英语阅读与写作的关系作文

① 是互联网改变我们的阅读和书写为题的英语作文

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 急求一篇关于“阅读的好处”的英语作文

阅读有什么好处来呢？源第一阅读扩大知识量，
开阔视野，
了解世界。
第二，阅读可以开动思维
思考问题的能力。
第三，阅读可以提高人际交流能力，
让你知道的新闻、大事，
应付自如。
第四，阅读还可以学到新知识，接受新事物
！
。
阅读原来有这么多好处！我想我现在要去阅读了！
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 英语作文和阅读理解

看图作文答案。

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.

首先根据孩子所学课文单元主题（即出题者角度）来判断“Tom的一天”是“每一天”还是“某一天”，如果正在学习动词的一般现在时，那么应该是“每一天”，要求写Tom通常一天是怎么过的；如果正在学习动词的过去时，那么应该是“某一天”，要求写Tom在特定的某一天是怎么过的。相应的动词时态要发生变化。前者用一般现在时，句子后面加上用相应的时间副词everyday;如果是后者动词时态用一般过去时，作文开头最好交代这是哪一天。比如，It was Monday, a school day. 从阅读理解的题目来看，你家孩子的作为应属练习动词的一般现在时用法。所以一般过去时的版本我就不写了。

阅读理解答案。

getting up

having breakfast

reading English

going to school

having lessons

playing sports

going home

eating dinner

doing homework

going to bed

因为要求填写的部分是相应时间的活动，所以严格的说，应该写成相应动词的名词形式即加上-ing,变成动名词。

④ 英语阅读理解和作文

⑤ 何谓理解英语阅读与写作的关系

阅读是培养学生的英语应用能力的一种重要形式，它和写作一样属于书面能力。阅读要求的是理解和领悟能力，写作要求的是运用和表达能力。读和写的关系相当密切，互为促进。只有通过对读的逐步领会，才能转化为写作的正确表达。
阅读教学是学生在教师的组织引导下，学习阅读材料中涵盖的语言知识，理解材料内容，从

何谓理解英语阅读与写作的关系

而培养并提高阅读效率的教与学的活动。英语阅读教学对培养和提高学生的写作能力有着非常重要的影响。
1.英语阅读教学可以为写作储备丰富的语言知识。
扎实的语言基本功是学生学习英语的必备条件，它包括词汇、语法、固定句式、固定搭配、习惯用语等方面的基本知识。这些基本知识又主要是在长期的阅读中建立、巩固和积累起来的。阅读教学是扩大学生词汇量有效途径：对于中国学生来讲，学习英语的第一大难关就是英语词汇。学生的作文水平难以提高，感到有话说不出来，一定程度上也是因为其词汇量的限制所造成的。而一个学生的词汇量的大小又直接取决于起阅读量的大小。一方面，通过阅读教学，学生可以加深对已学单词的理解和记忆，使这些词汇在多次的接触和运用中得到巩固。根据信息加工理论，对信息多一遍识记，也就多一遍加工，学生对已学的单词多接触一次，他们的理解就加深一次，对这些单词在具体语言环境中的含义及其用法也就会有更加全面而深入的了解，从而加深它们的记忆。书面语言是写作者在书面输出信息过程中使用的语言。英语格言、警句、固定表达、习惯用语均属书面语言的范围。书面语言与口头语言相比较，更有稳定性的特点。学生通过阅读教学，可以积累一些英语格言、警句，记住一些习惯用语，固定句型，从而丰富自己的书面语言，为英语写作是构建一个更大的英语语料库。 2.英语阅读教学可以培养学生的语感
语感是人们直接感觉和领悟语言的一种能力。英语语感的形成来源于大量的语言实践。在语言实践中，人们通过看或读广泛地接触语言材料，积累语言知识，于是语言知识作为信息呈现于认知机能，使之逐渐产生对英语语言的直觉认知，从而克服汉语的干扰，形成英语的思维定势。很显然，英语阅读教学对培养学生英语的语感有着非常重要的作用。在阅读教学中，教师通过分析材料在体裁、结构、内容、语言上的特点，结合各种课堂活动，指导学生有目的地进行阅读；学生通过和英语不断的接触，自然而然地形成对英语的知觉认知，从而养成一定的英语语感。在英语写作中，就有可能自觉的排除汉语的干扰，有效遏制中式英语现象。
3.英语阅读教学可以提供广泛的写作素材
素材是指作者从生活中收集到的、尚未加工提炼的各种客观事物和生活现象。积累素材，就是作者将通过各种感知活动所摄取的人、事、物、景在大脑中记忆中储存起来。离开了人的感知活动、实践活动、素材是无法进行的。素材是文章的血肉，写作必须言之有物，所以，写作离不开素材的积累，如果没有大量的素材积累，写作者便无法写出内容丰富，详实感人的文章。英语阅读教学是学生积累写作素材的最重要途径之一。这是因为通过英语阅读教学，可以开拓学生视野，增加学生阅历，丰富学生的内心世界。 4.英语阅读教学可以培养写作技能
写作技能的培养提高是离不开阅读教学。下面就两个方面来谈阅读教学对提高写作技能的影响。1）通过篇章理解培养构建篇章的能力。阅读和写作都是建立在语篇的基础上的，思想的交流，信息的传递并不是简单的“词汇+语法”。可以说，脱离了篇章结构分析的阅读教学，

