英语六级写作技巧:如何突破常见困境

英语六级写作技巧:如何突破常见困境
英语六级写作技巧:如何突破常见困境

英语六级写作技巧:如何突破常见困境

一、滔滔不绝“意识流”

有一部分考生在考试时一见到作文题,便感到很对自己的胃口,

觉得有很多内容要写。于是乎千言万语涌上心头,写着前一句想着后

一句。往往前句尚未写完便接上了后一句,辛辛苦苦写了一大堆(甚至

有写11个自然段的)犹觉余意未尽。结果令判卷的老师头疼不己,无

法继续往下看。原因就在于这种没有构思、未理提纲的作文章法太乱,语言质量差。无论是四、六级考试还是研究生入学考试,我国的作文

试题都是规定式作文(controlled writing),这跟国外考试(如TOEEl)不一样。所以,写作时必须按给出的提纲或提示去写,任何过于放任

自由的做法都是不可取的,更不要另有所图,滔滔不绝。这是进入实

际操作前的一个基本理解问题,稍不留神就会出问题。

要控制这种“意识流”的写法,必须严格按照三点提纲来写。假

如第一段要求描述某个现象,务必不要先实行原因分析,否则到了第

二段该分析原因的时候就没东西可写了。明智的做法是投其所好,该

如何就如何,这个原则适用于所有的考试。另外,有的考生一方面有

话则多,一发而不可收,控制不了自己;一方面无话则隐,该说的话没

有说出来。我们不妨把作文的要求量化到每一个段落:一篇200词左

右的作文一般不会超过15句话,把这15句话根据题目要求分配到各

段中去,每一段大模只说那么几句话,绝不多说。事实上往往是说得

越多,错误越多。所以,眼着提纲走,每一段不要写得太多,点到为止,见好就收,这才是最稳妥的对策。

二、无话可说真难受

无话可说是滔滔不绝的对立面。有的考生题目看得懂,提纲也一

目了然,就是不知道该说什么,在考场上头脑一片空白,想到的也仅

仅空泛的东西。这是一种常见的现象。在这种情况下,即使是用中文

也难以写好,更何况要用英文去表达。针对这个情况,办法就是要善

于联想到一些具体的事实、具体的例证以及具体的现象。比如说,要

谈论电视节目这个话题,能够联想到新闻联播,并由此想到它让人们

开阔视野,了解世界。但有人觉得话题太熟悉了,反而一时说不出什

么来。其实,作文题一定是永恒的话题,在任何时候都能够讨论;或为

当代话题,让所有的人都有话可说。题目是公平的,绝对不会让某一

专业的考生有特别的优势。所以,考生一定能联想起具体细小的事情,再形成观点。把看得见摸得着的事物带来的思考变成作文里的实质内容,这不失为一种很好的策略。例如,计算机的利与弊这个话题似乎

太大,但是可能想到的具体的现象是小孩、学生要在计算机前玩计算

机游戏。由此带来的思考是,这些学生整天呆在那里对他们的mind是

有害的,并wastealot of time。

所以,当头脑出现空白时,应该由具体细小的、琐碎的、微不足

道的事物所引发的思考形成观点,再实行论述。这种定式思维的形成

需要多下功夫多练习。从无话可说到有话可说,下面的例子让人不无

启发。在种种场合下,经常要欢迎领导讲几句话。领导往往首先开口说:同志们大家好,我利用这个机会讲三句话。讲第一句话时,脑子

里不知道第二句话是什么,讲第二句话时,根本就没想第三句话要说

什么。但他最终说了三句话,以“谢谢大家”结束讲话。领导讲话“1、2、3”成了一种定式,他总能找到相关内容讲几点,这种功夫是长期

磨练的结果。写作文也一样,平时需要多多练习这种思维。

三、真情流露没必要

考试时,监考老师通常发现有的考生坐在那里根本就是在玩深沉,他在那里思考人生的伟大哲理;他在那里要想出一个观点,想出一个理由,想出一个措施,非要显得与众不同。陷入这种境地的考生,显然

犯了一个根本性的错误。参考时间为40分钟的作文,一般应该在35

分钟之内完成,再用几分钟的时间检查语言错误。可有的考生十几分

钟一句话都写不了,就是因为他太进入角色了,他想向判卷的老师掏

心掏肺。这是一个很大的误区。

考作文的目的纯粹是通过这个命题形式,考查考生的英语水平如何。命题人注重的是书面表达水平,而不是看一个人有没有内容,思

想有没有深度。只有当作文明显跑题时,内容才体现出其重要性。不

管原因也好,措施也好,某一考生想到的任何一点,很可能命题人早

已料到,而且肯定会被成千上万的考生重复无数遍。因而以前令自己

激动一时的想法,在判卷的老师看来全无感觉。规定式作文的拓展空

间本来就非常有限,所以“真情流露”是没有必要的。

四、英语表达憋得慌

如果说以上几点都明白了,剩下的障碍就是用英语表达意思很困难。对于这个点,首先要树立信心。实际上,绝大部分考生都受过正

规的大学英语教育,即使是一些自学的考生,其英语水平也足以写好

一篇六级作文。关键在于要把这种潜力挖掘出来。《朗文词典》(Longman Didonary)的特点,就是用2000个核心词来解释几十万个词条,而且词条大都有几个义l项。由此可见,并不一定要用多么复杂l 的英语来表达,也不一定非得添加一些高难度的单词以加深判卷老师

