英語閱讀與寫作的關系作文

① 是互聯網改變我們的閱讀和書寫為題的英語作文

How Is the Internet Changing Literary Style?
[On 10 June 2008, the journal n+1 sponsored a debate under the title 「 Internet: We All Live There Now,」 at the Kitchen. The panelists were Mark Greif, Moe Tkacik, Ben Kunkel, and me; Keith Gessen was the moderator. Here』s a transcript of my talk.]
Good evening. In my talk tonight, I would like to raise the question, How is the internet changing literary style? The question has at least two aspects. First, Which traits of style change when writing goes online? Second, What are the forces that cause these changes to come about? There is a third aspect, a moral one, which I will try to defer answering until the end of my talk but which shadows the first two, namely, Are these changes an improvement?
There are so many different styles of writing online that my description can』t help but be impressionistic and subjective. Precisely because of that abundance and variety, however, there may be no other way to proceed, so, with your inlgence, here goes.
There is relatively little fiction and poetry online, by which I mean, fiction and poetry that is native to that environment, written with the intention of being read there. This is puzzling. Whatever the sickliness of poetry as a genre, fiction is one of the most robust and profitable forms of printed literature. An inkling of an answer occurred to me not long ago while I was reading the opening pages of Philip Larkin』s novel Jill. In the book』s first scene, Larkin describes an awkward boy taking the train to college for the first time. The boy』s mother has packed him sandwiches, but he』s embarrassed to eat before strangers, so he secretly crams one down his throat in the train restroom and flushes the rest down the toilet, only to discover, when he returns to his seat, that his fellow passengers have all taken out their lunches.
The précis I』ve just given compresses the action of several pages into several sentences, and thereby makes the prose sound more eventful than it is. What struck me when I read it was how wonderfully calm it is. It makes no effort to seize the reader』s attention. It assumes, rather, that the reader has taken the risk of extending his attention unsolicited, almost as a gift, which the novelist will do his best to repay by the quiet and steady work of elaborating a world and the way that one character sees it.
The internet is inhospitable to that kind of quietness. If your browser were to happen on such a page, your eyes would likely go blank with impatience. Who is this guy? Why aren』t there any links?And, more damningly, Is anyone else reading this? A text on the internet rarely takes for granted your decision to read it or to continue reading it. There is often, instead, a jazzy, hectoring tone. At home my boyfriend and I use a certain physical gesture as shorthand to describe it. To make it, extend your index fingers and your thumbs so that your hands resemble toy pistols. Then waggle them before you, like a de in a cheesy Western, while you wink, dip your knees, and lopsidedly drawl, 「Heyyy.」 The internet is always saying, 「Heyyy.」 It is always welcoming you to the party; it is always patting you on the back to congratulate you for showing up. It says, You know me, in a collusive tone of voice, and Wanna hear something funny? and Didja see who else is here? This tone is not absent from print; in fact, no page of New Yorkmagazine is without it. Certain decorative effects in language may be compatible with it, but it seems to be toxic to imagination.
What styles do thrive on the internet? I』ve kept a blog for several years, and although its readership is tiny, I of course notice when the hits rise and fall. I seem to get more readers when I post frequently, when I write about people or topics in the headlines, when I have been drawn into a conflict, and when I write something that speaks to a self-image that a group of people share. Over the years I』ve graally revealed more personal details; I still reveal very little, comparatively, but enough to entitle me to say that I feel a tug there, too. Perhaps the tugs that I feel are a better data source, come to think of it, than my blog』s underemployed hit counter. If I were to interpret those tugs, I would say that writing on the internet tends to be more popular when it satisfies the reader』s wish to be connected—the wish not to miss out. The writer, too, may have such a wish. I admit that I love it when another blog links to mine; there is great consolation in the feeling of having a posse. And of course many readers online are also writers there. Perhaps these feelings of 「groupiness」 explain a few more traits of internet style. There is a greater tolerance online for sloppy and inexact writing—not merely for typos but for a generalized kludginess of thought, especially the errors that the usage stickler H. W. Fowler named 「haziness,」 「swapping horses,」 and 「unequal yokefellows,」 which may all be loosely described as changing your mind about the grammatical structure of a sentence halfway through writing it—and such tolerance is to be expected if people are reading primarily for the sake of a feeling of belonging. One also finds more flattery and more insults online, another hint that online readers are more interested in affiliation and in the feelings associated with including and excluding other people.
