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結(jié)合高考閱卷談?dòng)⒄Z作文提升策略
高考閱卷
續(xù)寫備考策略
應(yīng)用文備考策略
續(xù)寫閱卷
讀后續(xù)寫 評價(jià)表
評價(jià)維度 指標(biāo)
評價(jià)標(biāo)準(zhǔn)
評價(jià)(好/不好的表現(xiàn))
內(nèi)容
(What)
主題
是否與前文一致
是否符合社會(huì)主義核心價(jià)值觀
情節(jié)
銜接性 (前文與續(xù)文、兩個(gè)段首句與兩段續(xù)文；第一段續(xù)文 結(jié)尾與第二段首句之間)
合理性 (是否違背常識(shí)常理 是否違背原文邏輯意義 )
完整性 (故事各部分是否齊全 是否續(xù)寫了高潮、轉(zhuǎn)折、結(jié) 局 )
創(chuàng)新性 (較高要求，以不違背前三項(xiàng)內(nèi)容為前提)
方法
(How)
語篇
是否呈現(xiàn)出典型的故事語篇特征 (故事結(jié)構(gòu)完整；常使用過 去時(shí)態(tài)；描述性語言；評注性語言；等)
語言
正確性：語法正確 (句型、用詞、搭配、時(shí)態(tài)、主謂一致、 指代一致等)
豐富性：使用的語言手段是否豐富多樣 (簡單句、并列句、 復(fù)合句、非謂語、邏輯連接手段等)
得體性：所使用的語言手段是否符合語境需要 是否地道自 然 是否與原文風(fēng)格一致
流暢性：內(nèi)容與邏輯是否連貫、流暢
Coordination in Mind 思想?yún)f(xié)同
Coordination in Logic 邏輯協(xié)同 Coordination in Language 語言協(xié)同
Read for the theme.
（確定主 題）
Read for the plot.
（定位線 索）
Outline the possible plots or events in each paragraph.
（構(gòu)思續(xù)寫情節(jié)，搭建 結(jié)構(gòu)支架）
Write based on the outline and use
sentence patterns.
（運(yùn)用用句型模板，
落筆成文）
Steps for continuation writing
Step1 Step2
Step3
Step4
01
03
04
按五個(gè)檔次進(jìn)行 評分
慮，具體為：
（1）創(chuàng)造內(nèi)容的質(zhì)
本題總分為25分，量，續(xù)寫的完整性以
及與原文情境的融洽 度。
（2）使用詞匯和語 法結(jié)構(gòu)的準(zhǔn)確性，恰 當(dāng)性和多樣性。
（3）上下句的銜接
性和上下文的連貫性。
評分時(shí)，先根據(jù) 文章的內(nèi)容和語 言初步確定其所 屬檔次，然后以 該檔次的要求來 衡量，確定或調(diào) 整檔次，最后給 分。
評分時(shí)還應(yīng)注意（1） 所續(xù)寫短文的詞數(shù)應(yīng) 為150左右（詞數(shù)不 少 于 120）；（2） 續(xù)寫與標(biāo)點(diǎn)符號(hào)是 語言準(zhǔn)確性的一個(gè)方 面，評分時(shí)，應(yīng)視其 對交際的影響程度予 以考慮。英、美拼寫
和詞匯用法均可。(3）
如書寫較差以致影 響交際，可將分?jǐn)?shù)降 低一個(gè)檔次。
02
閱卷評分時(shí)，應(yīng)內(nèi)主要涵 從內(nèi)容、語言表達(dá)和
篇章結(jié)構(gòu)三個(gè)方面考
顏值
2024年新高考一卷原題復(fù)現(xiàn)
I met Gunter on a cold, wet and unforgettable evening in September. I had planned to fly to Vienna and take a bus to Prague for a conference. Due to a big storm, my flight had been delayed by an hour and a half. l touched down in Vienna just 30 minutes before the departure of the last bus to Prague. The moment I got off the plane, I ran like crazy through the airport building and jumped into the first taxi on the rank without a second thought.
