李铭君，陕西省汉中市宁强县第一初级中学。
在初中英语教学中，我发现短文写作关于学生们来说，总是一个难点，尤其是初三面临中考的学生，作文得分很低，以至于他们宁愿在考试中放弃写作，腾出时间来仔细做基础知识类的题目。学生越是写不出满意的著作，他们就越是没信心、没兴趣进行写作。有时，他们有很多话想说，但是当他们想把自己的观点表达出来时，却无从下笔。有的学生积累的词汇很多，单个的生词既会读又会写，但只要一写文章，就逻辑混乱、错误满篇，以至于连批改作文的老师都感到很吃力、很头疼。在此，笔者就在教学中积累、总结的经验，英语毕业论文，谈谈几种值得推荐的写作思路整理措施。
一、发散思维
在描写某个事物或人时，一定会涉及很多个方面，觉得有很多话想说，但又感觉是一盘散沙、杂乱无章，这时，我推荐用发散思维来组织思路。例如，我们要描写我的老师，我们的头脑里会有很多零散的句子，她个子高、语文教得很棒、年轻、热情、有耐心……但想了很多之后，还是无从下手。遇到这样的问题，我会引导我的学生这样来做：首先我把他们划分为五至六人一组的小组，先展开讨论，用“画太阳”的方式明确从哪几方面来描写；然后具体讨论每一方面写哪些信息，用到哪些关键词；接下来在讨论的基础上，每人写一个方面，并确定这几个方面的顺序；最后用连接词和过渡句把每个部分连接起来，进行修改，得到成功的作文。例见图1。
经过讨论，我们确定先写老师的外貌和性格，接下来写她的工作，最后写她的爱好和志向。然后，我们用and，but等连接词把各部分连起来，再加上标题、开头和结尾，文章如下（添加部分用斜体标出）：
My teacher
Miss Wang is our English teacher. She is from Shanxi Province. All of my classmates think she is very beautiful. She is tall and slim. She has long straight black hair and big eyes. Sometimes she likes wearing skirts. And she is out-going and humorous. She likes chatting with us, and she treats us as her brothers and sisters. After class, she often tells us funny jokes, and she always makes us happy. However, she is strict with us in class. We respect her because she works very hard. Every morning, she arrives at our classroom early to help us work out problems and explain language points. And she sometimes gives us a dictation. She gives us so much help that we love her very much. In her spare time, she is keen on collecting stamps. So far she has got more than 1000 stamps. She said that collecting stamps was really exciting, especially when she got a valuable stamp. She hopes to be a singer because she wants to make more money to buy stamps. We hope her dream can come true one day in the future.
这篇文章是小组成员共同的成果，因此，文章写完之后，对措施进行总结，指出大家犯的错误，是十分必要的，这样才能把集体的智慧转化为个人的进步。小组总结如下：本篇文章主题鲜明，逻辑清晰明了，行文流畅，是一篇令人满意的著作，这样的写作思路整理方式值得借鉴。但在以后的写作中，大家一定要注意句子与句子之间的过渡，在语法方面，尤其要注意动词的第三人称单数形式。
二、回答问题
用回答问题的方式来进行写作，这样的方式适用于任何文体，可以说是一个万能的作文模式。首先将作文分为三部分：开头、主体和结尾，接下来，引导学生对每部分提出问题，这些问题很明确，就是每段写些什么。回答完问题后，用连接词把问题的答案连接起来，就是一篇完整的文章，如果觉得不够满意，再加以修改即可。例如：My trip to Qingmuchuan一题，我们会有以下的提纲：
有了这样的提纲，学生就可以单独用回答问题的方式来写作了。例文如下：
My trip to Qingmuchuan
I still remember the trip to Qingmuchuan. It was really pleasant ！
It was a sunny spring day in 2017. I took a bus with my parents to go there. It was a long journey that only brought us tiredness. But when we got off,we were suddenly surprised by what we saw. Clean water, green mountains, a quiet small town and old wooden houses, which were so wonderful! During the three-day trip there, we visited the Old and New Yard of Wei Futang, Hanchuan House, Yanguan and Tudi Temple. We ate at local people's home and had a picnic at Majia Mountain Park. I felt the people there were very friendly because they offered to help us whenever we needed a hand and they told us some stories about the history. We had a great time!
We thought that time flies too quickly. We must go back. When I was to leave, I made a decision that I would come to visit Qingmuchuan again!
三、关键词
用关键词来写作，适用于有较多连续动词或表示时间的短语等信息的文章，尤其适用于图片作文，以人教版八年级下册第三单元Section B中4a部分为例，教师可以先引导学生找出关键动词或短语。第一幅图：ride a bike，go to the park；第二幅图：put the bike under the tree，watch two boys swimming，hide in the tree，find a chance；第三幅图：watch carefully，steal the bike；第四幅图：was missing，call the police，cry sadly。接下来，英语论文题目，可以引导学生一幅图一幅图地进行口头描写，注意强调每幅图之间的过渡和学生们容易犯的错误。然后，给学生们15分钟进行写作，另外5分钟同桌讨论修改，总结写作措施。最后，互相写评语，指出对方的错误所在。例文如下：
以上就是我常在教学中用来帮助学生完成写作的三种思路整理方式，其共性在于：从部分到整体，降低难度。我个人认为这些措施在教会学生写作措施的同时，有助于帮助学生养成良好的写作习惯。这些措施还可用于帮助学生背诵课文，这也是我正在探讨和探究的课题，我会用一年的时间来完成，希望我的探究会使我的教学效果再次得到提高
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