找到最好的教授写作的方法
摘要
随着科技的发展，我国加入WTO，以及对外开放政策的进一步深入，英语作为一门国际通用的语言起着越来越重要的作用。社会对外语人才的需求也日益迫切，然而，许多学生学习多年后外语水平不高，尤其是写作能力较差的现状引发了笔者对外语教学尤其是对写作教学的思考。《大学英语教学大纲(高等学校文理科，本科用)》的修订说明中指出：“本大纲的最终目的是培养学生具有以书面或口头方式进行交际的能力。因此以阅读技能的培养作为单一的目的显然不能适应上述要求；将听、说、写列为教学目的已势在必行。”由此可见，对学生口头、笔头交际能力的培养已引起了当今教育界的普遍关注。除了大纲的要求，大学英语四级考试(CET)也对学生提出了新的要求。作文设定了最低分值，即必须达到6分(满分为15分)，这就要求学生必须对写作有足够的重视。
然而，学生目前写作能力的现状如何呢?多年的教学实践中，笔者发现，多数学生的写作能力是很薄弱的，甚至那些在听，说，读等方面不错的学生，在写作中也存在着许许多多的问题。而对非专业学生来说，写作没有专门的训练课，即使在老师要求下写一两篇作文，也不知从何下手。还有些学生甚至觉得在CET四级考试中写作的分值相对较少，就把精力都放在其它题型上，放弃写作。也有些学生，对写作学习很重视，也花了不少时间去练习，但却没有大的进步。以上种种问题，笔者认为，都急需老师的正确引导。因为，写作，与听、说、读等其它能力的培养相比较，它是学习者吸收并内化输入内容(input)的一种表现形式，是一种综合生成
语言的能力，是一种创造性的劳动。因此，如果没有有效的方法和正确的引导，的
确很难提高。
通过与学生座谈及对学生以往作文的综合分析，笔者发现，学生的写作困惑和
困难及写作中常出现的错误主要集中出现在以下几个方面：第一，语法和结构错误；
第二，观点不明确，结构不严谨，不知所云：第三，遣词错误：第四，体裁、格式
模糊不清；等等。
学生的写作能力较差，其原因何在呢？笔者从以下几个方面进行了分析。
一方面，从教学的角度来看。首先，教材的编排对写作就不够重视也不够系统。
每翻开一本教材，就能看到大量的生词解释、词汇练习和阅读文章，而每学期的教
学时数又极为有限，这样就使得教师在课堂教学安排上不知不觉的忽视了写作的训
练。当然，在教材的编排中，每个单元的后面也有写作练习，但是，笔者认为这种
练习很不系统。每个单元后的写作练习相互之间没有紧密联系，尽管每个单元学完
后学生都在按要求写一篇短文，然而，这种写作练习的效果并不理想，其主要原因
是训练不系统。不分体裁，不讲文理，东写一篇，西写一篇，结果是短文写了不少，
水平提高不多。其次，在教授写作方法时也存在一定的问题。一般情况下我们过多
地强调了写作中遣词是否恰当、语法是否正确，而忽视了学生对文章整体结构的把
握的训练。结果学生写出来的文章既使没有什么词汇和语法错误，但是，通读全篇，
却感到不知所云，这就是我们通常所说的文不对题。再者，讲授写作时容易忽视的
另外一个问题就是不能恰当采用循序渐进的训练方法，因材施教，急于求成。要求
学生写作时，我们往往都是给出一个题目和几个中心句子，要求所有的学生按要求
完成。然而，学生的水平参差不齐，写作的能力也因人而异，因此，对不同的学生
应有不同的要求，不要使学生失去写作的兴趣。最后，从教学一方来看，教师在批
改学生的作文时也不宜通篇修改，而应有所侧重，语法和拼写错误可采取与学生面
谈或学生间互相修改的方式中eer editing人（这种方式笔者会在后面详谈人教师只
注意从整体上把握。否则，通篇的修改，更会使学生丧失对写作的信心，产生畏难
的心理。
另一方面，从学生自身的角度来看。第一，写作本身是一种创造性的劳动。它
需要你付出艰苦的努力，把所学得的知识进行消化吸收，然后通过自己的笔端流露，
表达自己想要表达的思想。这种创造性的劳动不是一朝一夕就能学会的，它需要学
习者经历一段从吸收到外化的漫长的过程。在这个过程中，学习者需要有毅力，有
耐心。然而，我们大多数学习者都容易犯急躁的毛病，总想寻找捷径。第二，写作
是一个完整的过程，它需要认真地审题、立意、布局、谋篇、润色，切忌顾此失彼。
可是，在实际写作过程中大多数学生都是根据老师给出的题日围绕几个中心句子，
稍加拓展就完成了一篇作文，没有养成对文章的布局进行严谨的思考的习惯。第三，
写作体裁可分为几大类。学习写作者首先要对不同的体裁有所把握，知道不同的体
裁要使用不同的写作方法。这就要求学习者对不同体裁的写作方法有较好的掌握。
而我们大多数学习者往往忽视这个技巧，见题就写，结果练笔不少，提高不快。
再从教学方法来分析。现在有许多教授写作的方法，诸如成果教学法，过程教
学法，体裁教学法，交际教学法及合作教学法等等。这些方法各有利弊，但在不同
时期，针对不同的学习者，都曾起过积极的作用。我们作为语言教授者，不应照搬
In modern times, communication becomes more and more important. English, as an international language, as a window, as a channel and as a tool, is playing more and more crucial roles in our society and in the world. Therefore, English teaching is becoming more and more important, but how to teach English effectively and efficiently is a great challenge to all the language teachers.