That was when I met Gunter. I told him where I was going, but he said he hadn’t heard of the bus station. I thought my pronunciation was the problem, so I explained again more slowly, but he still looked confused. When I was about to give up, Gunter fished out his little phone and rang up a friend. After a heated discussion that lasted for what seemed like a century, Gunter put his phone down and started the car.
Finally, with just two minutes to spare we rolled into the bus station. Thankfully, there was a long queue (隊(duì)列) still waiting to board the bus. Gunter parked the taxi behind the bus, turned around, and looked at me with a big smile on his face. “We made it,” he said.
Just then I realized that I had zero cash in my wallet. I flashed him an apologetic smile as I pulled out my Portuguese bankcard. He tried it several times, but the card machine just did not play along. A feeling of helplessness washed over me as I saw the bus queue thinning out.
At this moment, Gunter pointed towards the waiting hall of the bus station. There, at the entrance, was a cash machine. I jumped out of the car, made a mad run for the machine, and popped my card in, only to read the message: “Out of order. Sorry.”
注意：
1. 續(xù)寫詞數(shù)應(yīng)為 150 左右
2. 請按如下格式在答題卡的相應(yīng)位置作答。
Para. 1
I ran back to Gunter and told him the bad news..
Para. 2
Four days later, when I was back in Vienna, I called
Gunter as promised.
讀后續(xù)寫評分原則（Range Finder）
評分時(shí)，先根據(jù)內(nèi)容、語言、邏輯與篇章結(jié)構(gòu)總體評價(jià)初步確定其所屬檔 次，然后以該檔次的要求來綜合衡量，確定或調(diào)整檔次，最后給分。具體為：
(1) 創(chuàng)造內(nèi)容的質(zhì)量，續(xù)寫的完整性以及與原文情景的融洽度；
(2) 使用詞匯和語法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性和多樣性；
(3) 上下文的銜接和全文的連貫性。
五檔 25 24 23 22 21 無閱讀阻力，讀起來很爽，不要怕給高分 四檔 20 19 18 17 16 隔三岔五有點(diǎn)錯(cuò)，個(gè)別嚴(yán)重錯(cuò)
三檔 15 14 13 12 11 詞匯匱乏，馬馬虎虎，中不溜秋
二檔 10 9 8 7 6 隔三岔五有點(diǎn)對，糊里糊涂，偶爾有點(diǎn)英文影子 一檔 5 4 3 2 1 一塌糊涂
0分卷 空白卷；所寫內(nèi)容全部抄自原文與題目要求毫不相關(guān)
行數(shù)：不要求段落均分，只需要完成寫作任務(wù)即可
用詞：眾詞平等，不追求所謂詞的高大上 注意事項(xiàng)：（1）少于120詞，酌情扣分
（2）單詞拼寫和標(biāo)點(diǎn)符號(hào)屬于寫作規(guī)范的重要方面，對交際程度
的影響予以考慮
（3）書寫較差以致影響交際的，酌情扣分→標(biāo)記問題卷，由專家組定奪
標(biāo)準(zhǔn)解讀
閱卷要求
1. 高考閱卷對于續(xù)寫考查“讀寫協(xié)同”能力，即學(xué)生的閱讀和學(xué)習(xí)能力，需 要在續(xù)寫中延續(xù)前文風(fēng)格，包括內(nèi)容、邏輯和用詞三方面；評分時(shí)綜合考慮 內(nèi)容、語言（詞匯語法）和篇章結(jié)構(gòu)三個(gè)維度，講究global story原則。
2. 字?jǐn)?shù)小于120詞，酌情給分，不能直接降檔處理，仍然按照global story的評 分原則給分。
3. 不能因書寫不夠美觀而扣分。書寫較差以致影響交際的酌情扣分。
4. 零分卷標(biāo)準(zhǔn)：白卷；非英語作答；抄前文/閱讀；與主題無關(guān)的文字（如果 是考前硬背的范文，則按照和高考作文有關(guān)的內(nèi)容給分）；只要有自己的創(chuàng)作
（非抄襲）即給分。
略
策
備
考
具體做法
步步為營的專題訓(xùn)練
點(diǎn)滴積累的基礎(chǔ)訓(xùn)練
圖 片
佳
句
積 累
改寫
仿寫
擴(kuò)寫
邏
輯
銜 接
潤 色
動(dòng)
作
鏈
訓(xùn)練
show
，
don't tell
哲理式
結(jié)尾
1）Mild breeze wiping my face, a sudden warmth just hit me. 2）The guard and I walked out quietly, leaving them alone.“What a wonderful night!” the guard said to me with great delight.