学生对文章内容的理解往往是支离破碎的。这里所说的建构篇章的能力是指作者根据自己的写作意图，为文章谋篇布局的能力，也就是写作者安排文章整体框架和段落层次的能力。这种能力对作文的成功与否至关重要，因为即使词语再准确，内容再生动，没有一定的篇章知识和构建篇章的能力，就会有文无篇。而这些篇章知识，建构篇章的技能是可能在阅读教学中获得和发展的。阅读模式告知我们：高一级的信息都影响着低一级信息的加工。所以，在英语阅读教学中，学生可以采用自上而下，先见森林后见木的阅读方式，首先通过阅读，揣摩作者的意图，把握文章的整体框架结构，在此基础上，通过对文章的各个段落层次的分析，领悟文章句与句，段与段之间的逻辑联系及写作者所采用的各种衔接手段，领会文章的各种表现手法和谋篇布局上的特点，并借以掌握英语写作的内在规律，采取自上而下的思维方式，明白组句成章的各种原则，进而增强篇章意识，学会从宏观的角度构筑文章的框架结构，为将来的英语写作准备必要的技能。2）通过模仿培养写作技能。阅读的过程，也就是模拟写作的过程，在阅读课堂上学生要解译出写作者发送出来的各种信息，达到交际的目的，就得参与到写作者的角色里去，把阅读材料当作全面了解写作者的范文，领悟写作者在范文中采用的各种写作手法和表达技巧。然后在多种形式的语言实践活动中，采用写提纲、改写范文、模仿范文进行写作训练等活动中，反复借鉴、模仿写作者的写作手法和表达技巧。在反复的实际运用中，熟能生巧，形成学生自己的写作技能，为进一步的独立写作创造条件。 阅读教学是英语教学中最为关键的一环，英语阅读教学在发展学生的能力中起着无法替代的作用，通过阅读教学，它既可以促使学生储备丰富的语言基本知识，培养语感，为学生英语作文提供广泛的写作素材，同时又能陶冶学生情操，培养学生写作技能，从而对学生英语作文综合能力的提高产生重大影响。

⑥ 七年级英语为什么阅读和作文较差有什么方法

第一个要说的就是词汇量，这个是最基本也是最重要的。能在文章中出现一些高级词汇，能够增添文章的亮点，特别是当这些词汇能够用在合适的位置上，将起到事半功倍的效果。弄不好老师会因为一两个这样的点睛词汇直接让你的作文分数上一个档次。（要高考应该都知道，英语作文改的时候是分档次改的，当老师拿到一篇作文的时候，首先会确定作文在哪一个档次里，然后在这个档次里对作文的分数做出调整。）这种分数的提高十分可观，而且也完全有可能。但是在写的时候又要注意不能刻意的追求一些难词，生词，怪词。分数提高的前提就是你的词汇能够正确的使用。如果用错了，不仅起不到提高分数的效果，反而会给老师扣分的理由，这个一定要注意。
第二就是语法，语法正确是一篇文章拿到一个好的分数的前提。这个是根据个人功底来说的。语法功底好的人，可以在文章中适当使用一些长难句，比如说从句，复合从句之类的。当然这也是要以写对为前提，写不对就是让老师扣分的。如果功底不行，就不能很刻意的去使用这样的句子，反而应该使用有把握的简单句，只要你写对了，老师就不会扣你分，这是一种保险的方式。
第三是用词，就像上面说的一样，能用高级词汇就用，不能用就别用，要用自己有把握的。但是写的时候还要注意就是对于同一个词不要在文章中反复频繁的出现，不然就是告诉老师自己词汇量太少，老师的起评分就会降低。要多使用同义词，做不同的表达。
第四是文章结构，现在考试考得多的一般是议论文，当然不排除其他形式的文章。这里我主要讲下议论文。写议论文的首先要注意的就是要明确你的论点。一般题目给你的东西往往具有两面性，好的方面和坏的方面。你的文章在写的过程中一定要有所倾向，表明自己的观点。如果观点不明确，我可以很负责的说这种文章最多就是个及格。写议论文的时候，要体现出事物的两面性，同时又要表明自己的态度。一般做到这一点，文章的字数要求也就达到了。
还有就是写文章的时候开头和结尾一定要好好把握。高考改作文的方式去问问就知道，老师看一篇文章可能就是几十秒的时间，根本不会去细读。怎么样吸引老师，就是要在开头和结尾上下功夫。开头最好使用一些从句或者复杂的句式，前提还是要能正确使用。就算不用从句，文章的第一句话也不能写的太短，2、3个词就成了文章的第一句话，这样的作文老师就是一扫而过给个基础分。结尾要注意把握你自己观点，就是要点题，进一步明确自己的观点。
写作文的时候字一定要写好，写清楚。老师改作文的时候凡是看不清楚的字一律算错，千万不要有什么侥幸心理。看起来让老师觉得很累的字，老师也会扣分，这是肯定的。而这样的丢分是最划不来的。
如果自己的作文功底不好就要尝试去背背范文，掌握它的文章结构和写作方法。功底好的就要在范文的基础上，加入自己的东西。毕竟范文是死的，看范文背范文的人也是数不清的。你想想如果你的作文和大家都是一个模子的，老师看了能改高分么。但是范文能保证拿个平均分，所以也不能忽视。

⑦ 英语作文该怎样提高英语阅读与写作

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.