的印象。事实上,简单的语言也能表达复杂的事物。的美国作家海明

威的作品以其明白晓畅的语言吸引了千千万万的读者,就是一个明证。

要求考生使用英语思维来写作文是不现实的。如果能用英语思维,也就谈不上会遇到多大的困难了。在实际写作过程当中,脑子里想的

是中文句子,然后把一个一个的中文句子译成英文。在翻译的时候努

力寻求一一对应的关系,希望找到与中文词对应的英文单词。结果句

子结构和单词的选用受到中文的影响,自己感觉上也是“憋”得费劲,或者觉得表达出来了,意思差不多,而实际上给人的感觉依然还是中文。若是让老外来看这篇作文的话,也许根本就弄不清楚文章的内容,而判卷的中国老师在判卷时往往能想象出文章是怎样写出来的。在这

种情况下,出路在于把中文译成英文时,不要去追求一一对应的关系,而应该“得其意,忘其形”(get themeaning,for get the form),

忘掉中文的语法结构,句法形式则可能要整个地打乱,“钻进去,跳

出来”。所谓“钻进去”就是要看意思是否到位了,“跳出来”就是

要忘记中文的语言形式。实际上把英文译成中文,也是一样的道理,

关键是要在转换中把意思表达出来。如果写出来的句子整个结构都在

对应,无异于用英语词说中国话,这显然是不合适的。

词汇掌握有限的考生,能够经常看一看朗文词典中词条的英文注解,这对于提升写作的表达水平会有巨大的助。整部词典成千上万的

词义全部用2000左右常用词汇解释。随意翻开词典的任何一页,找出

其中不理解的单词,然后看后面的英文注释。要找不理解的单词,因

为在急于知道意思的情况下看注解,印象才深刻。要先学人家怎么表达,再学会自己表达。有的人简单地认为,只要记了单词和语法,就

能够高兴怎么表达就怎么表达,这样的人永远学不好英语。记住一个

词跟学会使用这个词是两码事。BBC的一个材料上说,英国农民一辈子最常用的、基本上能够表达他所有情感世界和日常生活的词大概不到

一千。农民也有喜怒哀乐,在这个点上,一个农民的情感世界跟一个

伟大诗人的情感世界是没有什么区别的,而且用简单的语言把复杂的

意思表达出来也可谓之伟大。对于一个一时找不着词的概念,‘应该

用一种迂回曲折的方式把意思表达清楚。或用一个短语,或用一个从句,或三言两语,如果没出什么语言错误的话,这也算是一种伟大!

针对英语表达“憋得慌”的情况,必须摒弃翻译中追求一一对应

的关系并机械地把中文译成英文的方法,应该把中文句子结构彻底地

忘记,然后用比较简单的“万能”英语表达。平常不妨做一做这样的

练习,通过阅读不理解的词条的英文注解,然后试着把单词译成中文词,再去对照英汉词典的汉语释义,慢慢地就会开始领会用英语表达

的门道了。之所以强调这样做,是因为朗文词典语言简明,例句来自

活生生的现实生活,不同于传统的英语词典从文学作品里摘录例句的

做法。正因为如此,其词汇量比较贴近我们的词汇基础,只要读得多

占自然就会明白这样好。做的奥妙,进而受其影响。

五、处于被动危害大

即使四六级作文为规定式命题,但考生仍可积极主动地把作文写。其主动性在于采取回避的策略:表达上采取迂回的方式,即使用不很

复杂的语言,内容的取舍上避重就轻地写比较易于表达的内容。很多

人在写作过程中从头至尾都处于被动状态,当有内容想要表达清楚的

时候,却又发现种种途径都不可能表达好,只好硬着头皮把自己意识

到没把握的东西勉强写上去。毫无疑问,这种连自己都意识到可能是

错误的东西,只会产生于己不利的负面作用。所以,当有的内容感觉

一点找不着、英语实在表达不清楚的时候,就应该彻底地放弃。开动

脑筋多想几点内容、理由和措施,假设想到四条理由,但因为语言表

达的问题,其中一条理由说不清楚,那么就理应机立断地把它放弃,

写上另外三点理由就能够了(或许两点就够了)。由此可见,积极主动

的态度会使自己在考试中有更大的灵活性。

单词拼写错误多也是四六级作文的一大问题。例如,opinion错拼为opium,结果in my opinion成了inmy opium(在我的鸦片中)!常用

单词是不能拼错的。有的单词平时会拼写,考试时突然没把握了,比

如modern so d-ety,假如不知道modern与IElorden哪一个是对的,不妨换成society today或today'ssociety,或许还能想起另外一个

难度大一点、拼写有把握的con-tempomy来代替modem。应该回避明确知道自己不会拼写的词:如果没法换一个词,将句子改换一种说法亦

未尝不可。有的考生在考卷上没把握的地方标上问号,或者两种可能

都写上,让判卷老师判断后选择其中一个,这是不可取的,是有害的。

总之,不能让自己陷人被动,想说什么、用什么方式说,说多少、说到什么时候,说到什么水准,一切都应由考生主动把握,这样才会

减少心理上的压力,更好地发挥出自己应有的写作水平。

2018春季大学英语四六级作文预测辅导讲义

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