情景 交融
Heart beating wildly, Michael walked to Jenny and hugged her tightly.
自然 結(jié)尾
佳句積累
ending
1）It’s love that brings them together. 2）Love may be late, but never absent.
It is inevitable to encounter hardship, but love is what supports life forever.
who is called
who is called
Rewrite the sentences with non-predicates when possible!
Tom has a lovely dog called Seven.
We will read a story about the dog and a courier(快遞員） called Jack.
改寫升級： 非謂語
Story Time
（1）非謂語；（2）3段 ； （3）150詞 ；（4）增加細(xì)節(jié)。
Tom has a dog called Seven. A courier called Jack often delivers something to Tom. Being very large, Seven looks kind of scary. Every time Jack came, the dog tried to bite him. Having been told many times to stay away from Seven, Jack just didn't listen to it. Bitten twice by Seven, Jack refused to deliver anything to Tom unless he sent his dog away. However, having bitten Jack twice, Seven didn't seem sorry about that at all.
One day, a fire broke out in the house and Seven was trapped. It didn't know what to do. Seven barked for help only to find Jack passing by. Seeing Seven in the house, Jack broke a window to let Seven out. Jack's brave act made Seven get out of danger. Having gone through the fire together, Seven and Jack became friends. There will be a party to be held this weekend to celebrate their friendship.
Now, meeting each other ever y day makes their friendship deeper and deeper.
專題訓(xùn)練一： 銜接點(diǎn) = 采分點(diǎn)
銜接點(diǎn)
=
采分點(diǎn)
專題訓(xùn)練二：潤色之：因“狀”而美
Polish
Polish
專題訓(xùn)練二：潤色之：因“狀”而美
01.
第1種修辭：比喻
02.
03.
第2種修辭：擬人
第3種修辭：夸張
專題訓(xùn)練二：潤色之：修辭 Rhetorical devices
目錄
Simile： It is a figure of speech which makes a comparison between two unlike elements having at least one quality or characteristic in common.
明喻是比喻修辭的一種，在強(qiáng)調(diào)兩種事物的相似點(diǎn)的同時(shí)，本體、喻 體、喻詞都出現(xiàn)，且能使語言生動(dòng)形象。
喻詞有l(wèi)ike, as , as...as, as if, compared to, be similar to等。
The girl looks like an otter(水獺).
本體 喻詞 喻體
Metaphor： It is a figure of speech containing an implied comparison, in which a word or phrase ordinarily and primarily used of one thing is applied to another. Unlike simile, a word or a phrase
or as.
種事物，本 喻詞。暗
that compares one thing
暗喻是比喻修辭 體喻體都出現(xiàn)，中間 喻的典型形式為：甲
to another, using the words like
的一種，用一種事物比喻另一 常用喻詞“是”等連接，有時(shí)不用 是乙，而不用like, as等喻詞。
Personification 擬人：It gives human form of feelings to animals, or le and personal attributes(賦予) to inanimate (無生 命的) objects, or to ideas and abstractions(抽象).
Personification與漢語擬人完全相同，就是賦予物以人 的語言屬性。這種擬人化的修辭手法讀起來使人感到特別 形象生動(dòng)，富有情趣。
Hyperbole：It is the deliberate use of overstatement or understatement to achieve emphasis.
