A Study of Non-English Majors'Writing Strategies：非英語專業(yè)學(xué)生寫作策略研究

PAGEAStudyofNon-EnglishMajors’WritingStrategiesContents摘要………………………ⅰAbstract…………………ⅱ1Introduction…………………11.1CurrentSituation……………………..11.2SignificanceofthePresentStudy…….11.3PurposeofheStudy…………………..12LiteratureReview……………22.1AReviewofStudiesonWritingStrategies…………...22.2ClassificationofWritingStrategiesAdoptedinthePresentStudy……33ResearchDesign……………...43.1ResearchQuestions……………………43.2Subjects………………...43.3Instrument………………54Analyses………………………..54.1Dataanalysis……………54.2Discussion………………75Conclusions…………………….7References………………………...9Appendixes………………………..10PAGEii摘要寫作是大學(xué)英語學(xué)習的一個重要部分，也是大學(xué)英語教學(xué)中較為薄弱的一個環(huán)節(jié)。歷年來大學(xué)英語四六級統(tǒng)考成績的分析報告顯示，寫作一直是失分最多的部分。為了進一步了解中國學(xué)生的英語寫作策略的運用情況，本文比較了不同寫作水平學(xué)生的英語作文在質(zhì)量上的差別以及他們在寫作過程中使用的不同策略。本研究用一份有關(guān)英語寫作策略的調(diào)查問卷以及認知風格測驗，得出以下結(jié)論非英語專業(yè)大學(xué)生在英語寫作中一記憶策略運用最頻繁，其次是補償策略，用得最少的是情感策略。至于具體的寫作策略，運用最多的是使用話語聯(lián)系語策略，最少的是與別人談?wù)摳惺懿呗?。關(guān)鍵詞：大學(xué)英語寫作策略AbstractThisstudyaimstodiscoverwhatstrategycollegenon-EnglishstudentsappliedinEnglishwriting.Thisstudycombinedwithonequestionnaire.Thesubjectswere60juniorsatTheNorthwestNormalUniversity.TheywereaskedtocompleteonequestionnaireaboutEnglishwritingstrategies.Thestudyproducedthefollowingmajorfindings.Firstly,memorystrategiesareusedmostfrequentlyinChinesenon一Englishmajors’writingcompensationstrategiesthenext，whileaffectivestrategiesgiventheleastattention.Asforthespecificwritingstrategies，usingdiscourseconnectiveismostfrequentlyused，discussingfeelingswithothersistheleastKeyWords:collegeEnglish;WritingStrategyPAGE11.Introduction1.1CurrentSituationEnglishteachinginChinahasbeenexperiencingaboomformorethantwodecadesandhasachievedtremendousprogress.Amongthefourbasicskillsrequiredtobemasteredbyallthesecondlanguagestudents,whicharelistening,speaking,readingandwritinginlanguagelearning,writingisthemostcomplicatedskill.Writingisanindispensablepartofsecondlanguageacquisition.Asoneoftheproductiveskills,writingcanbeagoodreflectionofstudents’overallmasteryofEnglishlanguagelearning.Infact,writingissoimportantthatitispartofalmostallkindsofentranceexaminationsandlanguageproficiencytestsinChinasuchastheCollegeEnglishTests(CET)andtheTestsforEnglishMajors(TEM).Writingrequiresmoreeffortofalanguagelearnerbecauseofitneedforaccuracy.Evennativespeakerconstantlymake“mistakes”whentheyarespeaking;exceptinveryformaloccasions,probablytheywillnotbecriticized.However,apieceofwritingwithgrammaticalmistakeshereandtherewouldlikelybejudgedasilliterateandunacceptable.AlthoughChinesestudents’EnglishwritinghasbeenanissuethatdrawstheattentionofmanyEnglishresearchers,thepresentsituationofstudents’writingisfarfromsatisfactory.Scholarsfrombothhomeandabroadhavedonequitealotofresearchwork.Mostoftheirwork,however,failstodealwithhowChinesestudentswritinginEnglishorganizeandconstructtheirtexts.LittleresearchworkisdoneonthestudyofhowChinesestudentsusetransitionsintheirEnglishcompositions.1.2SignificanceofthePresentStudyInordertoimprovestudents’writing,researchersonsecondlanguagewritingalsobegantoexplorestudents’writingstrategiesduringtheirwritingprocess.Andmanyencouragingfindingshavebeenmade.Wu(2004