【摘要】“书面表达” 要求考生有丰富的语言语法知识，而且有较强的语言表达能力和逻辑思维能力。它也是一种融形式、文体、交际三位于一体的试题，所考查内容都体现在表达和传递信息的交流能力。
【关键词】书面表达 错因分析 写作建议
近两年，随着高考阅卷方式的变化和高考英语作文题型的变化，学生高考作文的估分与实际得分出入较大，在平时考试中笔者发现很多学生对英语写作存在畏惧心理。占了1\5 分数的作文，往往只在最后的十几分钟里草草地去写作文，显然象这样的作文是得不到高分的，书面表达是要求考生在一定情景下完成一篇100-120个词左右的短文，它不但要求考生有丰富的语言语法知识，而且有较强的语言表达能力和逻辑思维能力，它也是一种融形式、文体、交际三位于一体的试题，所考察内容都体现在表达和传递信息的交流能里，那么，在平时的教学过程中该如何提高学生的作文应试能力呢？
一、 分析考生书面表达失分的主要原因
1、 语言表达有错误，常见错误主要有以下几种形式
1） 低级错误
低级错误是指那些最基本的错误，譬如拼写（大小写）错误，冠词错误，名词单复数错误，动、名词混用，主宾格的错误，介词的错误，形容词和副词的误用，时态的混乱，主谓一致问题等等。例如今年高考中最常见的有： easy-early coin-corn choice-choose listening-lessoning improve-prove different –difference Chinese-chinese on the other hand –in the other hand It can build a English atmosphere. English teacher should spoken more English. My English is not very well. Improve their interested in English.
2）句子结构错误
这种错误常见的有句子结构不完整，如漏掉be动词；在表达时试图用比较复杂的结构，但往往事与愿违，丢三落四；两个句子之间缺乏连词、多用连词 、误用连词，写出断句等等。例如
①So improve our English level is important.
②I think learn English important is that what’s the teacher said you know.
③The idea that we are taught in English only I think is very good.
④I will prefer my English class to be taught in English only until I could understand what the teacher says most.
⑤ The reason why the forengners speak English well is that they in the English atmosphere all day.
3) 中文式英语
由于受母语的影响，不少学生在写作时往往习惯于用中文构思或把中文直接翻译成英文，或乱作比喻，造成用词不当或句子成分的缺失，结果经常出现不地道的汉式英语。例如
① We must foot to foot learn English. 我们要一步一步的学英语。
② To an ox play piano. 对牛弹琴（上课如果只用英语）
③ There have many good places. 有很多好处
④ I think both in English and Chinese can learn English better.
⑤ If English Teachers were tanght in English and Chinese, students were easy to know what they say.
⑥ English is my mother and Chinese is my father. So I like them both.
2、 离题
1） 考生考试审题时不够认真，没有完全理解题意，例如今年的高考的书面表达是这样的：
在英语课堂上，你喜欢你的老师授课时只用英语，还是英语、汉语兼用？某英语杂志社就此话题邀请中学生发表看法。请围绕“How do you prefer your English classes to be taught? In English only, or in both English and Chinese?” 这个问题，参考所给要点，选择一种授课形式，写一篇英语短文。
很显然试题要求考生是选择其中的一种授课形式发表看法，当然考生根据需要可以用一种授课形式的优缺点来为你所选方式来服务，然而事实上在我们阅卷过程中痛心地发现至少有20%的同学只是简单的罗列了两种授课方式各自的优缺点或者把它写成一篇调查式文章，而并没有发表自己的观点。例如下面这篇文章：
There are two ways to learn English.
One : in English only.
That can develop your hearing and speaking. But that is heard to know what teacher’s mean. So if your English is not very bad, you can try this one.
Two: both English and Chinese
That can help you to know what teacher’s mean easy but the English atmosphere is not good. So if your English is not very well, yu can try this well.
这篇文章如果不考虑字数，不考虑一些用词错误和句式的不当，结构还是很清晰，要点也大致有所罗列，也就是说有点内容，有一定的可读性。但专家组最后给出了4分。如果该考生用同样的句式和内容换一下表述方式：用两种授课方式的优缺点为你所选定的方式服务，那么分数将会达到8---10分。
2）离题句太多，或者说套语太多。一篇书面表达要求词数是在100---120之间，大约10句话左右，考生不可以盲目发挥，如果离题句太多就会冲散主题，影响得分。下面这两篇就是专家们认为的套路式文章。
一
I prefer by English to be taught in both English and chinese.
As far as I am concerned, taught in both English and chinese could improve our understood. Some students were not good at English if teacher taught in English only. Not only they Couldn’t interested in English, but also could give up it. But in both English and chinese Could made us get teacher’s messages. And it is a right way for us fond of English.