夸張是比喻修辭的一種，是以言過其實(shí)的說法表達(dá)強(qiáng)調(diào)的目 的，它可以加強(qiáng)語勢，增加表達(dá)效果。
She cried so long that she made a lake.
她哭了這么久，淚流如河（造出了一個(gè)湖）。
專題訓(xùn)練三：動(dòng)作鏈+動(dòng)作面
動(dòng)作鏈
在描寫動(dòng)作時(shí)，要細(xì)化動(dòng)作，把動(dòng)作分解成一連串細(xì)微的動(dòng)作， 形成 ，這樣人物更有畫面感，立體感。
應(yīng)對策略：設(shè)計(jì)由易到難，有控制到開放的活動(dòng)培養(yǎng)學(xué)生細(xì)化 動(dòng)作的能力。
※ 讓學(xué)生不僅表現(xiàn)“在做什么”， 而要表現(xiàn) “在怎樣做”。
讀后續(xù)寫作為記敘文，其核心只有一個(gè)，那就是“人”。 因此一切的筆墨，都是為了塑造人物形象，使人物更加 飽滿。
How to make your writing vivid and attractive
最為重要的描寫有五類：環(huán)境、動(dòng)作、心理、情緒、語言
專題訓(xùn)練三
方法一：構(gòu)建“動(dòng)作鏈”
比如：上出租車這個(gè)動(dòng)作, He got into the taxi.
【攔車】→【上車】→【告訴司機(jī)目的地】
He hailed a taxi, got into it and told the driver his destination.
再比如：2017年6月浙江卷讀后續(xù)寫中寫到“用肉把狼引開”的情節(jié)
【拿出肉】→【瞄準(zhǔn)狼】→【扔出去】
He took out the meat, aimed at the wolf and
threw
it straight to the fierce animal.
形成動(dòng)作鏈:
沖向前 蹲下來 一把抱住
She dashed forward, knelt down and gathered her son into her arms.
①“動(dòng)作鏈”結(jié)構(gòu)1:
主+謂1..., 謂2..., and 謂3....
1. 看到走丟的兒子，她將其一把抱住。 可以把“抱”這個(gè)動(dòng)作按時(shí)間拆分為：
1. 受到老師的責(zé)備和大家的嘲笑，他感到相當(dāng)?shù)牟话埠途趩省?br/>動(dòng)作1 動(dòng)作2 動(dòng)作3
Blamed by his teacher and laughed at by everyone,
he felt rather upset and depressed.
②“動(dòng)作鏈”結(jié)構(gòu)2:
doing/done...(分詞作狀語), 主+謂
show， tell
“展示而非講述”是一種可適用于各種文本的寫作技巧。
是讀者通過作者對人物的動(dòng)作、語言、想法、感官與 感覺的描寫，甚至包括自然風(fēng)景、場面氣氛等細(xì)小環(huán)節(jié)或情節(jié) 的烘托，使場景戲劇化。而不是作者的說明或總結(jié)來體驗(yàn)故事。
是作者提供信息，經(jīng)常是對事件寬泛的、抽象的總結(jié)。
“展示而非講述”意味著一個(gè)說故事的人不解釋( interpret)， 而是挑選啟發(fā)性的細(xì)節(jié)( select revealing details),塑造鮮明的人 物角色，讓情節(jié)扣人心弦。
專題訓(xùn)練四：to show, not to tell
His
were sweating;
with a heavy/sinking
palms heart;
His
tightened with tension;
Tears
welled up in his
throat
eyes/
blurred his eyes. His
face
turned red with shyness.
His
it up;
curving into a smile
;
His
face l lips eyes
twinkled with joy; He opened
arms
with
a broad smile.
postive feelings
negative feelings
專題訓(xùn)練四：to show, not to tell
Write the 1st paragraph about 70 words including the skills summarized.
One fall, my wife Elli and I had a single goal: to photograph polar bears. We were staying at a research camp outside “the polar bear capital of the world” — the town of Churchill in Manitoba, Canada.
