。

例如：Once a king wanted to cover the road with leather to protect his feet. A servant adised the king not to cover the road and just make a pair of shoes for himself. Finally the king agreed and made shoes for himself.此句可改成：Once a king wanted to cover the road with leather to protect his feet， but wasper suaded not to do so. Instead， he made apair of shoes to achieve the same goal.

第二，靈活變化表達(dá)，適度進(jìn)行改寫。變化表達(dá)可以是同義替換、語態(tài)轉(zhuǎn)換、非謂語動(dòng)詞及從句轉(zhuǎn)換、合并句子等。

例如：When he crossed the road-When crossing the road; If they are corrected too much-If corrected too much.

概括內(nèi)容常見句型：

The passage/story mainly tells us that…;From the passage， we know that…; According to the passage， we know that…; As the passage says that…; This article is mainly about…; The writer states that…; By recalling/mentioning that…， the writer/author…; Through the story/his experience about…， the writer…;The…is very common mentioned in the article;It not only…but also…

第三步：發(fā)表評(píng)論及自己的看法

發(fā)表評(píng)論及自己的看法往往是在第二段及第三段。發(fā)表評(píng)論的文章可按照不同的要求構(gòu)成不同的模式。

1.現(xiàn)象式議論文，按以下結(jié)構(gòu)展開：首先是提出自己看法，中間部分往往是分析這種現(xiàn)象產(chǎn)生的原因及后果等，最后結(jié)尾段談?wù)勛约旱目捶ā?/p>

2.評(píng)論某一事物的利與弊可按以下模式展開：第一步提出要評(píng)論的事物或觀點(diǎn);第二步分別陳述利與弊（或不同觀點(diǎn)）;最后歸納得出作者自己的結(jié)論。

注意：爭議較大或尚無定論的，可以不明確表達(dá)立場，提出揚(yáng)長避短的方法，也可以平衡其利弊，提出某種期望和設(shè)想。

發(fā)表評(píng)論及看法的常見句式為：

This is very common nowadays…; This sounds right but is hardly practical…;I also experienced such a… when I…;It reminds me of…： This is a very serious problem at present;There are many reasons accounting for this…

We are all aware that everything has its two sides， and …is no exception.

…h(huán)as brought a number of benefits tous; There are many advantages as well as disadvantages of…：First of all，…Also…;Besides，…：Whats more…; Just as a coin has two sides， …also has some side effects;However， …h(huán)as also a lot of problems; For one thing，…for another…; Every coin has its two sides…

表達(dá)自己觀點(diǎn)的常見句式：

I agree with the author…;I am strongly infavor of the former idea; In some way， I agreewith…but…; From my personal angle alone，…

In my view/opinion…; As far as I am concerned…; Weighing the two sides， we canconclude that…; To sum up， I would say that the advantages out weigh the disadvantages…;From what has been discussed above…; It can teach us a lesson that…; We can conclude that…

第四步：檢查及完工

看有無遺漏要點(diǎn)，有無單詞、短語、句式錯(cuò)誤，篇章結(jié)構(gòu)的不合理現(xiàn)象等，適當(dāng)調(diào)整，然后謄寫作文，做到萬無一失。

【實(shí)戰(zhàn)演練】

請閱讀下面英語短文，并按照要求寫一篇150詞左右的文章。

A group of frogs were traveling through the woods， and two of them fell into a deep hole in the ground. When the other frogs saw how deep the hole was， they told the two frogs that they had no choice but to die. But the two frogs tried to jump up out of the hole with efforts though the other frogs told them to stop. Finally， one of the frogs believed what the other frogs were saying and gave up. He fell down and died. The other frog continued to jump as hard as he could. Once again， the crowd of frogs yelled at him to stop and just die. He jumped even harder and finally made it out. When he got out， the other frogs said， “Didnt you hear us？” The frog explained to them that he was deaf. He thought they were encouraging him all the time.

From the story we can realize that there is power of life and death in the tongue. As encouraging words to someone who is down can hit them up and help them make it through the day. While destructive words to someone who is down can be what it takes to kill him. Be careful of what you say.

【寫作內(nèi)容】

1.用約30個(gè)單詞概括上述信息的主要內(nèi)容：

2.然后用120詞左右就“鼓勵(lì)能讓人重獲新生”進(jìn)行討論，內(nèi)容包括：

（1）你認(rèn)為是什么救了這只耳聾的青蛙;

（2）你從這個(gè)故事中得到了什么啟示;

（3）舉例說明不同的教學(xué)言語產(chǎn)生不同的結(jié)果。

【寫作要求】

1.可以使用真實(shí)的案例或其他論述方法支持你的觀點(diǎn)，也可以參照閱讀材料內(nèi)容，但不得直接引用原文中的句子;

2.標(biāo)題自擬。

【評(píng)分標(biāo)準(zhǔn)】

概括準(zhǔn)確，語言規(guī)范，內(nèi)容合適，語篇連貫。One possible version：

Why not use encouraging words？

The story tells us about two frogs in the same situation， but they got different results. The one who thought he was encouraged lived out while the other died.

I think the deaf frog was lucky because he thought his friends were encouraging him and with these so-called encouraging words， he survived.

As we all know， encouraging words to someone who is down can cheer up and help him make it through the day while unhelpful words to someone who is down can be what it takes to kill him. So we should give more encouragement to our friends.

Likely， when teachers praise students with encouraging words， the students will be happy to learn and think they have more power to learn. They will work harder and get better results. If teachers use discouraging words， students may feel sad and easily give up.