)foundthatamongthevariousfactors(e.g.,competence,andwritingstrategies)whichaffectwritingachievement,writingstrategiesbelongtothekeyfactors.Someresearchershaverevealedthatexperiencedwritersandnovicewritersdifferedintheirwritingstrategiesuse(Raimes,A,1987;Petric,B.andCzarl,B.,2003).1.3PurposesoftheStudyTosumup,thepresentstudywasundertakentoexploretheuseofwritingstrategiesbyChineseNon-Englishmajorsintheirwritingprocess.Thespecificgoalsoftheexaminationsaretofindouthownon-EnglishMajorsemploywritingstrategies.Whatkindofwritingstrategiestheyusemost.2LiteratureReview2.1AreviewofstudiesonWritingStrategiesThestudyoflearningstrategieshasseenan“explosionofactivity”[1]inrecentyears.However,differentscholarsdefinelearningstrategiesdifferently.Ellisputforwardageneraldefinitionoflearningstrategy:astrategyconsistedofmentalorbehavioralactivityrelatedtosomespecificstageintheoverallprocessoflanguageacquisitionorlanguageuse.Thus,writingstrategiescanbeviewedasthelearningbehaviorsorproceduresstudentsexperienceinthespecificstagessuchasplanning,drafting,andrevisingduringtheprocessofEnglishwriting.LawsonandHogbendiscoveredthestudentswhohavebeenstudyingaforeignlanguage,evenifonlyamonthorsohavemostlikelydevelopedconsciousorunconsciousleaningstrategies.Inthefieldofwriting,SondraPerlfoundthatevenunskilledwritersemployconsistentandstablecomposingstrategies,whichrepresenttheirattemptstodiscovermeaning.Whileitisclearthatbothexpertandunskilledstudentsadoptcertainstrategiesintheirlearningprocess,theformerdoesmanifestsomestrategiesusewhichdistinguishesthemfromthelatter.O’MallayandChamotclaimedthatmoreeffectivestudentsuselearningstrategiesmoreoftenandhadawiderrepertoireoflearningstrategiesthandidlesseffectivestudents.WhileVannandAbrahamdiscoveredintheirstudythatunsuccessfulstudentswerealsoactivestrategyuserbutonlyusedthestrategieslesseffectively.Actually,amongthefewstudiesonwritingstrategy,aconsiderablepartofthemattemptedtoexplorethedifferencesinstrategyusebetweenskilledandunskilledsecondlanguagewriters.Inherprotocol-basedstudyofL1andL2writing,Arndtfoundthattherewasconsiderablevariationamongthewritersintheirapproachtothetaskofproducingwrittentext.Thus,alotofattentionhasbeenpaidtodescribingthestrategiesusedbysuccessfulstudentwriterswiththeassumptionthat“thelearningstrategiesofgoodlanguagelearners,onceidentifiedandsuccessfullytaughttolesscompetentlearners,couldhaveconsiderablepotentialforenhancingthedevelopmentofsecondlanguageskills”.SasakiandHirosediscoveredthatgoodwritersaresignificantlydifferentformpoorwritersinfouraspects:firstly,goodwriterspaymoreattentiontooverallorganization;secondly,goodwriterswritemorefluentlyintermsofquantity;thirdly,goodwritersshowgreaterconfidenceinL2academicwriting,andfourthly,goodwritershavepreviouswritingexperiencesbeyondoneEnglishparagraphlevel.KrashenwentfurtherintothevariationbetweenexperiencedandInexperiencewriters,pointingoutfiveaspectsofdifferences,namely,planning,rescanning,revising,recursion,andawarenessofaudience.YangShuxian’sstudyisoneofthefewattemptsundertakeninChinatoexplorestrategyuseduringtheirwritingprocess.Usingquestionnairedesignandthink-aloudcomposingasthesourceofdata,shefoundthatsuccessfulwritersdifferedfromunsuccessfulonesinplanning,focusing,andrevising.ThevariationinstrategyusebetweenmoreandlesssuccessfullearnersiswidelyrecognizedandillustratedinmorestudiessuchasRubin,WenQiufang,WenandJohnson.2.2ClassificationofwritingstrategiesadoptedinthepresentstudyNoteveryoneisabletoproduceagoodwriting.Whetheronecanwritewellisdeterminedbyone’swritingability.ScarcellaandOxford(1992)maintainthatwritersdrawnonfourtypesofcompetencies:1.Grammaticalcompetence:useofgrammaticalrulers,morphology,syntax,spelling,andpunctuation;2.Sociolinguisticcompetence:rulersthatenablewriterstovarytheirwritingaccordingtotheirpurpose,topic,andaudience;3.Discoursecompetence:abilitytoorganizetextscohesivelyandcoherentlythroughtheuseofdevicessuchaspronounreferenceandellipsesordeletionofrepetitivewords;4Strategiccompetence:useofstrategiessuchasbrainstormingwritingideas,writingdrafts,andrevising.Itcanbeseenclearlythatitisnecessarytoknowaboutstudents’writingstrategiesusebecauseitisoneoffactorsaffectingtheirwritingability.WhenKrapels(1990)madetheoverviewofempiricalresearchonL2writingwhichincludedstudiesofwritingbehaviorsofexperiencedversusinexperiencedwriters,differentwritingbehaviorsinL1andL2writing,theuseofL1insecondlanguagewriting,etc.headoptedtheterm“process”fromFlowerandHayes’L1processwritingtheory.Whilewritingresearchtraditionreferstowritingbehaviorsaswritingorcompositionprocess,inSLAstudiesitisusuallyreferredtoaslearning(writing)strategies(PetricandCzarl,2003).PetricandCzarl(2003)intheirstudy,basedonthetheoriesoflanguagelearningstrategiesandliteratureonFlowerandHayes’processwritingtheory,definedwritingstrategiesasactionsorbehaviorsconsciouslycarriedoutbywritersinordertomaketheirwritingmoreefficient.Thencomingtotheclassificationofwritingstrategies,WangandSui(2004)arguethatwritingstrategiesincludeframing,coherenceanddevelopinggoodwritinghabits.Framingstrategycontainsthreeaspects：doingalotofreading,writingdownsomeideasatanytimeandmapping.Coherencestrategycontainsrememberingmanyconjunctions.Developinggoodwritinghabitsincludespracticingwritingatafixedtime,imitatingandrevising.InChina,Wen(2003a:78-82),ChengandZhang(2002:124-133)intheirbooksmentionedsomewritingstrategiesrespectively.Forexample,ChengandZhangmentionedthefollowingwritingstrategies:freewriting;brainstorming;mapping;incubating,etc.Ascanbeseenclearly,thereisnoconsensusregardingtheclassificationsofwritingstrategies.Duetothelengthofthisthesis,Iwillnotdiscussthemrespectively;insteadI’lljustfocusmyattentiononsomeofthemwhicharecloselyrelatedtomystudy.FlowerandHares’researchonwritingprocessresearchledtoanewpedagogicalapproach-theprocessapproachtowriting.Andfromwhathasbeendiscussedinthewritingprocess,wecanknowprocesswritingrequiresstudentstobuildthestrategiesofpre-writing,drafting,editingandrewriting.Thepracticetrainsthestudentstomakeuseofthewritingstrategiesconsciouslyintheireffortstoimprovingtheirwriting.Studentsinawritingclassadoptingtheprocessapproacharesupposedtogothroughthreeroughstrategiesofthewritingprocess-pre-writingstage,while-writingstage,andrevisingstages.3ResearchDesign3.1ResearchquestionsAsanattempttoexplorethewritingstrategiesusedbyChinesenon-Englishmajors,thisstudytriestoinvestigatethequestionwhatarethefrequenciesofwritingstrategiesusebythelearnersinthestudy?3.2SubjectsThesubjectsinvolvedinthestudyare60Chinesestudents(30ofthemareChinesemajors,and30ofthemaremajors)atNorthwestNormalUniversity.Theywereattheendofthefirsttermoftheirthirdyearcollegestudy.ThereasontochoosethesejuniorasthesubjectsismainlybecauseallofthemhavepassedtheCET.AndtheyarespendingmuchoftheirstudytimeonEnglishandtheyweremorecooperative.ThesestudentsweregoingtotakeCET—Band6attheendoftheterm.Inordertopassthetest,theyhadtospendcertainamountoftimeandenergypracticingwriting,whichcouldguaranteethattheywouldshowgreatinterestindoingthequestionnaireandtreatitseriously.Furthermore,witheightandahalfyear’sEnglishlearning3.3InstrumentTheinstrumentusedinthestudyisonequestionnaire.Thequestionnairewastoexplorestudents’strategiesusedintheirprocessofwriting.Fromtheaspectofproduct-basedapproach,students’writtentextsarecollectedandgradedaccordingto5criteria:content,organization,vocabulary,grammar,andmechanisms.Thenthesegradedwrittentextsareanalyzedtoexamineinwhataspectsuccessfulwriters’articlesarebetterthanthoseoflesssuccessfulwriters.Inthepartofprocess-orientedapproach,learners’strategyuseintheircomposingprocessisinvestigatedthroughaquestionnairewithaviewtodiscoveringwhatstrategiesarefrequentlyadoptedbystudentsandwhatstrategyusedistinguishestheskilledwritersfromthelessskilledones.Analysis4.1DatacollectionThedescriptivestatisticsofstrategiesemployedbytheChinesenon-EnglishmajorsintheirprocessofwritingwasshowninTable4.1.InTable4.1,themeansofvariableinvestigatedrangfrom3.85to2.44ona5-pointscale.Thestandarddeviationshowsthedifferencesofthesubjects’responsestoeachrelevantitem.AccordingtoOxford’skeytounderstandingtheaveragescoreoflearningbehaviors,thosevariablesscoredbetween4.5to5.0areregardedas‘a(chǎn)lwaysoralmostalwaysused’,andthosebetween3.5to4.4areconsidered‘generallyused’andthosebetween2.5to3.4‘sometimesused’.Whilethosevariablesscoredbetween1.5to2.4areviewedas‘generallynotused’.Amongthe60students,memorystrategies(M=3.75,SD=.83)ranksthehighest,andcompensationstrategies(M=3.70,SD=.90)thenext,whichindicatesthatlearnersgenerallyusethesestrategiestodealwithproblemsordifficultiesencounteredintheircomposingprocess.Affectivestrategiesranksthelowest(M=2.61,SD=.72),whichshowsthattheyareinfrequentlyadoptedbyChinesecollegewriters,whilesocialstrategies(M=3.30,SD=1.06),.Asforthespecificstrategiesunderthe60students,thestrategyofusingdiscourseconnectives(M=3.85,SD=1.22)hasbeengiventhemostattention,andthestrategyofdiscussingfeelingswithothers(M=2.44,SD=1.23)istheleastemphasized.Othergenerallyusedwritingstrategiesareselectingtopic(M=3.81,SD=1.23),grouping(M=3.75,SD=1.02),mentalassociating(M=3.75.SD=.96),usingresources(M=3.67,SD=1.06),usingcircumlocutionorsynonym(M=3.67,SD=1.00),adjustingorapproximatingthemessage(M=3.63,SD=1.08),andrereading(M=3.62,SD=1.20).Tab.4.1：WritingstrategiesemployedbyChinesenon-EnglishmajorsCategoriesofstrategiesNo.ofstrategiesMSDN=60Memorystrategies(2)3.750.83Group3,751.02Associate3.750.96Cognitivestrategies(8)3.200.41Imitate2.811.07Socialstrategies(2)3.621.20Reread3.210.54Connective3.851.22Rhetoric3.080.99Resource3.671.06Translate3.071.00Outline2.811.09Compensationstrategies(3)3.700.90Select3