Taking pictures of polar bears is amazing but also dangerous. Polar bears — like all wild animals — should be photographed from a safe distance. When I’m face to face with a polar bear, I like it to be through a camera with a telephoto lens. But sometimes, that is easier said than done. This was one of those times.
As Elli and I cooked dinner, a young male polar bear who was playing in a nearby lake sniffed, and smelled our garlic bread.
The hungry bear followed his nose to our camp, which was surrounded by a high wire fence. He pulled and bit the wire. He stood on his back legs and pushed at the wooden fence posts（柱子).
Terrified, Elli and I tried all the bear defense actions we knew. We yelled at the bear, hit pots hard, and fired blank shotgun shells into the air. Sometimes loud noises like these will scare bears off. Not this polar bear though — he just kept trying to tear down the fence with his massive paws.
I radioed the camp manager for help. He told me a helicopter was on its way, but it would be 30 minutes before it arrived. Making the best of this close encounter（相遇）, I took some pictures of the bear.
Elli and I feared the fence wouldn’t last through 30 more minutes of the bear’s punishment. The camp manager suggested I use pepper spray(噴灑). The spray burns the bears’ eyes, but doesn’t hurt them. So I approached our uninvited guest slowly and, through the fence, sprayed him in the face. With an angry roar, the bear ran to the lake to wash his eyes.
Paragraph 1: A few minutes later, the bear headed back to our camp.
Paragraph 2: At that very moment, the helicopter arrived
Consolidation 2020浙江省高考7月卷
A few minutes later, the bear headed back to our camp. Roaring even more angrily this time, he smashed his paws crazily against the wire fence, trying to stab us with his sharp claws. Panicked as we were, Elli and I screamed at the top of our lungs, and waved our fists at him in an attempt to scare him away. To our disappointment, all these efforts were in vain. The bear violently dashed against the wooden posts which were evidently on the edge of collapsing! I flinched back and huddled with Elli tightly with our teeth chattering. Chilly winds whipping our faces, I could hear nothing but the sound of our hearts beating violently in our chests.
Reference
Facial expressions Physical responses Natural environment
專題訓(xùn)練五：續(xù)寫微專題①
小情景微翻譯
續(xù)寫微專題：小情景微翻譯
2. 恰到好處的安慰與鼓勵(lì)
2022年全國卷I ——
“我”對打算放棄比賽的David的鼓勵(lì)（提起過去的付出和眾人的認(rèn)可）
I m_e_n_t_io_n_e_d_ last year’s Campus Mini Marathon, which w o_n_p_e_o_p_l_e’_s_p_r_a_is_e fo_r
_h_is d_et_e_r_m_i_n_a_ti_o_n_a_n_d p_er_s_e_v_e_ra_n_c_e_. His face began to l_ig_h_t_e_n . He added that even the coaches he didn’t know _t_h_u_m_b_e_d_u_p__a_t h_i_m__. The whistle went off and the competitors began to take their places. To my joy, David slowly _r_o_s_e_t_o_h_i_s_f_e_e_t .
我提到去年的校園迷你馬拉松，這場比賽贏得了眾人對他的決心和毅力的贊揚(yáng)。他的 臉龐亮了起來。他補(bǔ)充說，甚至他不認(rèn)識(shí)的一位教練都對他豎起了大拇指。哨聲響了， 參賽者各就各位。讓我高興的是，David慢慢地站了起來。
續(xù)寫微專題：小情景微翻譯
3. 關(guān)于小動(dòng)物的生動(dòng)描寫
浙江卷2023年首考——拯救一只蜂鳥
___H_e_a_ri_n_g_a__fa_i_n_t _b_uz_z_i_n_g_s_o_u_n_d____, I instantly turned to see the familiar hummingbird
__h_o_v_e_ri_n_g_i_n_t_h_e_a_ir____, its __ti_n_y_w_i_n_g_s_b_e_a_ti_n_g_r_a_p_id_l_y_a_s_i_t _su_r_v_e_y_e_d_t_h_e_s_ce_n_e____. With a
__s_qu_e_a_k_i_n_g_c_a_ll__, it __d_iv_e_d__to_w__a_rd_s_m__e___ and hovered before my face. It seemed as if the
bird was waiting for me, i_ts b_e_ad_y e_y_e_s_lo_c_k_e_d o_n_m in_e as if_t_r_y_in_g to c_o_n_v_ey s_o_m_e d_e_e_p_,_u_n_s_p_o_k_e_n_g_r_a_ti_tu_d_e__. I couldn’t help but feel __a__s_u_rg_e__o_f _re_l_ie_f_a_n_d__aw__e__ at the sight of this sound and grateful creature.