This willingness in readers to overlook form raises a question as to whether online writing entertains, in the traditional sense of the word. I am not sure that it does. Reading online does not seem to me to be a pleasure in itself but a response to irritation. That is, it is not like eating an ice cream cone; it is like scratching an itch. I am only reporting on my own feelings here, of course, but while I am doing so, let me report a further kink in them. Between us, my boyfriend and I subscribe to more than a dozen magazines, and if I pick one up, I know instantly that I am goofing off. Online reading, however, fails to set off my leisure detection system. Part of the failure may be perceptual—online reading takes place while I』m sitting in front of my laptop, immobilized, as I am when working. But I think, too, that online writing may, even in its supposedly silly moments, be covertly work-like: there is a fair amount of tedium in its unedited prose. Many of the jokes and references are only comprehensible to regular visitors. No one, my hit counter tells me, reads blogs on the weekend. And reading online prose is not refreshing. An action movie leaves the viewer juiced; a novel may leave the reader wistful. But reading blogs, in my experience, leaves me more addled and nervous than when I began. This work-like character makes the internet particularly corrosive , by the way, to the proctivity of those who work at home, such as writers. Through web browsing, the freelancer communes with the procrastinating office drone—at his peril, because the freelancer receives no weekly paycheck.
By this point, you will have gathered from my references to feelings and to social context that the definition of literary style that I』m working with is broad. I suppose I define it as the way a writer expresses himself in words, and I would defend the breadth of my definition by arguing that whenever a writer expresses himself he also chooses how he will present himself—even if he chooses to keep his personal self out of view, insofar as that is possible. A writer is someone who has turned his self-presentation in language into an art or a profession, just as an actor has his self-presentation in person. Feelings and social context—or rather, linguistic effects that suggest feelings and social context—may be as crucial to a writer as metaphor and diction.
In defining style this way, I am borrowing from the sociologist Erving Goffman』s 1959 book The Presentation of Self in Everyday Life. It was Goffman』s insight that in their structure, many daily encounters are a milder version of the one that we are acting out here tonight. There are usually two teams—tonight, for instance, it』s the panelists up here vs. the audience out there. Each team performs for the other. Each side tries to define the situation that they find themselves in, to their advantage by conveying an impression. Up here, we』re trying to seem thoughtful but not too pompous; out there, you』re trying to seem interested but not naïve. You may also, by the way, be performing for one another, as may we. Our tools up here include our words, our facial expressions, and our clothes, and every sign we give, or inadvertently give off, has, according to Goffman, 「a promissory character.」 In other words, while we speak, you』re going to be trying to decide whether we live up to the promise our words and manner imply. If we』re unlucky or unskillful, you may decide we』re pretending to be something we』re not. Thankfully, we』re not always onstage, laboring under the stress of maintaining what Goffman calls our 「front.」 Last night, some of my fellow panelists and I met for a private dinner, to strategize in a place where you wouldn』t be able to hear us. At that dinner, I could have safely listed all the many books about the internet I haven』t read; alerted to my deficiencies, my comrades would then know to steer questions about them away from me tonight, without any need for me to give a signal and without you in the audience being any the wiser. Goffman calls such spaces 「back regions,」 or, more colloquially, 「backstage areas.」