Writing, as a means of communication attracts more and more concern from both language teachers and students. But most students are very poor in writing even if teachers spend a lot of time and energy on it. So how to find an effective teaching method and help students improve their writing ability is a serious issue which deserves study.
In this paper, the author has studied this problem and managed to solve this problem in her own way.
The paper is divided into five chapters.
In Chapter One, the importance of writing in terms of learning and teaching is discussed. There are some reasons why writing is so important for students to grasp and reasons why teaching writing is so necessary and reasons why the teaching syllabus and teaching tasks should be carried out more successfully with writing competence. Then, the current situations of writing in China is presented, the problems and dilemmas are
analyzed in the perspective of teachers and students respectively. Finally, based on the analysis above, some enlightenment in teaching is put forward.
Many students fail to write good compositions and some teachers have difficulties in improve students' writing basically, one of the key factors is that they are unfamiliar with writing process. But what is involved in a writing process and how does the knowledge of writing process help the students? In Chapter Two, these questions will be discussed and the relevant concepts as well as implications for teaching such as pre-writing activities, effective feedback, pair work and revising process will be highlighted here.
Now that we have the knowledge of writing process, there is still the problem as what is the best method to teach English writing. That is the issue the author concentrated on in Chapter Three. Different teaching approaches such as product approach, process approach, genre approach, communicative approach and collaborative approach are introduced here. Also the advantages and disadvantages of each approach are analyzed. Among them the latter two approaches are mainly discussed.
Then, how to apply these teaching approaches practically and effectively? In Chapter Four, given the analysis and study above, the author works out her own teaching method, which mainly contains:
Raising students' motivation to write and cultivating students' interests in writing.
Giving the suggestions on effective guidance for writing such as free writing, journal writing and extensive reading.
Integrating with different teaching approaches and working out the approach most proper for students.
Giving effective feedback.
Be a reflective teacher.
Finally, in Chapter Five, the author summarizes the gist of the whole paper and proposes new questions for the whole academic circle.
The task of teaching English writing has always been quite challenging. But it is workable and worth doing. So long as we put our hearts into teaching, get familiar with different theories and enrich our knowledge, we can find out our own special way and eventually benefit the students.
然而，学生目前写作能力的现状如何呢?多年的教学实践中，笔者发现，多数学生的写作能力是很薄弱的，甚至那些在听，说，读等方面不错的学生，在写作中也存在着许许多多的问题。而对非专业学生来说，写作没有专门的训练课，即使在老师要求下写一两篇作文，也不知从何下手。还有些学生甚至觉得在CET四级考试中写作的分值相对较少，就把精力都放在其它题型上，放弃写作。也有些学生，对写作学习很重视，也花了不少时间去练习，但却没有大的进步。以上种种问题，笔者认为，都急需老师的正确引导。因为，写作，与听、说、读等其它能力的培养相比较，它是学习者吸收并内化输入内容(input)的一种表现形式，是一种综合生成
语言的能力，是一种创造性的劳动。因此，如果没有有效的方法和正确的引导，的
确很难提高。
通过与学生座谈及对学生以往作文的综合分析，笔者发现，学生的写作困惑和
困难及写作中常出现的错误主要集中出现在以下几个方面：第一，语法和结构错误；
第二，观点不明确，结构不严谨，不知所云：第三，遣词错误：第四，体裁、格式
模糊不清；等等。
学生的写作能力较差，其原因何在呢？笔者从以下几个方面进行了分析。
一方面，从教学的角度来看。首先，教材的编排对写作就不够重视也不够系统。
每翻开一本教材，就能看到大量的生词解释、词汇练习和阅读文章，而每学期的教
学时数又极为有限，这样就使得教师在课堂教学安排上不知不觉的忽视了写作的训
练。当然，在教材的编排中，每个单元的后面也有写作练习，但是，笔者认为这种
练习很不系统。每个单元后的写作练习相互之间没有紧密联系，尽管每个单元学完
后学生都在按要求写一篇短文，然而，这种写作练习的效果并不理想，其主要原因
是训练不系统。不分体裁，不讲文理，东写一篇，西写一篇，结果是短文写了不少，
水平提高不多。其次，在教授写作方法时也存在一定的问题。一般情况下我们过多
地强调了写作中遣词是否恰当、语法是否正确，而忽视了学生对文章整体结构的把
握的训练。结果学生写出来的文章既使没有什么词汇和语法错误，但是，通读全篇，
却感到不知所云，这就是我们通常所说的文不对题。再者，讲授写作时容易忽视的
另外一个问题就是不能恰当采用循序渐进的训练方法，因材施教，急于求成。要求
学生写作时，我们往往都是给出一个题目和几个中心句子，要求所有的学生按要求
完成。然而，学生的水平参差不齐，写作的能力也因人而异，因此，对不同的学生
应有不同的要求，不要使学生失去写作的兴趣。最后，从教学一方来看，教师在批
改学生的作文时也不宜通篇修改，而应有所侧重，语法和拼写错误可采取与学生面
谈或学生间互相修改的方式中eer editing人（这种方式笔者会在后面详谈人教师只
注意从整体上把握。否则，通篇的修改，更会使学生丧失对写作的信心，产生畏难
的心理。
另一方面，从学生自身的角度来看。第一，写作本身是一种创造性的劳动。它
需要你付出艰苦的努力，把所学得的知识进行消化吸收，然后通过自己的笔端流露，
表达自己想要表达的思想。这种创造性的劳动不是一朝一夕就能学会的，它需要学
习者经历一段从吸收到外化的漫长的过程。在这个过程中，学习者需要有毅力，有