聽到微弱的嗡嗡聲，我立刻轉(zhuǎn)頭，看到了一只熟悉的蜂鳥盤旋在空中，它小巧的翅膀 快速拍打著，勘察著現(xiàn)場。它尖叫了一聲，隨即朝我飛來，盤旋在我面前。這只鳥好 像在等著我，他珠子一般晶亮的眼睛鎖定著我，仿佛在試著表達(dá)一些深刻的、無法言 說的感激之情。看到這只安好又感恩的小生物，我不禁感到一陣欣慰和敬畏之感。
專題訓(xùn)練五：續(xù)寫微專題②
過程具體化
微專題：過程具體化（體育）
游泳比賽
(How to swim )
I jumped into the water, kicked my legs and stretched my arms as far as I could. The first few laps ( 圈 ) went smoothly, but as I approached the halfway mark, my arms and legs were burning with exertion (費(fèi)勁), and my breaths were coming in short gasps (氣喘吁吁). Despite the physical discomfort, I refused to give up. I pushed myself harder and harder, trying to maintain my pace (保持節(jié)奏) and keep my stroke steady (劃水穩(wěn)定). As I made my final turn and headed for the finish line, I could hear the cheers of the crowd and the encouraging shouts of my coach and friend, which gave me a boost of energy. Finally, I reached the finish line. I was exhausted, but also proud of myself for finishing the race.
微專題：過程具體化（美育）
Snow Bentley拍攝雪花
(How to produce a perfect photo )
Despite the new-found fame, Snowflake Bentley simply made up his mind to produce a perfect photo. Whenever it snowed, he would wait hours for just the right crystal. While neighbors sat by the fireplace, Willie stormed out of his room, stood at the barn door and held out the black tray to catch snowflakes. Day by day/By trial and error, he tried new experiments to adjust the angles and frame the photo (構(gòu)圖) in order to capture the most striking photo. One day, Bentley worked his magic and eventually developed a perfectly clear photograph.
微專題：過程具體化（勞動(dòng)教育）
兄妹倆開展沙灘清潔環(huán)保行動(dòng)
(How to appeal to more people to take action )
Quickly finishing their dinner, the pair went upstairs and started planning. Maria and Peter decided to take advantage of the Internet. “Maybe we can write an article to arouse people’s awareness.” Maria proposed (提議). “Good idea! We can also make a video!” Peter added. The next few hours witnessed their heated discussion and growing confidence in a clean and beautiful coast. The next day, they went to the beach and filmed a short video showing plastic bags lying on the beach and floating in the sea. Peter, who was good at writing, wrote an article talking about the present situation of the beach and asking people to take part in the clean-up.
微專題：過程具體化（智育）
2024年浙江首考：Mind trick解決實(shí)際問題
(How to apply mind trick )
Eva decided to use the same trick to deal with the school building. Just like she had broken down the mile into smaller goals, she realized that she could break down the school building into smaller sections. Instead of trying to navigate (導(dǎo)航) the entire building at once, she would focus on one floor at a time. She made note of where her classrooms were, as well as the locations of the library, cafeteria, and gym. She continued this process for each floor of the building. (具體描述如何應(yīng)用 mind trick) Over time, her efforts paid off. By breaking down the building into smaller sections and using various strategies, Eva had overcome her poor sense of direction.