However, every coin has two sides,if we only taught in English at class. English atmosphere Couldn't very enthusiastic maybe would take some troubles for English teacher.
In my opinion, I still prefer in both English and Chinese. Though in English only could improve English listen ability. Nevertheless, if you study hard you could still get teacher’s messages, because no pains no gains. And we should take care of others who weren’t good at English. So let us learn English both English and chinese.
二
I prefer my English classes to be taught in English only. Although ①every coin has two sides. I think it more positive to us. In my opinion, there is few chance for us to listen English in a good atomosphere of the daily life. So we should ②strike the iron when it is hot to catch the chance if we want to improve our listening skills. At first, it is not easy for us to understand it. If we face the problem on it, we should talk with ourselves that ③there is a will there is a way. ④Rome was not build in a day and that ⑤practice makes perfect. We can be more better than others. ⑥The early bird catch thd storm easy. So we can find the better and satisfied work in future.
At total. I suggest that we should have the English class to be taught in English only.
套路有三，抄题目（加粗倾斜部分），此其一；背语篇标记和套语，（every coin has two sides.等）（单下划线），此其二；反复自己的话（双下划线）。粗略一看还不错的两篇文章，最后分别只得了12分和5分。
3、 书写是否工整也会影响考生得分
一篇字迹优美书写工整的作文与一篇字迹模糊反复读了几遍仍有些句子识别不清的文章相比，前者的得分要远远高于后者。
二、 如何提高书面表达分数的几点建议
1， 从基础做起。掌握好考试说明里的一些常用词汇，包括它的词性和用法，类似的词汇要多作比较，有了词汇才有写作所需要的材料。所以作为教师平时就要关注学生一些简单但是容易用错写错的词汇，例如前面所提到过的improve-prove 等等，再例如我们平时在听写的时候学生容易把proud写成pround,而这一次改错83题就很普遍的暴露了这样的问题。
2、正确灵活的使用一些较高级的语言结构。在评分标准里明确说明评分的主要依据是内容要点、应用词汇和语法结构的数量和准确性以及上下文的连贯性。解析此依据我们不难看出，运用较高级词汇、复杂句式和适当的过渡连接词语是书面表达得高分的重要手段。
1） 学会使用定语从句
Some students are not good at English. They couldn’t understand the lesson.
→Some students who are not good at English douldn’t understand the lesson.
2)合理使用复杂的句型
We can use English skillfully only when we fully understan how English is spoken in our own way.→
Only when we fully understand how English is spoken in our own way can we use it skillfully.
3)适度使用高级词汇，但不要过多追求
We should practice more and we will be able to learn English well.
→With constant practice, we will be able to master English.
4) 切记不要过多的死记硬背一些套语。不要为了吸引阅卷老师的眼球而简单的堆砌所谓的好句名句，不然只会适得其反，例如上面提到的第二篇文章，让人哭笑不得。但对于英语基础不好的同学，平时多模仿一些好文章的模式去写写也不失为一种好的办法，也许得不了高分但如果运用好的话至少可以得基本分。
3、认真审题，保证书面表达有足够的时间。作文并不是送分题，不要妄想随便写几下就能得不少的分。审题不清或遗漏要点都将会事倍功半。打了草稿，列全了要点，再认真考虑采用合适的句式，最后用一些连接词把句子巧妙地串在一起。
4，书写规范，字迹清楚，这是最基本的要求。任何一种形式的书面文字材
料，都要求书写规范、拼写正确无误、字迹清晰、大小写、标点符号及移行都要正确。其实，做到这点并不难，只要平时练习时认真地去对待，那么就会习惯成自然，千万不要想着到高考时再认真写，试想一下要在那么紧张的状况下再刻意去注意书写的问题将是一件多么困难的事。
三、 结束语
高考书面表达正在一步步地向考试要考语言运用能力这一方向改进，并采用了新的评分标准，因此要求考生语言的准确性和得体性，注重上、下文连贯，注重表达方式多样化。同时也要求我们教师和学生同样要对照这要求一步一步的去落到实处，在平时的测试与练习当中一方面要鼓励学生敢于下笔，另一方面也要更加认真的对待学生写出的文章，严格按照高考的平分标准去批改与打分，只有这样学生才能对自己的文章能有个较为准确的自我评价。作文章与做人一样，来不得半点虚假，务必踏踏实实从最基本做起。
参考文献：
1、 《普通高中英语课程标准》 国家教育部2003
2、 《走进新课程》 与课程实践者对话 2004
3、 胡春洞，王才仁，1999，《外语教育语言学》，广西教育出版社