② 急求一篇關於「閱讀的好處」的英語作文

閱讀有什麼好處來呢？源第一閱讀擴大知識量，
開闊視野，
了解世界。
第二，閱讀可以開動思維
思考問題的能力。
第三，閱讀可以提高人際交流能力，
讓你知道的新聞、大事，
應付自如。
第四，閱讀還可以學到新知識，接受新事物
！
。
閱讀原來有這么多好處！我想我現在要去閱讀了！
What's
good
about
reading?The
first
reading
expand
the
utility,
expand
their
horizons,
learn
about
the
world.Secondly,
reading
can
start
thinking
of
thinking
ability.Third,
reading
can
improve
interpersonal
communication
ability,
to
let
you
know
the
news,
events,
to
cope.Fourth,
reading
can
also
learn
new
knowledge,
and
accept
new
things!.Read
the
original
there
are
so
many
benefits!I
think
I'm
going
to
read!

③ 英語作文和閱讀理解

看圖作文答案。

Tom'sDay

Tom gets up at six o』clock everyday. He eats his delicious breakfast at six fifty, and then happily leaves for school at ten past seven. He has classes at eight and finishes school at four thirty. At nine o』clock in the evening, he gets in bed and drifts off to sleep.

首先根據孩子所學課文單元主題（即出題者角度）來判斷「Tom的一天」是「每一天」還是「某一天」，如果正在學習動詞的一般現在時，那麼應該是「每一天」，要求寫Tom通常一天是怎麼過的；如果正在學習動詞的過去時，那麼應該是「某一天」，要求寫Tom在特定的某一天是怎麼過的。相應的動詞時態要發生變化。前者用一般現在時，句子後面加上用相應的時間副詞everyday;如果是後者動詞時態用一般過去時，作文開頭最好交代這是哪一天。比如，It was Monday, a school day. 從閱讀理解的題目來看，你家孩子的作為應屬練習動詞的一般現在時用法。所以一般過去時的版本我就不寫了。

閱讀理解答案。

getting up

having breakfast

reading English

going to school

having lessons

playing sports

going home

eating dinner

doing homework

going to bed

因為要求填寫的部分是相應時間的活動，所以嚴格的說，應該寫成相應動詞的名詞形式即加上-ing,變成動名詞。

④ 英語閱讀理解和作文

⑤ 何謂理解英語閱讀與寫作的關系

閱讀是培養學生的英語應用能力的一種重要形式，它和寫作一樣屬於書面能力。閱讀要求的是理解和領悟能力，寫作要求的是運用和表達能力。讀和寫的關系相當密切，互為促進。只有通過對讀的逐步領會，才能轉化為寫作的正確表達。
閱讀教學是學生在教師的組織引導下，學習閱讀材料中涵蓋的語言知識，理解材料內容，從