.811.23Adjust3.631.08Synonym3.671.00Metacognitivestrategies(3)2.970.53Attention3.320.71Planning2.490.90Evaluate3.130.71Affectivestrategies(3)2.610.72Anxiety3.041.17Encourage2.480.86Feeling2.441.13Correct3.301.06Empathize3.471.234.2DiscussionInordertofindoutwhatwritingstrategiesthestudentsuseintheirwritingprocess,Ifindtwosampleofcompositionstoanalysistheirwritingstrategies.One\ofthecompositionisabouttheFakeCommoditiesandtheotheroneisabouttheProsandConsofAdvertising.Ireadthesecompositionsverycarefully;Ifindthatinthesecompositionsthestudentusearrangingandplanningatfirsttopreparethecomposition.Andthememorystrategyiswhatthestudentslikemost.What’smoreitaveryconvenientandeffectivewaytofinishacompositionquickly.Thestudentswillusethefollowingwaystorevisetheircomposition.1.Readthefeedbackgivenbytheteachercarefullyandtrytolearnfromthem;2.Checkifthemessaymatchestherequirements;3.Onlycheckwhattheyhavewrittenwhentheyhavefinishedthewholecomposition;4.Makechangesinvocabulary;5.Readtheircompositionaloud;6.Makechangesinsentencestructure;7.useadictionarywhenrevising;8.focusononethingatatimewhenrevising(e.g.content,structure);9.Makechangesinthecontentorideas;10.Givethemselvesarewardforcompletingthecomposition;11.Dropthefirstdraftandstartwritingagain.Readthefeedbackgivenbytheteachercarefullyandtrytolearnfromthemisusedinahighfrequencybystudentsamongallofthem.AndthesefourstrategiesCheckifthemessaymatchestherequirements,Makechangesinvocabulary;Readtheircompositionaloud,MakechangesinthecontentorideasandReadtheircompositionaloud,areusedwithaverylowfrequency.ConclusionsThepresentstudyexploresstudents’writingstrategyuseintheirwriting.First,anunderstandingofthestudents’useofwritingisobtainedinlightofthisstudy.Thestudyrevealsthatasforindividualstrategyuse,thestudentsemployedavarietyofstrategieswithdifferentfrequencies.Forexample,inthetopic-examiningstrategywasattachedgreatimportancebythestudents.MemorystrategiesareusedmostfrequentlyinChinesenon-Englishmajors’writing,compensationstrategiesthenext,whileaffectivestrategiesgiventheleastattention.Asforspecificwritingstrategies,usingdiscourseconnectivesismostfrequentlyused,discussingfeelingwithothersistheleast.ReferencesBermudez,A.B.andPrater,D.L.1990.UsingbrainstormingandclusteringwithLEPwriterstodevelopelaborationskills.TESOLQUARTERLY24,523-528.Brookes,A.andGrundy,P.BeginningtoWrite.Cambridge:CambridgeCohen,A.D.2000,Strategiesinlearningandusingasecondlanguage[M].Beijing:ForeignLanguageTeachingandResearchPress.鄧探，非英語專業(yè)本科生寫作學(xué)習策略研究「J〕.武漢科技學(xué)院學(xué)報，2006，19(2).121一124.Ellis,R.UnderstandingSecondLanguageAcquisition.NewYork:OEllis,R.TheStudyofSecondLanguageAcquisition.NewYork:OFlower,L.&Hayes,J.R.Acognitiveprocesstheoryofwriting.CollegeCompositionandCommunication.Grabe,w.&Kaplan,R.B.TheoryandPracticeofWriting.London;Longman.1996.Leki,I.CopingStrategiesofESLstudentsinwritingtasksacrossthecurriculum[J].TESOLQUARTERLY.1995,29:235-260.李獻偉.四級寫作.合肥：中國科技大學(xué)出版社，1995：Ⅲ.將家平.努力提高學(xué)生的英語寫作能力.外語界.1995，（4）：23-26.劉東虹.寫作策略與產(chǎn)出性詞匯量對寫作質(zhì)量的影響仁[J].現(xiàn)代外語，2004(3):302一310.文秋芳.大學(xué)生英語學(xué)習策略變化的趨勢及其特點[J].外語與外語教學(xué)，1996(4).文秋芳,英語學(xué)習策略論.