受時(shí)間/篇幅限制 & 突出重點(diǎn)的需求，牢記一個(gè)原則：所有的 描寫都是服務(wù)于主題，把握好描寫的度，萬千不能面面俱到。
平日功夫：
1.在經(jīng)典名著閱讀中尋找優(yōu)美語言，誦讀與欣賞。
2.在讀后續(xù)寫精彩范例中汲取描寫靈感，背誦與仿寫。
3.在平時(shí)的閱讀文本中挖掘好詞佳句，積累與模仿。
4.在日常的讀寫訓(xùn)練中找到改進(jìn)方向，打磨與提升。
讀后續(xù)寫：教學(xué)反撥
1. 本題總分為15分，按五個(gè)檔次進(jìn)行評分
五檔 漂漂亮亮 15 14 13 基本沒錯(cuò)，讀起來很爽
四檔 清清楚楚 12 11 10 隔三岔五有點(diǎn)錯(cuò)，偶爾有點(diǎn)錯(cuò)
三檔 馬馬虎虎 9 8 7 半對半錯(cuò) 中不溜秋，一半是海水，一半是火焰 二檔 糊里糊涂 6 5 4 隔三岔五有點(diǎn)對，知道什么是英文，結(jié)構(gòu)偶爾對 一檔 一塌糊涂 3 2 1 基本沒對，單詞的堆砌， 沒有任何意義
2. 評分時(shí)，應(yīng)主要從內(nèi)容、詞匯語法和篇章結(jié)構(gòu)三個(gè)方面考慮，具體為：
(1) 創(chuàng)造內(nèi)容的質(zhì)量，續(xù)寫的完整性以及與原文情景的融洽度；
(2) 使用詞匯和語法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性和多樣性；
(3) 上下文的銜接和全文的連貫性。
3. 特別提醒——鼓勵(lì)給高分
應(yīng)用文評分原則（Range Finder）
內(nèi)容（基礎(chǔ)）
語言（根本）
結(jié)構(gòu)（關(guān)鍵）
優(yōu)秀作文
寫全---要點(diǎn)完整
寫對---句子準(zhǔn)確
寫好---語篇措辭
（切忌刻意地求新求異，要用符合學(xué)生認(rèn)知和閱歷水平的 表達(dá)，要把最簡單最常用的詞匯用活，用得生動(dòng)，貼切， 自然和地道）
應(yīng)用文寫作
1. To his surprise, the little girl knows so many things.（使用名 詞性從句）
2. He did not know what had happened until he had read the
news in the newspaper.(使用強(qiáng)調(diào)句型)
3. I passed the physics exam because of your help.(用虛擬語氣）
What surprises him is that the little girl knows so many things.
Practice
怎樣使用較豐富的句式和高級詞匯
It was not until he had read the news in the newspaper that he knew what had happened.
I couldn’t have passed the physics exam but for your help.
寫作建議
（一）書寫規(guī)范卷面美
（二）精心布局謀好篇
（三）要點(diǎn)完整控篇幅
（四）過渡詞語行文緊湊
（五）認(rèn)真復(fù)查把好關(guān)
應(yīng)用文微專題
活動(dòng)過程具體化
應(yīng)用文微專題：活動(dòng)過程具體化
1.shareing housework: “give the rooms a thorough (徹底的) cleaning”
(1) collected all the books, newpapers and other things scattered (散落) in the rooms and put them in place; (2) wiped the dust off all the furniture; (3) swept and mopped (拖地) the floors;
感受1: Tired as I was, I felt a stronge sense of achievement.
感受2: Seeing all the rooms tidy and floors shining, my mother gave me a thumbs-up sign.
2.“getting to know the plants around us”
(1) began with a 30-minute instruction; (2) knew our hands-on tasks and basic principles of scientific observation; (3) were divided into five groups, explored/observed/compared different kinds of local tree species and shared unique views with teammates; (4) consult the professional biology teacher about anything confusing
Thanks for your attention!

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