何謂理解英語閱讀與寫作的關系

而培養並提高閱讀效率的教與學的活動。英語閱讀教學對培養和提高學生的寫作能力有著非常重要的影響。
1.英語閱讀教學可以為寫作儲備豐富的語言知識。
扎實的語言基本功是學生學習英語的必備條件，它包括詞彙、語法、固定句式、固定搭配、習慣用語等方面的基本知識。這些基本知識又主要是在長期的閱讀中建立、鞏固和積累起來的。閱讀教學是擴大學生詞彙量有效途徑：對於中國學生來講，學習英語的第一大難關就是英語詞彙。學生的作文水平難以提高，感到有話說不出來，一定程度上也是因為其詞彙量的限制所造成的。而一個學生的詞彙量的大小又直接取決於起閱讀量的大小。一方面，通過閱讀教學，學生可以加深對已學單詞的理解和記憶，使這些詞彙在多次的接觸和運用中得到鞏固。根據信息加工理論，對信息多一遍識記，也就多一遍加工，學生對已學的單詞多接觸一次，他們的理解就加深一次，對這些單詞在具體語言環境中的含義及其用法也就會有更加全面而深入的了解，從而加深它們的記憶。書面語言是寫作者在書面輸出信息過程中使用的語言。英語格言、警句、固定表達、習慣用語均屬書面語言的范圍。書面語言與口頭語言相比較，更有穩定性的特點。學生通過閱讀教學，可以積累一些英語格言、警句，記住一些習慣用語，固定句型，從而豐富自己的書面語言，為英語寫作是構建一個更大的英語語料庫。 2.英語閱讀教學可以培養學生的語感
語感是人們直接感覺和領悟語言的一種能力。英語語感的形成來源於大量的語言實踐。在語言實踐中，人們通過看或讀廣泛地接觸語言材料，積累語言知識，於是語言知識作為信息呈現於認知機能，使之逐漸產生對英語語言的直覺認知，從而克服漢語的干擾，形成英語的思維定勢。很顯然，英語閱讀教學對培養學生英語的語感有著非常重要的作用。在閱讀教學中，教師通過分析材料在體裁、結構、內容、語言上的特點，結合各種課堂活動，指導學生有目的地進行閱讀；學生通過和英語不斷的接觸，自然而然地形成對英語的知覺認知，從而養成一定的英語語感。在英語寫作中，就有可能自覺的排除漢語的干擾，有效遏制中式英語現象。
3.英語閱讀教學可以提供廣泛的寫作素材
素材是指作者從生活中收集到的、尚未加工提煉的各種客觀事物和生活現象。積累素材，就是作者將通過各種感知活動所攝取的人、事、物、景在大腦中記憶中儲存起來。離開了人的感知活動、實踐活動、素材是無法進行的。素材是文章的血肉，寫作必須言之有物，所以，寫作離不開素材的積累，如果沒有大量的素材積累，寫作者便無法寫出內容豐富，詳實感人的文章。英語閱讀教學是學生積累寫作素材的最重要途徑之一。這是因為通過英語閱讀教學，可以開拓學生視野，增加學生閱歷，豐富學生的內心世界。 4.英語閱讀教學可以培養寫作技能
寫作技能的培養提高是離不開閱讀教學。下面就兩個方面來談閱讀教學對提高寫作技能的影響。1）通過篇章理解培養構建篇章的能力。閱讀和寫作都是建立在語篇的基礎上的，思想的交流，信息的傳遞並不是簡單的「詞彙+語法」。可以說，脫離了篇章結構分析的閱讀教學，

學生對文章內容的理解往往是支離破碎的。這里所說的建構篇章的能力是指作者根據自己的寫作意圖，為文章謀篇布局的能力，也就是寫作者安排文章整體框架和段落層次的能力。這種能力對作文的成功與否至關重要，因為即使詞語再准確，內容再生動，沒有一定的篇章知識和構建篇章的能力，就會有文無篇。而這些篇章知識，建構篇章的技能是可能在閱讀教學中獲得和發展的。閱讀模式告知我們：高一級的信息都影響著低一級信息的加工。所以，在英語閱讀教學中，學生可以採用自上而下，先見森林後見木的閱讀方式，首先通過閱讀，揣摩作者的意圖，把握文章的整體框架結構，在此基礎上，通過對文章的各個段落層次的分析，領悟文章句與句，段與段之間的邏輯聯系及寫作者所採用的各種銜接手段，領會文章的各種表現手法和謀篇布局上的特點，並藉以掌握英語寫作的內在規律，採取自上而下的思維方式，明白組句成章的各種原則，進而增強篇章意識，學會從宏觀的角度構築文章的框架結構，為將來的英語寫作準備必要的技能。2）通過模仿培養寫作技能。閱讀的過程，也就是模擬寫作的過程，在閱讀課堂上學生要解譯出寫作者發送出來的各種信息，達到交際的目的，就得參與到寫作者的角色里去，把閱讀材料當作全面了解寫作者的範文，領悟寫作者在範文中採用的各種寫作手法和表達技巧。然後在多種形式的語言實踐活動中，採用寫提綱、改寫範文、模仿範文進行寫作訓練等活動中，反復借鑒、模仿寫作者的寫作手法和表達技巧。在反復的實際運用中，熟能生巧，形成學生自己的寫作技能，為進一步的獨立寫作創造條件。 閱讀教學是英語教學中最為關鍵的一環，英語閱讀教學在發展學生的能力中起著無法替代的作用，通過閱讀教學，它既可以促使學生儲備豐富的語言基本知識，培養語感，為學生英語作文提供廣泛的寫作素材，同時又能陶冶學生情操，培養學生寫作技能，從而對學生英語作文綜合能力的提高產生重大影響。