上海:上海外語教學(xué)出版社，1996:129,133.Willing,K.LearningStylesinAdultMigrantEducation.Adelaide:NationalAppendixASampleObservationRatingScaleofWritingContent5=excellentMainideasstatedclearlyandaccurately:changeofopinionveryclear4=goodMainideasstatedafairyandaccurately:changeofopinionrelativelyclear3=averageMainideassomewhatunclearorinaccurate;changeofopinionstatementsomewhatweak2=PoorMainideasnotclearoraccurate:changeofopinionstatementveryweakl=veryPoorMainideasnotallclearoraccurate;changeofopinionstatementveryweakOrganization5=excellentWellorganizedandperfectlycoherent4=goodfairlywellorganizedandgenerallycoherent3=averagelooselyorganized:logicalbutincompletesequencing2=PoorIdeasdisconnected:lackslogicalsequencing1=veryPoorNoorganization:incoherentVocabulary5=excellentVeryeffectivechoiceofwordsanduseofidiomsandwordforms4=goodEffectivechoiceofwordsanduseofidiomsandwordforms3=averageAdequatechoiceofwordsbutsomemisuseofwords，idioms，andwordforms2=PoorLimitedrange:，verypoorknowledgeofwords,idioms，andwordforms1=verypoorVerylimitedrange;verypoorknowledgeofwords，idiom，andwordformsGrammar5=excellentNoerrors;fullcontrolofcomplexstructure4=goodAlmostnoerrors;goodcontrolofstructure3=averagesomeerrors;faircontrolofstructure2=poorManyerrors;poorcontrolofstructure1=verypoorDominatedbyerrors;nocontrolofstructureMechanisms5=excellentMasteryofspellingandpunctuation4=goodFewerrorsinspellingandpunctuation3=averageFairnumberofspellingandpunctuationerrors2=goodFrequenterrorsinspellingandpunctuation1=verypoorNocontroloverspellingandpunctuation調(diào)查問卷同學(xué)您好！請您認真回答一下問題，您的答案僅作為研究數(shù)據(jù)使用，所以信息將為接受調(diào)查者保密。非常感謝您的合作！學(xué)號：專業(yè)：性別：請根據(jù)自身情況，每題選擇一個答案，寫在題號前。你認為所學(xué)專業(yè)對你思維方式的影響如何？A影響很大B影響不大C沒有影響你認為所學(xué)專業(yè)對你的學(xué)習策略，學(xué)習方法（如英語學(xué)習）的影響如何？A影響很大B影響不大C沒有影響非英語專業(yè)學(xué)生寫作策略調(diào)查何卷這個問卷是為了了解你的英語寫作方法及寫作情況而設(shè)計的，每一個問題都無好壞對錯之分，請仔細閱讀每一句話，并一定要技里邇魚迭贊蜻逸選擇答案，并在相應(yīng)的數(shù)字上劃勾。每個問題后均有12345五個選項。分別表示:5—這句話完全或幾乎完全符合我的實際情況4—這句話大部分符合我的實際情況3—這句話有點符合我的實際情況2—這句話基本上不符合我的實際情況1—這句話完全或幾乎完全不符合我的實際情況PartA(1)在寫英語作文時，我會由作文題目想到與該主題相關(guān)的詞語，如與環(huán)境保護這一主題相關(guān)的詞語有“生態(tài)環(huán)境、空氣污染、溫室效應(yīng)、全球變暖”等。54321(2)寫作時，我會由題目要求聯(lián)想到自己或他人的經(jīng)歷或聽到看到的故事等。54321PartB(3)我平時會背誦一些范文或?qū)懙暮玫亩温湮恼拢趯懽魑臅r有意識地模仿運用。54321(4)在寫作的過程中，我會回頭看看讀讀前面剛剛寫下來的字詞語句。54321(5)作文我一遍寫好就算，不再修改。54321(6)我寫英語作文喜歡邊寫邊修改。54321(7)我先寫好初稿，然后再修改、定稿。54321(8)修改作文時，我考慮思想內(nèi)容是否表達清楚，并對其進行適當?shù)脑黾踊騽h除。54321(9)修改時，我考慮句與句之間的邏輯銜接關(guān)系，調(diào)整文章是段落組織結(jié)構(gòu)。54321(10)修改時，我考慮選詞是否恰當、詞組搭配和詞性是否正確。54321(11)我修改動詞的時態(tài)、主謂一致、句子結(jié)構(gòu)及從句等語法錯誤。54321(12)修改作文時，我改正拼寫、標點符號、大小寫、省略等錯誤。54321(13)寫英語作文時，我使用一些話語連接語(如and，but，however，firstly，secondly，inaWord，inshort，toconclude等)，以使內(nèi)容具有邏輯性，文章銜接自如。54321(14)我使用一些修辭手段(如比喻、擬人、引用諺語或名人名言、反問、排比等)以使文章生動有趣。54321(15)我寫作文時先用漢語思考，再一句一句地翻譯成英語。54321(16)寫作時，我盡量避免逐字逐句的翻譯，而用英語思考。54321(17)我在寫文章前先列個提綱。54321(18)寫作時，我把腦子里出現(xiàn)的所有想法記錄下來，再進行整理。54321PartC(19)當遇到表達不來的詞語句子時，我采取回避的態(tài)度，轉(zhuǎn)而使用簡單一些的字詞語句。54321(20)當想不出合適準確的詞句來表達思想時，我用拐彎抹角(迂回)的說法或用同義詞、近義詞來代替。54321PartD(21)我先根據(jù)題目要求分析一下哪個部分或方面是寫作的重點，并確保文章中己包括了題目要求中的每個內(nèi)容點。54321(22)寫作的過程中，我會注意文章的論點及每一段的主題句是否清楚。54321(23)寫作時，我會注意文章的整體布局結(jié)構(gòu)，做到段落清晰，要點明了。54321(24)我把平常學(xué)到或看到的好的詞匯句型結(jié)構(gòu)等摘抄在筆記本上，并運用到寫作中去。54321(25)寫作文時，我注意檢查自己在拼寫、標點符號、語法、詞匯、結(jié)構(gòu)等方面是否有錯誤。54