耐心。然而，我们大多数学习者都容易犯急躁的毛病，总想寻找捷径。第二，写作
是一个完整的过程，它需要认真地审题、立意、布局、谋篇、润色，切忌顾此失彼。
可是，在实际写作过程中大多数学生都是根据老师给出的题日围绕几个中心句子，
稍加拓展就完成了一篇作文，没有养成对文章的布局进行严谨的思考的习惯。第三，
写作体裁可分为几大类。学习写作者首先要对不同的体裁有所把握，知道不同的体
裁要使用不同的写作方法。这就要求学习者对不同体裁的写作方法有较好的掌握。
而我们大多数学习者往往忽视这个技巧，见题就写，结果练笔不少，提高不快。
再从教学方法来分析。现在有许多教授写作的方法，诸如成果教学法，过程教
学法，体裁教学法，交际教学法及合作教学法等等。这些方法各有利弊，但在不同
时期，针对不同的学习者，都曾起过积极的作用。我们作为语言教授者，不应照搬
In modern times, communication becomes more and more important. English, as an international language, as a window, as a channel and as a tool, is playing more and more crucial roles in our society and in the world. Therefore, English teaching is becoming more and more important, but how to teach English effectively and efficiently is a great challenge to all the language teachers.
Writing, as a means of communication attracts more and more concern from both language teachers and students. But most students are very poor in writing even if teachers spend a lot of time and energy on it. So how to find an effective teaching method and help students improve their writing ability is a serious issue which deserves study.
In this paper, the author has studied this problem and managed to solve this problem in her own way.
The paper is divided into five chapters.
In Chapter One, the importance of writing in terms of learning and teaching is discussed. There are some reasons why writing is so important for students to grasp and reasons why teaching writing is so necessary and reasons why the teaching syllabus and teaching tasks should be carried out more successfully with writing competence. Then, the current situations of writing in China is presented, the problems and dilemmas are
analyzed in the perspective of teachers and students respectively. Finally, based on the analysis above, some enlightenment in teaching is put forward.
Many students fail to write good compositions and some teachers have difficulties in improve students' writing basically, one of the key factors is that they are unfamiliar with writing process. But what is involved in a writing process and how does the knowledge of writing process help the students? In Chapter Two, these questions will be discussed and the relevant concepts as well as implications for teaching such as pre-writing activities, effective feedback, pair work and revising process will be highlighted here.
Now that we have the knowledge of writing process, there is still the problem as what is the best method to teach English writing. That is the issue the author concentrated on in Chapter Three. Different teaching approaches such as product approach, process approach, genre approach, communicative approach and collaborative approach are introduced here. Also the advantages and disadvantages of each approach are analyzed. Among them the latter two approaches are mainly discussed.
Then, how to apply these teaching approaches practically and effectively? In Chapter Four, given the analysis and study above, the author works out her own teaching method, which mainly contains:
Raising students' motivation to write and cultivating students' interests in writing.
Giving the suggestions on effective guidance for writing such as free writing, journal writing and extensive reading.
Integrating with different teaching approaches and working out the approach most proper for students.
Giving effective feedback.
Be a reflective teacher.
Finally, in Chapter Five, the author summarizes the gist of the whole paper and proposes new questions for the whole academic circle.
The task of teaching English writing has always been quite challenging. But it is workable and worth doing. So long as we put our hearts into teaching, get familiar with different theories and enrich our knowledge, we can find out our own special way and eventually benefit the students.
引文
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Brown, H. D. 1980. Principles of Language Learning and Teaching. NJ: Prentice Hall Regents.
1994. Teaching by Principles: An Interactive Approach to language pedagogy. NJ:Prentice Hall Regents.
Byrne, D. 1993. Teaching Writing Skills. London: Longman.
Canale, M. 1983. "From Communicative Competence to Communicative Language Pedagogy". In Richards, J. C. and Schmidt, R. W. (eds.) 1983. Language and Communication. London: Longman.
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