⑥ 七年級英語為什麼閱讀和作文較差有什麼方法

第一個要說的就是詞彙量，這個是最基本也是最重要的。能在文章中出現一些高級詞彙，能夠增添文章的亮點，特別是當這些詞彙能夠用在合適的位置上，將起到事半功倍的效果。弄不好老師會因為一兩個這樣的點睛詞彙直接讓你的作文分數上一個檔次。（要高考應該都知道，英語作文改的時候是分檔次改的，當老師拿到一篇作文的時候，首先會確定作文在哪一個檔次里，然後在這個檔次里對作文的分數做出調整。）這種分數的提高十分可觀，而且也完全有可能。但是在寫的時候又要注意不能刻意的追求一些難詞，生詞，怪詞。分數提高的前提就是你的詞彙能夠正確的使用。如果用錯了，不僅起不到提高分數的效果，反而會給老師扣分的理由，這個一定要注意。
第二就是語法，語法正確是一篇文章拿到一個好的分數的前提。這個是根據個人功底來說的。語法功底好的人，可以在文章中適當使用一些長難句，比如說從句，復合從句之類的。當然這也是要以寫對為前提，寫不對就是讓老師扣分的。如果功底不行，就不能很刻意的去使用這樣的句子，反而應該使用有把握的簡單句，只要你寫對了，老師就不會扣你分，這是一種保險的方式。
第三是用詞，就像上面說的一樣，能用高級詞彙就用，不能用就別用，要用自己有把握的。但是寫的時候還要注意就是對於同一個詞不要在文章中反復頻繁的出現，不然就是告訴老師自己詞彙量太少，老師的起評分就會降低。要多使用同義詞，做不同的表達。
第四是文章結構，現在考試考得多的一般是議論文，當然不排除其他形式的文章。這里我主要講下議論文。寫議論文的首先要注意的就是要明確你的論點。一般題目給你的東西往往具有兩面性，好的方面和壞的方面。你的文章在寫的過程中一定要有所傾向，表明自己的觀點。如果觀點不明確，我可以很負責的說這種文章最多就是個及格。寫議論文的時候，要體現出事物的兩面性，同時又要表明自己的態度。一般做到這一點，文章的字數要求也就達到了。
還有就是寫文章的時候開頭和結尾一定要好好把握。高考改作文的方式去問問就知道，老師看一篇文章可能就是幾十秒的時間，根本不會去細讀。怎麼樣吸引老師，就是要在開頭和結尾上下功夫。開頭最好使用一些從句或者復雜的句式，前提還是要能正確使用。就算不用從句，文章的第一句話也不能寫的太短，2、3個詞就成了文章的第一句話，這樣的作文老師就是一掃而過給個基礎分。結尾要注意把握你自己觀點，就是要點題，進一步明確自己的觀點。
寫作文的時候字一定要寫好，寫清楚。老師改作文的時候凡是看不清楚的字一律算錯，千萬不要有什麼僥幸心理。看起來讓老師覺得很累的字，老師也會扣分，這是肯定的。而這樣的丟分是最劃不來的。
如果自己的作文功底不好就要嘗試去背背範文，掌握它的文章結構和寫作方法。功底好的就要在範文的基礎上，加入自己的東西。畢竟範文是死的，看範文背範文的人也是數不清的。你想想如果你的作文和大家都是一個模子的，老師看了能改高分么。但是範文能保證拿個平均分，所以也不能忽視。

⑦ 英語作文該怎樣提高英語閱讀與寫作

English learning, including listening, speaking, reading and writing various skills training, one of the most basic should be reading ability. Now in the English exam, reading ability demanding. Read the questions in the exam scores, and has a large proportion of the score, often determines how many students grades. English reading content involves a wider range of history, about the reality of life, the article, also have the narrative of economy, science and technology, military, etc, this paper has compared to read the contents of the students interest and widely knowledge, strong ability to understand the analysis judgment.